‘00 i Frida KhaloJoin B ClubeDwa and you'll get our monthly newsletter. ecbookcomicubeton Q tiverconicubedbe @) pinterestcomicbecbs @ you | Suscribe to Mazstra‘rjanit | a and The Teacher's Magazine. rf You can also buy spedalediions — | and back issues on our website Visit wwwediba.comgy a )- colleagues, his month, The Teacher's Magazine goes artistic! With e oe lots of lesson plans and activities to cater for different ages and levels For very young learners, there is a wonderful idea to work with colours, fruit and vegetables to make Art in the Kitchen. For young learners, there is a poem to work on what artis. And also, there are activities to make colourful games to play at school or at home. For teenagers, there are activities to work on music and songs, short films, street art and graffiti We hope you enjoy this issue and make the most of it. “x< ‘The Teacher's Magazine team One year subscription (11 issues) ETN aed in Poland — zamowienia@ediba.com / ww.ediba.com Tel: +2566 77 87 (Al letor ESATO wobsteswruccecibe.com One year subscription (12 issues) 000 Ke ‘By e-mail: suscripciones@ovejer.com Bam Halfa year subscription 6issues) 550 Ke By Phone: 91 352 09 18 by Fax: 91 71588 75, Czech Republic Contact: wivw.send.cz RUPO €DIBA GormBackground — Frida Kahlo was born on 6th July,1907. She was a Mexican painter. She is very well-known for her self-portraits. Her life began and came to an end in Mexico, in her parents’ house, which was known as "La Casa Azul” (The Blue House) On 17th September, 1925, Kahlo had a bus accident. Due to this incident, she suffered several injuries which included a broken spinal column, a broken clavicle, broken ribs and eleven fractures, among others. She was in great pain, and she had to undergo more than 35 operations as a result of this, After her accident, she gave up her medical course of studies, in order to take up painting. She used it as a pastime during her temporary immobilisation ‘When she was a younger artist, she talked to Diego Rivera, a Mexican muralist, about her art. She admired his work, and she wanted some feedback about her productions, He encouraged her to pursue art as a career. Kahlo got married to Rivera in 1928. During her life, Frida created around 200 works of art and drawings which illustrated her emotional and physical pain as well as her complex relationship with Diego Rivera. When she was asked why she had painted so many self-portraits, she replied that it was because she was often alone, and that she was the person she knew best. She died on 13th July, 1954 from a pulmonary embolism. Some people suspected that she died from an overdose, However, as ‘an autopsy was not performed, that hypothesis was not confirmed, Teaching sequence for children Levelt Any Pre-tasks: «1, Tell students they will analyse a portrait made by a famous painter. * 2, Before showing students the portrait, ask them to predict the answers to the following questions to activate schemata and revise vocabulary a. Is ita man or a woman? b. How does he/she feel? c. What is he/she wearin * 3. Show students Frida Kahlo’s portrait, and have them check their predictions. 4 Cag Tasks: + 1, Tell students to replicate the painting, but trying to change some features. Follow-up tasks: * 1, Have students compare their portraits to the one Frida Kahlo painted Teaching sequence for children Level: Pre-ntemediate Pre-tasks: * 1, Write the following key words on the board: painter Mexican - “La Casa Azul”- bus accident - Diego Rivera. Tell students all these words are related to Frida Kahlo’s life. Have them find the connection, * 2, Elicit possible answers from students and then, tell them briefly Frida Kahlo's biography Tasks: * 1, Have students watch a two-minute video which shows different paintings made by Frida Kahlo. © 2. Have students write down the name of the picture ‘which they liked best. * 3, As homework, tell students to write down a short description of the painting they had chosen. ‘ollow-up tasks: * 1. The following class: Students read aloud their descriptions. The rest of the class guess which painting it refers to. Resources for teachers: + To get a copy of Frida Kahlo’s self portrait: hnctpy/wwnartchive.com/artchive/K/kahio/kahio_selR26 pg html + To get more information about Frida Kahlo’s life and chronology: http /rwridakahlocom’ * To show students the two-minute video which includes many paintings by Frida Kahlo: sheps//wwmw youtube convwatch?v=eNBNLIXIVEKM