IFDC LENGUAS VIVAS Bariloche

Profesorado de Inglés

Inglés para los

Lenguajes Artísticos

Docente: Prof. Marianela Cabral

2021

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 UNIT 4

Welcome to our last unit!

In this last unit, we are going to discuss the way in which artistic subjects are
structured, based on curricular designs. We will also look into the methodology that
can be applied to teach subjects that integrate Art and English language, and we will
have an approximation to planning such lessons. Finally, we will discuss the language
needs that artists may have. The focus of this unit is to be able to integrate all the
knowledge that you have gained throughout the subject.

The Milkmaid – Johannes Vermeer

1658

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 Introduction
Art is not a mirror held up to reality, but a hammer with which to shape it.
— Berthold Brecht. –

You can watch an introductory video on a separate file in the platform.

There are many schools in which Art, or artistic subjects, are part of the programme

of studies. This means that students have an Art subject taught in English as part of

their English language education.

If the school follows an international bilingual programme, the subject may be part

of it (such as the IB or IGCSE programmes); and if it does not, it can be one subject

of the programme of studies that the school has devised. In either case, the important

feature is that these subjects are taught in English and that the teacher needs to

have an excellent command of the English language in order to be qualified to deliver

the lessons.

There are also other curricular spaces in which Art can be taught in English, such as

workshops in schools and institutes, seminars, a school Art project or even some

lessons planned as part of the regular English course. There are probably many other

possibilities in which artistic disciplines can be taught in English, and there are many
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other ways in which English teachers can include Art as part of their lessons. In all

these cases, the teachers have been bold and innovative enough to be open to

incorporate Art into the English language field.

It is important to note that the offer of artistic subjects that are taught in English in

different kind of schools is varied. Some of the subjects that are included in their

curricula are: Art, Design, Dance, Drama, Music, Photography, Crafts, Singing or

Choir, Creative writing, among others, or variations of the former.

The question that arises is the following:

How are these artistic subjects taught in English?

This is a core question for both Art and English language teachers, and one that will

be dealt with in the following lessons.

__________________________

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 Lesson 1 – The Curricular Design for the Arts

“Creativity is the power to connect the seemingly unconnected.” – William Plomer

Montparnasse, Andreas Gursky, 1995

The national curriculum is the set of subjects that students have at school. Each
school may have a variety of subjects but all of them have a common set of subjects
and a common standard and guidelines along which these subjects must be taught.

The curricular designs are extensive documents that delineate the way in which each
curricular area (subject) must be understood, the main notions that apply to it and a
guide of contents and evaluation forms that must be followed. These documents are
written by groups of experts in the area and are given to every school to have as a
main guide to structure its programme of studies, the contents to be taught in each
subject and the main aims of them. They create a common ground for the education
system; which means that they allow the whole country to follow certain guidelines
and contents so as to guarantee that all individuals receive a similar educational basis
in each curricular area.

Supervisory boards and organisms will then inspect and guide each school so that
these curricular designs are followed and applied in each schools. Needless to say,the
particular features and situation of each institution are considered, but the main
tenets need to be preserved and followed.

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In our virtual classroom you will find
some curricular designs for Arts
education in primary and secondary
schools in certain areas of Argentina.

Each province has its own design and

they can be downloaded from the web.
However, for the purpose of this
subject, you just need to browse
through them so as to see how they are structured.

It is important to understand the way artistic subjects are conceived; and these
documents present many of the fundamental aspects that teachers need to consider
when teaching an artistic subject. Even though they are aimed at Art teachers, it is
important for you to get acquainted with them.

Let`s focus on the following when browsing through these documents (they are in
Spanish and so are the headings below to guide your exploration):

 Presentación y propósitos de la enseñanza

 Ejes de Apreciación, producción y contextualización
 Contenidos
 Sugerencias para la enseñanza y la evaluación

You do not need to focus on the details but to get the gist of each part. In order to
organize our first forum for this unit you will need to have access to the following
documents:

____________________________________________

1. Diseño Curricular para la Educacion Primaria (Provincia

de Buenos Aires) - Educación Artística (página 311)

2. Diseño Curricular para la Educacion Primaria: Artes Visuales (Provincia de Entre

Ríos) (Area: Artes Visuales, página 45 en adelante)

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 3. Diseño Curricular para La Nueva Escuela Secundaria: Artes Visuales (Ciudad
Autónoma de Buenos Aires)

4. Diseño Curricular para la Nueva Escuela Secundaria – Formación General (Ciudad

de Buenos Aires) (páginas 33 a 93)

____________________

Forum 4 A. Exchanging ideas for the final assignment.

