Monet, Renoir and Tomoko too: Using Impressionist artwork to aid self-expression

Marlen Elliot Harrison
Momoyama Gakuin University

SUMMARY: This lesson introduces target structures for creative self-expression via discussion of famous images (picture speculation and reflection) by impressionist artists. The goal of the lesson is for students to learn basic sentence structures and vocabulary that will allow them to report their thoughts and feelings as well as elicit them from others. Additionally, it is a starting point for creative expression and experimentation with autonomous verbal expression.

STUDENTS: Students should have experience with basic self-expression and sentence structure; High beginners and up.

MATERIALS: Images of impressionist paintings such as Seurat's famous "A Sunday on La Grand Jatte" or Van Gogh's "The Starry Night" (many images may be downloaded from the internet; one of my favorite sites is the Smithsonian Institute's http://www.si.edu/).

TIME REQUIRED: 30-45 minutes.

RATIONALE: Impression may be defined as a cognitive or emotional response to exposure to a stimulus. Introducing the imaginative and famous images of impressionist painters can help students understand how their own creativity may be applied to the English language to express their own impressions. How many times have we asked students questions only to be met with responses that could be more complex and personalized? Perhaps part of the reason for this is students lack the language tools are required for such self-expression. If the great impressionists used color, brushstroke, and paint as tools to express their thoughts and feelings about the world around them, then it seems that students of foreign languages are performing quite a similar task with words, sounds, and body language as their tools.

PROCEDURE
Introduction: Begin with an explanation of the lesson, "Today we will practice talking about our ideas and feelings and look at famous paintings," and a timed warm-up (approx. 5 minutes) asking students to find out who each other's favorite artists are and why. A sample conversation that may be pre-taught could include:

A: Who is your favorite artist?
B: I like (painter's name), how about you?
A: Ummm, I like (painter's name).
Or
A: Ummm, I can't think of the painter's name.

It is helpful to also spend about 5 minutes eliciting ideas about the words "impression" and "impressionists". At least one student is usually familiar with the genre of impressionist painting and can name one or two artists. Students can also build their vocabulary by reviewing such phrases as "first impression," "bad impression," etc. Appendix 1 contains a list of words that students can use for a dictionary/translation exercise (one of my favorite dictionary exercises is a contest where students see who can find the Japanese word the fastest) to help build their vocabulary for later stages of this activity.

Next, ask students, "Why would a lesson about impressionist painters be good for an English conversation lesson?" as a timed (5-minute) brainstorming task, students should work together in a small group and think of at least three possibilities. After students share their ideas, which typically include responses like "vocabulary," "many colors," and "fun thing for talking," explain that foreign language students are impressionist speakers who, like the impressionist painters, must use a set of tools to create an image that expresses how they feel. Finally provide a number of sample sentences that can be used when discussing not only art but most any topic. For example:

1. Q: What does this make you think of?
    A: It makes me think of...
2. Q: How does this make you feel?
    A: This makes me feel...
3. Q: What does this remind you of?
    A: This reminds me of...
4. Q: Do you like it?
    A: I like/ dislike it because...

Picture Speculation Exercise: Show images (one at a time) of impressionist paintings. Model the conversation procedure by having a student ask the above sample questions and providing appropriate responses. I ask students to use their imagination to think of creative responses that reflect their own impressions using the sample sentences from above. The remainder of the activity may be spent encouraging student interaction though a brief restatement of lesson goals and a summary of lesson activities by the instructor are recommended.

It is important for the instructor to remember to provide concrete examples of language targeted, apply these kinds of tasks only when appropriate to the students' needs and skill levels, and choose images that are appropriate to the professional classroom environment. Additionally, the instructor's primary role is to help the students determine the direction of the lesson, depending upon their particular language abilities and needs, and provide concrete examples. Regardless of the outcome, students have a chance to converse, build vocabulary, practice sentence structure, and most importantly, increase their abilities as impressionist speakers.
 

ASSESSMENT: The lesson is most successful when the instructor limits correction of vocabulary or grammar and encourages creative experimentation with language. There are many possibilities for assessment at the instructor's discretion such as a follow-up conversation task or quiz.

REFLECTIONS: This lesson has a variety of outcomes: Students may create sentences or stories similar to poetry; students may issue opinions about the artists' intentions or abilities; and often students will express their dislike or approval of the images. Using the model question and answer formats, students frequently have entered into brief conversations that have resulted in surprising and imaginative speculations. In response to Van Gogh's "Starry Night" one first-year non-English major responded:

"This reminds me of winter-time in Hokkaido... my grandmother's place. Sometimes star is bright and shiny. Cold feelings can be happy."

Another student offered the following upon viewing Cassat's "The Boating Party":

"On a beautiful afternoon a family sails far from their trouble. This painting makes me feel love and I wish to have this experience too."

Additionally, students should be encouraged to keep a list of all new words learned during the exercise and to practice using them during their conversations. This format has many possibilities and is a great way to encourage students (with only a little help from the instructor) to practice newly learned vocabulary or grammatical structures.

VARIATIONS: There are many possible approaches to using artwork in a language lesson. Photographs, drawings, or paintings of any genre may offer students a chance to enter into conversation and express themselves. Many forms of language may be emphasized, for example:

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This Page was last update: Friday, September 16, 2005 at 2:47:16 PM
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