Yesica Galliano.c ef : DiCanhs 2 ee ee * The teacher may ask a carpenter for some remaining pieces of wood with a certain measure (2,Sem x 7em x1,Sem). It ‘would be more exciting if the students personalized the game by painting the blocks in different colours. The teacher will encourage students to build the tallest tower. I project is aimed at primary school student. I may ask for the help of the Art teacher to design some drawings, and to work together V during her classes. We will each the students to recycle some objects, and use them to create games they could use to play at school or at home. We will ask them to bring empty cans or tins, old socks and empty baxes. First, the teacher will divide the students into three groups, so. each team willbe in charge of creating different games. + This group of students may paint empty cans, tins or bottles, and old socks. The teacher may bring, some paint and brushes. The Art teacher designs some angry birds, ghosts or other pictures on the tins, or uses some stickers to decorate them. They may even assign different points to the different cans to make the game more interesting. Someone can make a ball with old socks Once the tins and ball are ready, the students can stack the tins, and try to knock them down with the ball * This team will make use of empty boxes of matches or any other boxes. The teacher may take some black and white pieces of paper, glue and scissors, There are 28 pieces in the dominoes, so each pupil will be in charge of creating 3 or 4 pieces. The teacher will cut pieces of white paper of Scm x 9em, which ‘ill be used to cover the front part of each piece. Some students will draw and cut black circles, and distribute them among other students s0 that they can finish the pieces. If you prefer to revise any x vocabulary items, instead of drawing and cutting black circles, students draw the vocabulary items you want to reinforce a7 ft “introduce or revise colours, it 8. good idea not to teach them in isolation, since they are everywhere, and ur kitchen is not the exception, ‘Through the activities proposed, students will be able to discover colours in sore food as well as to try some simple but interesting scientific experiments such as the extraction of natural dyes from vegetables to use them, later, to express themselves artistically. Poster: In this issue, there is a colourful poster which portrays fruit and vegetables. The first step isto show the poster of a basket full Of veggies and fruit so that the teacher can ask students to look at it carefully. To encourage children to do that, do a gesture like wearing lasses or using binoculars. Then, the teacher can use the poster in a very simple way, just asking and pointing at the diferent images: What colour is the banana? How ‘many green fits can you see? Are there any red apples 7 et: The food presented and their respective colours are the following «white: bananas (inner part) + yellow: pear * orange: oranges * pink: grapefruit (inner part) «red: cherries * green: kiwi fruit (inner part) ), + blue: blueberries A + purple: plums * brown: coconut— Instructions: Photocopiable Activities: sis ‘There are also three photocopiable worksheets, eset so children can work individually giving chosen. the teacher le oppbrslhy mao ene around the classroom and to speak asigand repeating when SDD Ser nism Serena. the vegetable witha > ae ‘The first two activities are related to fine spoon. have to follow a code to paint with the right Sd Steaspagntittsigas aod am colour to discover the hidden items of : a ene ced oo which students have to draw the missing halves of different fruit and * The vegetables and fruits that best work with veggies. this technique are: spinach (to obtain green Finally, the last photocopiable paint), strawberries (red), beets (use the skin to sworkalecttan be stig make pink paint), carrots (orange), coffee homework so as children have the (brown): * To obtain concentrated colours, do not use chance to work together with their ‘Gitlin ad to speak sbeucatiat they too much water. Just enough to cover the veggies. have learned. Students will find an empty hot water, and basket to fill with drawings or pictures from * You can add a teaspoon of alcohol to help the smagazities of frult and vegetables of veggies liberate their pigments and make them different colours. Their productions can stronger. bbe displayed on the walls of the ‘It would be useful to use gloves and