Curricular Designs

One first topic that you could comment on in this forum is the Curricular Design of
the art form you were assigned for the final assignment. You can share some contents
of the area that you found interesting, or some ideas that called your attention. You
can also ask any queries you may have.

For the final assignment you will have to surf the internet and look for the curricular
design for your province (either for primary or secondary schools). You will have to
check if there is a part of it devoted to Arts education. If so, you will have to look for
the following information about the subject area assigned.

1. Presentation

2. Axes: production, appreciation, contextualization

3. Contents

4. Suggestions for teaching and evaluation

_________________________________

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 Lesson 2 – CLIL Methodology

It is the supreme art of the teacher to awaken joy in creative expression and knowledge -
Albert Einstein

Three Colours: RED - Krzysztof Kieślowski -1994

What is CLIL?

CLIL is the acronym that stands for CONTENT AND LANGUAGE INTEGRATED LEARNING.
It is a teaching methodology that focuses on teaching a foreign language and content
- a particular subject, for example - in an integrated way.

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Grieveson and Superfine (2017) describe it as follows, “CLIL is the term used to
describe the methodology ofteaching a foreign language through another subject
(content). In English language teaching, various forms of CLIL have previously been
known as 'bilingual education','English across the curriculum' and 'content-based
instruction'.

Through this method, language is used to learn as well as to communicate and it is

the subject matter which determines what language needs to be learnt. CLIL refers
to teaching subjects such as Science, History, Geography, Art and Craft, Music,
Physical Education and English Literature to students through a foreign language. This
can be achieved either by the English teacher using cross-curricular content or by the
subject teacher using English as the language of instruction. Both methods result in
the simultaneous learning of content and of language.”

Applying CLIL is not simply teaching the content subject in English. Both content and
language should be considered and given attention (Coyle, Hood and Marsh). “The
essence of CLIL is [dual-focused] integration” (Mehisto, Marsh and Frigols) which
means that “language learning is included in content classes” and “content from
subjects is used in language learning classes” (Mehisto, Marsh and Frigols).

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CLIL has four main components, known as the 4 Cs. Click on the image below and
read about each of the 4 Cs in a slides presentation online.

Kay Bentley states that CLIL teachers can be “subject teachers, language teachers,
primary classroom teachers or classroom assistants. Different teachers have different
challenges: language teachers need to learn more about subject content; subject
teachers need to learn about the language needed for their subjects. In some
programmes, there is cooperation between subject and language teachers.

What is really important is that ALL teachers can apply CLIL. They only need to be
aware of their strengths as well as of their areas for improvement. For teachers of
English the challenge is posed on learning the content or subject matter.

It is important to note that there are different ways of implementing CLIL. For
example, if some contents are taught as part of the language course (e.g. Volcanoes
is the topic of the unit and students learn about them in the subject called English),
this will be considered SOFT CLIL.

Other schools offer a sort of immersion programme in which students are taught
subjects in English and the knowledge on the content is what is evaluated. Inthis last
case, the methodology applied is considered HARD CLIL.

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Between these two ends there are mid-way situations, such as having certain subjects
of the curriculum in English, mostly included in the schools with intensive English
lessons, referred to in the introduction to this unit.

___________________________
 Bentley, Kay (2010), The TKT Course: CLIL Module, CUP
 Grieveson and Superfine, 2017, The CLIL Resource Pack: Photocopiable and Interactive Whiteboard activities for Primary and
Lower Secondary Teachers, Delta Publishing.
 Coyle, Do, Philip Hood, and David Marsh. 2010, CLIL: Content and Language Integrated Learning. Cambridge, UK: Cambridge UP.
 Mehisto, Peeter, David Marsh, and MaríaJesúsFrigols. (2008) Uncovering CLIL: Content and Language Integrated Learning in
Bilingual and Multilingual Education. Oxford:Macmillan Education.
____________________________________________

There are many articles, books, and resources on CLIL.

In our virtual classroom you can find the following:

 The TKT Course: CLIL Module.

Focus on the main principles of CLIL, the 4 Cs, and the application to lesson planning.
Take down some notes while you read.

______________________________________

CLIL and the Arts

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The Arts are amazing subjects to apply CLIL methodology.

