In our series of ART & LANGUAGE lessons we invite you to explore the world of contemporary artists in the classroom. They are all members of the Visual Arts Circle, and they have given us exclusive permission to use their artwork to create lessons for the Visual Arts Circle website.
Art & Language Lesson 1
Charis Loke and the ‘Sorcerers Royal’
In our first lesson we take a journey through Charis Loke’s illustration, a cover for a fantasy novel. The title of the artwork is ‘Sorcerers Royal’.
Charis Loke is an illustrator, visual storyteller and visual art teacher. She is based in Malaysia, and she also works on community arts and culture projects with Arts-ED Penang.
Aim of the Charis Loke lesson plan
The aim of this lesson is to explore a book cover visually and use it as a starting point to find out more about the story it illustrates. We start with the image as it is easily accessible for most students. By looking closely your students might come up with ideas which are surprising and unexpected for you, and we believe that real discussion starts like that.
Range of topics to explore during this lesson
- The visual world of the illustration
- The creative process of the illustrator
- History: Regency Era
- History and Geography: Globes and maps, exploring the world
- Literature: Magic and fantasy novels
Here you can download the slides of the lesson plan in PDF format:
You can also download the Teacher’s Notes in PDF here:
We hope you will enjoy this lesson!
This lesson plan was written by Nora Nagy , Arts & Pedagogy Coordinator of the Visual Arts Circle. Nora works as a blog writer (Helbling Readers Blog). She is also a PhD student in Applied Linguistics, and she’s writing her dissertation about multimodal literacy development. She teaches at Eötvös Lorand University in Budapest, Hungary.
One of our VAC members, Emma L. Pratt, was invited to participate in a innovative way at IATEFL 2018.
Header Image: Detail from “The Ecosytem”, in response to the first plenary about the relationship between research and the classroom.
Being Invited to be the Artist in Residence at IATEFL in Brighton 2018
When I was invited to be the artist in residence at IATEFL in Brighton this year, I jumped at the chance. I had already been talking about artists’ residencies in learning at our Image Conference http://theimageconference.org/emma-louise-pratt-talks-about-her-session-at-the-image-conference/ and especially language learning contexts, and I was keen to develop my own practice and build on my knowledge from having coordinated artists in schools in New Zealand.
The Pre-Conference Day for the GISIG
I had also been invited to participate in the Visual Arts Circle’s facilitation of the Global Issues SIG PCE day. This was an opportunity to explore workshop as performance; an artwork in itself. I had used video and storytelling to lead delegates into a space where they were invited to express their own personal thoughts and stories visually on the theme of social justice.
The Visual Arts in IATEFL 2018
Over the four days of the conference I made work that responded to the guest plenary speakers of IATEFL. I was daunted by the prospect of having to produce “something” under pressure on a topic that was not of my choosing. Added to that, having to do it in public. In short, a difficult brief that is almost counter-creative. Not everyone can do it, but I have a secret weapon. Children and a day job.
My arts practice has long fitted itself around the requirements of co-raising children, co-running a home and co-running a small company. When you are this busy, you become very efficient in the art of filtering noise, stealing moments and giving space to let ideas bubble and process. When I can’t physically make with my hands, I see it in my mind’s eye: images, shapes, colours, all coming and going.
I’ve heard it called “El rio bajo rio” the underground river. All practised creatives know that this river of creativity is flowing even when it’s apparently built over with the day to day needs asked of you. There it flows in the dark velvety deep.
The Teaching Artist
The concept of a teaching artist is perhaps a new idea in language teaching circles. However, in arts circles, it’s a term well used, especially in the United States. You may have heard the concept described sometimes as the participative artist, collaborative artist, the citizen artist and activist artist.
These are all ways to describe artists who move and shapeshift, finding their practice to be something that covers both the making of art works and interaction with a community.
These acts of art making take place away from the sometimes exclusive or problematic world of galleries and museums. They take place in the forms of residencies, performances and workshops in classrooms, public spaces and in my case this April 2018, at the IATEFL conference in Brighton.
My temporary art studio, with its work in progress provided chance for reflection. I only had one plenary to digest slowly for the day. Meanwhile, others dashed about in front of me, often asking me hurriedly if room 11 was anywhere near.
Conferences cause a sense of rush. We often need to “doggy bag” our thoughts and reactions, in order to sit down at the next meal. One workshop or presentation after another blurs into a degustation menu that is presented too fast, the plates taken away too suddenly.
I on the other hand, had the space to slow it all down. People could, and did, come and pull up a chair and chat with me as I worked or wandered about the visual work I was creating and peered over my shoulder.
Giving Silence a Place
During the GISIG preconference day, in the first playful stage of our workshop, I noticed that the room had fallen silent. Everyone had been asked to pick up brushes and in and water and simply play with the material on watercolour paper. It was a stage designed to loosen everyone up and introduce them to the materials before we got on to more serious matters.
I had expected chatter, but what I found was silence. A silent room. One delegate described it as if the act of watching the ink absorb in the paper made our bodies and minds slow down too. Perhaps we could consider more space for that.”
Emma would like to thank the GISIG, VAC and IATEFL for the invitation as well as her small team at Frameworks Education Group who walked the dog, fed and entertained the children and held generally held the fort, enabling her to be there. 😉
We are delighted to present a write up of Jade Blue’s workshop in the Visual Arts Circle and Global Issues SIG pre-conference event at IATEFL 2018 last March in Brighton. This is the first of the workshops/talks from the joint even at IATEFL we are going to present here.
Drawing in the ELT Classroom to Explore Social Justice
This was a practical workshop session applying practical teacher-drawing and learner-drawing tasks to explore issues of social justice and human rights.
Why Global Issues and the Visual Arts? What’s the link?
Those of us attending the PCE were doing so because we’re interested in, and recognise, either (or both) the power of visuals, and the importance of Global Issues in English language teaching. The visual arts have the power to trigger deeper discussion and engagement with a topic. We, and our students, are global citizens, of a world in which themes such as social justice and human rights are becoming increasingly important.
I believe that these things need to be talked about. One of the many things we’re doing as language teachers is helping to ‘grow’ a shared language – a lingua franca – with which we can talk about such things. The visual arts have the power to help us do that.
But Why Drawing?
How does the act of drawing differ from just looking at someone else’s visual? In a nutshell, the act of drawing as a way of exploring language leads to a deeper and more personalised, memorable connection. The workshop demonstrated and tried out learner-led and teacher-led drawing tasks.
The learner-led tasks are designed to act as a launchpad, or springboard, for discussion, with learners working in pairs or groups to share and generate ideas. These tasks looked at what a child in today’s world needs to survive and thrive, and the relationship between society and the individual, although the activities can be adapted for a range of related topics.
The teacher-led task, a PICTOGLOSS, is designed to aid learner comprehension of stories and language. In the PCE session, we looked at a story entitled ‘Teacup’ by Rebecca Young. Whilst telling the story the teacher illustrates it on the whiteboard and the learners then use these visuals to verbally reconstruct and discuss the content of the story. Again, the Pictogloss activity can be adapted to work with a wide variety of text types.
Jade Blue’s slides from her workshop can be viewed here JADE BLUE Drawing in the ELT Classroom to Explore Social Justice
Jade Blue 2018
Header Image: “Satellite View of The Road to Arlit, Niger” The Road to Arlit is a dangerous passage way for human traffic and economic migration. This is a detail of a carbon and pencil drawing. Artist Emma L Pratt drew every detail of the topography of this area as a reflection upon reading about the discovery of the bodies of 92 people who died of thirst after their vehicles broke down as they tried to cross the Sahara.