aprons to classroom. Each child will have the avoid stains. ‘epportunity to speak about them. * Use the pigments obtained to paint with paintbrushes on big pieces of white cardboard 0 children can appreciate them. Let's paint with ‘Another form of making art with food is natural veggies! stamps. Just cut some fruit or vegetables in halves, put them on a plate with paint, and pick up carefully one at a time. Finally, stamp As it has been mentioned before, colours are everywhere, and the frilsor vepstabVeon asheet of paper teachers can help children realize this by doing a simple experiment of extraction of natural dyes from some vegetables. ‘The following steps can be done with different veggies or fruit, preferably the ones which are more juicy to get enough paint for the children to colour their own drawings. Y EaART IN THE KITCHEN | A) Follow the code to paint the picture with the right colours. Can you find the hidden fruits? |B) Follow the dotted lines to draw the missing parts of each fruit and veggie. 5 Sawer e = 4 = iART IN THE KITCHENLevel: Pre-ntermeciateyintermediate ‘Age! Teenagers/Aduts ART IN THE STREETS! Street artis a form of art that is performed in public places. If you think about street art, what comes first to your mind? Maybe graffiti, stencil graffiti, murals or sculptures. if you have thought of any of these options, you are right. These are some of the street art categories, but there are other types of artwork such as street installation, art intervention, video projection, wheatpaste, street poster art, sticker art and 3D street art. 1) Read the texts about two street artists. Julian Beever isa British artist who has become famous worldwide for his 3 illusions. He draws amazing images with ‘chalk on the pavement. He uses a technique called anamorphosis. Its a form of perspective in which you need to stand ‘ata specific point to be able to see the image in 3D. With the help of a camera, you can also enjoy his pieces of art. He has painted the pavement of many cities in Europe and America Banksy is the pseudonym of a British graffiti artist. Nobody knows who he really is, although he is famous for his graffiti and stencil graffiti He is an activist, and gives political and social messages through his artwork. He is such a prestigious artist that some of his pieces of art have been stolen. In other words, people broke walls to take his graffiti home. He has done most of his work in London A) Decide if the sentences are true (T) or false (F). 1) Beever and Banksy are British, _ 2) Beever is also an activist. _ 3) Banksy has worked around the world. _ 4) Beever's and Bansky's pieces of art have been stolen. _ 5) Banksy is concemed about society. _ B) Find images of all the categories of street art on the Internet. Comment with your classmates which artists you like/don't like, and what your favourite type of street artis. ) Answer the questions. 1) Do you like street art? 2) Have you seen any street artwork in your hometown? 3) Which artist do you like best: Beever or Banksy? 4) Why? 5) Would you ike to be a street artist? 6) How do you picture yourself living asa street artist? 7) Would you ike to be an anonymous artist? 8) Why? Why not? 1D) Look at the bricks, and write some of the street art categories mentioned in the text. intervention [stexen, inatalation | Loti [sticker projection] sheet [steel | sitee! | Bi) fa ra duwssiubaeeansiceaaion Key: 1) 1) re, 2) False, 3) False, ) False, ) Tue: Order may vary) Sten graft, 2) Steet Installation, 3) Art intervention 4] Video projection, 5) Suet posterat, 6) Stckerart 7) 3 street art. QO 8 BSE S222 B= & = Vib<AF * nis projec is aimed a teens and teenagers ata false beginner or low elementary level. ‘T throughout it, students will be able to learn vocabulary related to graffiti, give their opinions orally, and develop their reading and speaking skills through a topic oftheir interest. Objectives: To expand vocabulary. “To accept different opinions. To learn about a different form of expression. Linguistic features: - Specific vocabulary related to graffiti such as art, vandalism, wall, aerosol, cave, mural, signature, tag, prehistoric ancestors. - Vocabulary connected to giving opinions: tn my opinion...1 agree with...1 disagree with... 1 think... Write graffitt in the middie of the board, and ask students to brainstorm words related to it. Write them around the ‘main word. Explain their meaning, if necessary. ‘Then ask: Have