Think of MUSIC, DRAMA, DANCE, ARTS AND CRAFTS, DESIGN, PHOTOGRAPHY… and
more… all of them are content areas which are really interesting to have as main
focus of a lesson. Moreover, they are fun contents, which make the use of a
foreignlanguage become part of the engaging lesson environment. And this last point
-an ENGAGING, creative and fun lesson- is what English teachers should aim at when
teaching any of these Art subjects using the English language as the means of
communication.

When teaching an Art subject teachers need to consider the aspects included in the
4 Cs. Here you can see a very simple diagram of the 4 Cs for an Arts and Crafts lesson
plan.

__________________________________

Below you will find some material to read about CLIL. Click on
the titles to access the material.

 Read the part on “HOW TO WRITE A LESON PLAN FOR CLIL” that starts on page 11.
 CLIL Activities in Music Lessons (You can read Points 1, 4, 5 and the Practical
Part)

Not Compulsory:

 CLIL Magazine (with some articles on general reflections)

 Arts and Crafts some ideas
_________________________________
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 Lesson 3 – Lesson Planning

“For anyone to grow up complete, art is imperative” - P. Harvey

Maid in London – Banksy

Street Art

In this lesson we are going to focus on how to plan an Art lesson integrating artistic
content with the teaching of English.

As teachers of English, you might be asked to deliver an Art subject for the English
programme in a school, or to prepare a series of lessons on Art for your English
language students, or also to deliver a workshop on Art for students of English. The
situations and contexts may vary but in all of them the challenge is focusing on Art
content in a lesson delivered in a foreign language, in this case, English.

To begin with, the teaching methodology that can be used for these lessons is CLIL.
There are others that can be suitable for this purpose too, but for us, teachers of
English, CLIL can be the most adequate one, because it gives both content and
language a place of relevance.

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 A CLIL plan for an Art lesson

Below, you can read about the stages that a CLIL lesson plan should have and the way
of structuring such lesson.

First of all you need to have clear information about the class: grade or year,
students’ age, number of students in the class, thematic unit, lesson time.

Secondly, you need to establish clear aims for each lesson: aims connected to
language skills and also to the content area, and to communicative, cognitive and
cultural aspects as well.

Thirdly, the teaching points have to be established: which lexical items will be
taught, which language functions, which structures.

Finally, having reflected and established the previous aspects the lesson has to be
structured and so the lesson design starts.

A CLIL lesson plan for the Arts can have the following stages.

Stage Description
WARM UP
Greeting the students and establishing a good rapport with
them. Also setting the classroom atmosphere and setting
the topic for the lesson.
PRESENTATION
Introducing the topic for the lesson. It can be through a
visual task, through an appreciation task, etc.

DEVELOPMENT
Presenting student-centred activities to allow the topic to
develop gradually. In an Arts lesson you can include
exploratory tasks at the beginning and move on to
productive ones later.

The substages can include the following:

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 Exploratory stage: exploratory activities for introducing
the materials or the strategies to be able to create later
on. The skills needed to produce an art piece can be dealt
with separately in each exploratory task, for example,
learning to focus on certain movements (for a dance class),
visualizing material (images, videos, and working on
appreciation of art pieces, working with materials, trying
different brushes or painting techniques, etc.

Linguistic stage: the language requirements should be

dealt with, too. At this stage the teacher can provide the
language tasks that will allow students to understand the
language they will need to know in order to access the
content area. Students might need to use the language
productively or might need to comprehend language with
no need to produce it orally or in a written way. However,
it is advisable to have students produce some language
outcome in every lesson, either written or oral. (It can be
a poster, an infographic, an oral presentation, etc.)

Production stage: at this stage students can work on tasks

that are more complex and more directed to developing
higher-order thinking skills. They should also require
certain integration of skills (artistic, cognitive, linguistic) .
At this stage students are already dealing with the content
matter deeply, for instance activities of actually painting,
dancing, performing, or if the axis is on appreciation or
contextualization, activities that lead to creating a text
that analyses a painting, a performance, etc.
CLOSURE
This is a short stage. Exhibiting the productions, evaluating
the knowledge gained or the skills developed, appreciating
the most enjoyable aspects of the lesson or similar ones are
ways of rounding off an Art clil lesson.

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These stages and lesson plan structure was based on CLIL methodology but adapted
to Art subjects. For instance exploratory stages are very usual in Art lessons, while in
a different content area other activities would be used to start the development of
the topic.