you ever seen graffiti? Where? What is it about? Do you like it? Why (not)? Have you ever painted graffiti? What about writing on the walls of the classroom? Or on the tables/desks? Do you write there? Or do you draw? What for? Generally, students will want to answer the questions in their mother tongue, so encourage them by eliciting key words to help them speak in English. [Ask students to work on the questionnaire in Activity A on page 12 to see how much they know about sraffiti Once they have chosen their answers, ask them to search the web to see if they were correct. Tell students that to make graffiti, the first thing is to know which materials are needed. Ask students to match the Grawings to the names of supplies in Activity BL ‘After checking the answers about the materials, work on how to paint graffiti ‘The following activity is about the steps to be followed, Students have to put them in order. The teacher may ‘highlight the time sequencers (Firstly, secondly, then, after that. finally), and mime them so that students can connect the actions in order. Go to the link hrtpd//wwwabanksy.co.sky where you can find a lot of graffiti painted by one of the most famous araffiti artists called Banksy. ‘As stuclents look at the graffiti encourage them to make comparisons, focusing on the colours, drawings, ‘messages. Then, they can speak about their preferences, If necessary, pre-teach some expressions Ike the second one because its ig - My favourite drawing =I don't like this one because.. - I think the best graffi - The most colourful is. tin Activity C, on page 13, students work on a word search in which there are 10 words they have already learnt related to graffiti. They can work in pairs. This activity can be done as a competition in which the winner is the pair who finds the words first. ~~ Some people consider graffiti a form of art, and hence, respect it; however, some others think of it as a form of vandalism, and so they are against it Draw a chart on the blackboard like the following It is a way of ‘expressing ideas Pre-teach some useful expressions such as: In my opinion.../ I think.../ I agree with.../I disagree with...Encourage students to give their opinions, but as they may be a bit reluctant to speak in English, you can share some other opinions: = Itcan be decorative, = We have to clean up all the walls. + Graff - You can give your opinions through sraifiti + Graffiti is simply vandalism. - It’s important for teenagers. ‘Ask: Do you agree with this idea? Is this {dea for or against graffiti? Share these and other options, and give some examples. Students can be the ones in charge of writing the sentences in the right columns. AAs a final task, ask students to create their own graffiti. Give them white sheets of paper, colour markers, and other elements they may need, Help them with the messages they want to write in English, Another idea is to cover the classroom walls in Construction paper, so students can create their own graffiti whenever they want. Students can also tell the rest of the class what they have painted and their reasons. n't ar.O BBE £222 B= = f= Level: False beginner/Elementary GRAFFITI A) Graffiti quiz a) Caves, b) Land. ¢) Trees. 7} 1) Where did oo ancestors paint on? 2) Most graffiti artists normally paint with.. al colour pencils. | I spray paint.(_} ) brushes and paint.) 2) The origin of the word "graffiti" is a) the Italian word "graffiato".[) bi the British word “graphic”. | cl the Greek word “graphikos".[_] 4) Which of these walls was graffiti-painted from ‘end to end? al The Wailing Wall in Israel.(_] bl The Berlin Wall] cl The Great wall of China.) B) Making graffiti 1) Match the drawings to the names of the supplies needed to make graffiti. 9. Give Supplies needed 1. Drawing paper 2. Black pencil 3, Markers: 4 Eraser 5. Sharpener 6, Scissors 17. Paint pens 8. A can of spray paint 10. Palette 1 Paint brush ‘Age: Pre-teens/Teenagers 5) Where did graffiti art start? 4) Spain. b) USA. [_] c) Germany.) 6) The meaning of the word graffiti is a) graphic. [_] bi twisted lines.) €) scratched. [) ©) signature -]Pre-teens/Teenagers Secondly, start to apply the paint to the paper. Cover the surface completely. Take your eraser, and clean out all the pencil lines. Firstly, choose your favourite colour, and mix the paint with a few drops of water. ‘Go back to your original composition, and use the glue to paste your letters onto your background. ‘After that, take your scissors, and cut out your letter composition. Don’t do it quickly! Take your time, and be careful. When you complete your name, immediately go over the pencil lines with your black marker. Finally, use your paint pens to add extra details, a message or symbols, And don’t forget to tag yourname. ‘Ona new sheet of clean paper, begin to draw out your name with the pencil, Then, take your spray paint, and cover some parts of the painted paper. ) Find the answers for these questions in this word search. 1) Whereis graffiti painted on? 2) Where did prehistoric ancestors paint on? 3) What do you need to create graffiti? (3 words) 4) Whatis the name of the artist? (2 words) 5) Sometimes graffi! is considered art, but other times graffiti is created to damage... so who paints graffiti in each case? (2words) iv J <> -- -| S L ey.) 12,216 3) 3,4) 5)b, 6) 7) B)1) 9) 11,5) 1.) 60) 7,€)3,f12.g) 8.8) 10,15,)19, 64: 29251-76493 C) 1) wll 2) cave, 3} 2€7050, pant, pencl 6) signature, tage) aris, ands ‘BS @8S £= 82 B= 6 = tex (Sy 32S S= 224 B= @= = Ue 1 Level: Elementary ‘Age: Young learners/Teenagers WHAT IS ART? A) Read the title, and brainstorm words related to § art. Tell them to your teacher. For example: statue . What is Art? 8B) Let's check the meaning of some words, Use a dictionary, if necessary. "Wat is art?", my niece once asked, While doodling on my bedroom's door: "I don’t know, my little gir, © Doodle * Sculpture Clay bak yt caer cl © Scribble © Piercing *lce Ae ee © Scratch Tattooing © Wood ile cleaning up the scribbled lines: and then | know what she wants to say. © Painting © symbols © Bronze Veal her back and try to explain: A) Listen to the poem, and choose the right option. ‘Art can be seen anywhere, on the ground, ‘on the sand, on the wall, on the stairs. 1) What does the author's niece “Let's imagine how it works” and my answer must be ‘want to know? clear doodling, scratching, painting or scribbling : a) About pictures. ‘lin al as art deserves, a range of forms : by About drawings. 4) Clayandice ar... Sculptures come , ©) About art. a) materials. collage of colours to use in crafts. i b) pieces of art . 2) Where is the girl? ) instruments. Piercing, tattooing and symbols are a)inthe garden: \geas with meaning to show your feelings b)In the bedroom ‘You can fly high os mages flow, €)In the bathroom. 5)Where can youfind’art’? Useful materials as clay, as ice or wood or bronze In mutticolours you express yourself. a) On television, 3) Who cleans the door? bb) Atthe cinema. yang rs em Hae ‘mind ie soul. a) The litle gir. ) Everywhere. fee et Een b) The author's mother. — The author.Level: Elementary WHAT IS ART? ‘+ Remember to change the pronouns, if you choose a boy (sherher- he/ his) “What is art?” My. once asked, While ___onmy__‘sdoor “\don’t know my litle Buttryto _ somewhere else’, Iayto, to while cleaning up the lines and then | know what. to say Leall back and, own art poem. WHAT IS ART? ART CAN BE SEEN ANYWHERE ON THE GROUND, ON THE SAND ON THE WALL, ON THE STAIRS LET'S IMAGINE HOW IT WORKS AND MY ANSWER MUST BE CLEAR DOODLING az-Azury o Kay: A) 16.26 316.41 2,5)/€)Thisis an example ofa shape poem: tisatree, ‘Ages Young leamers/Teenagers B) Complete the blanks from the first and second stanzas replacing the original words. ) And now, it’s time for your own piece of art! Here is an example of a shape poem. You can add drawings, colours, etc. You can take lines from the poem above or, if you are more adventurous, you may write your SEP S= B26 B= 6 WM [ryround the 1920s, an Italian film expert, Riccioto Canudo, coined the term “Seventh Art to refer to e4 A cinema. He believed it was “plastic art in motion’ ew 4 The term certainly became fashionable in France ’ and Spain, but it did not catch much attention among English Speakers, iD ‘The phrase did introduce a debate: Is cinema an art? Many would deny it emphatically, while others would defend it with, enthusiasm. Setting the debate aside, it cannot be denied that cinema is a form Of art, which most of our students are exposed to; maybe the type of art they are closer to. So, we need to exploit their familiarity with it to boost their motivation for language learning. ‘These fun 40-50 minute lesson plans will help your students. expand their cinema-related vocabulary, while they practise important cognitive skills such as categorizing, rating, applying, etc The Seventh Art - Types of films - Beginners lesson plan St * Option 1: Introduce the topic by writing the word Films on the board, and asking students what their favourite film is. You can also ask when they watched it, and who they watched it with * Option 2: Tell your students you are going to give them clues about your favourite film. They have to guess it, and they ean take turns to do the same in pairs or small groups afterwards. Ask students if all films are the same, Tell them that there are different types of films, and then give out the worksheet, and ask them to match the types of films with the correct pictures. ‘You might need to explain a couple of them, 16 advent’ oe E Brainstorm examples for the different types of films, and write them on the board. Then, ask your students to classify them into the different headings in their worksheets, There might not be many examples of Western films, and some films might fit into more than one category. h Art Ask your students to choose five of the films on the board, or others, and rate them. They can then complete the second activity in the worksheet, in which they write sentences on their film rating. Encourage students to follow the sentence pattern appropriately. Arrange your students in pairs, and have them ask and answer questions about fil Model the activity with one or two student first A: B: Itis a/an. What type of film is. film, The Seventh Art - Types of films - Elementary lesson plan ‘Introduce the topic’ by talking about the last film you saw and asking students if they like fllms and why, if they watch films at home or go to the cinema. You can also talk about the: seventh art term. Elicit different types of films from your students, and play a short hangman game with them before introducing photocopiable activity A on page 19. The hangman word must bea film type which most students know.tage Write the name of a very well know film an a piece of paper and encourage students to guess it by asking questions. They might resort to L1. Nevertheless, the main idea is to introduce photocopiable activity B on page 19. They will learn questions to talk about movies and match them to the appropriate answer. Clarify the meaning of some words, if necessary. Ask the students to think about their own favourite film, and write their answers to the questions in photocopiable activity B, Afterwards, arrange your students in pairs or small groups. Ask them to interview each other with the questions they learn so that they guess their friends’ favourite films. Ask your students to use their answers to write about their favourite film. You might need to guide them so that t sentences are complete, For the paragraph to be cohesive, ask your students to use the order of the questions as a guide. Art - The Oscars Introduce the topic by telling your students tha films are prized, and asking what they know about the Oscars, its ceremony, who the winners were this year, etc, You can also show them some videos of the ‘Academy Awards ceremonies. httpsi/youtuberVCtch3D2LRs batips//wwnyoutube.com/watch?v=GsSWjS1uGni Inoue the text about the Oscars inthe worksheet. Ask them to read it, and comment on itater 5:7 minutes. After that ask them duestions about the test, Some suggested cuonions aw: Mooipany dineca weg. dowe have an Oscar ceremony? Where the main ceremony? Who i “Osar"? How many Categories are there? How many nominees has each category got? Who announce: the winners! Who ean win an Oscar? Ask your students to re-read the text in detail, and help them focus on the words in bold. You might need to explain some vocabulary, especially for the categories, but do not explain the words in bold. In pairs, they should match the words with th definitions, Check the exercise. As a fum way to end the class, you can suggest a mini award ceremony role play. Focus your students’ attention on the phrases the presenters use to introduce the nominees and announce the category winner. Ask your students to suggest two or three awards for the class: Funniest person, Always late student, Most helpful student, etc . Try to suggest fun categories which cause no conflict. 1 suggest § nominees for each category. Lead an anonymous voting session, Choose the presenters for each category among the students who have not been nominated, and ask them to rehearse thelr lines, Also, suggest the nominees to think of an acceptance speech. Finally, host the ceremony. hen, ask the class to —— esate and download an extra photocopiable activity. _ ae gia t7