A CLIL plan for a Drama Lesson

Information about the class

Class: 6thGrade –Primary school

Students’ age: 11 years old
Number of students: 25
Type of Plan (Unit or lesson): Lesson
Thematic Unit:
Lesson Nº: 1
Class time: 80 minutes

Aims
To learn how to interact in a hair salon, an every-day situation.
To develop speaking and communication skills through roleplay.
To develop emotional and social skills by identifying what people are feeling.
To develop thinking skills such as identifying, naming, describing, differentiating,
applying, and deciding.

Teaching points: Language area

Lexis Functions Structures

Hair accessories Complaining I`d like …

(comb, scissors) and Offering help Imperatives
actions at the hair Command Simple present
salon (wash, trim, Apologising
cut) suggesting
Emotions and feelings

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Teaching points: Drama area

Mirroring strategy
Miming through facial expressions
Conveying emotions physically
Identifying the character´s emotions and actions
Memorising lines and actions
Role-playing scenes

Materials: projector and speakers, photocopies w/activities, props, blackboard.

WARM-UP(5 minutes)

First the teacher greets the students and tells them that today she/he is feeling happy
because she/he has brought some interesting ideas and prepared activities to have
fun. The teacher reminds the students of the feelings they have learnt before by
referring the students to a poster on feelings done on a previous Drama class.

The teacher asks:

How are you feeling today?
And students can answer by looking at the poster: There they can see faces with the
mood written below each one.

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PRESENTATION: (5 min)

In order to introduce the topic of the day, the teacher asks students to look at several
photographs of people in a regular situation of life and tell what they have in common
and what is happening in the pictures.

These are the images projected on the whiteboard:

The teacher expects students to come up with something using the following words:
hairdresser, cut the hair, scissors. The teacher asks students if they like going to the
hair salon, or having a haircut.

How do they feel when they are having a haircut? This is the next question, and
students can connect it with the emotions in the poster.

The teacher explains that they will have fun playing a scene at the hair salon. In order
to do that, some tasks have to be done.

Transition: the teacher asks students to move the desks and to have a clear space in
the classroom to start the Drama lesson.

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DEVELOPMENT (60 minutes)

Before the first Drama activity starts students always have a routine relaxation task.

Relaxation task: all students stand up and the teacher models the activity. She/He
asks students to close their eyes and to raise their hands up. Students have to stretch
their arms and breathe in. Then they exhale. They do this three times. Students can
yawn if they feel like it. After this they sit down in a circle.

Activity 1: Emotions (exploratory task)

Part 1.
Aim: recognising facial emotions

In this activity the teacher acts out an emotion with the face only and students have
to identify it.It is really funny for them to see the teacher making faces and this
serves as a model for the next activity.

Part 2
Aim: recognising gestures connected with emotions

In the same way as before the teacher

introduces body movements and gestures to
express emotions. She/he can stomp the feet
to show anger, or shake to express fear.
Students have to identify the emotion as
before.

In this part the teacher introduces new

feelings, moods and emotions, such as the
following: surprised, embarrassed, in love, in
a hurry, jokey, confused. For this purpose
she/he projects the following image:

Students have to identify which emotion the teacher is representing and name it.

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Transition: the teacher asks students to sit face to face with the person next to them

Activity 2: The Mirror (exploratory task)

Part 1:
Aim: mirroring (imitating) facial emotions

In this activity the teacher model and shows the task first, before students set out to
work. He/She tells students that she will point to one image while naming the emotion
and one student of the pair will have to act out the emotion with the face, while the
other one watches. After the first 15 seconds, the other student will be the mirror,
and will have to imitate the expression done by his/her classmate. Then, the teacher
chooses another emotion and students change turns. This is done several times.

Part 2:
Aim: mirroring bodily gestures

Now, students stand up and the same procedure is applied. However, now they have
to express the emotion with the body and gestures, and the classmate has to imitate
this. Then they change turns.
And again, this is done several times.

The teacher goes round encouraging and providing some modelling of emotions for
students who need this guidance.

Transition: The teacher tells students that they have acted out very well, and that
now they will revise some language needed for the task.

Activity 3: Language task

The teacher presents a photocopy with certain objects that are used at the Hair salon
and students will match the words with the pictures. They will do this in pairs.

The words are: comb, scissors, towel, hairdryer. An example can be this one:

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It can also include actions such as wash, cut, blow dry, straighten. Something like the
following:

While students check the answers the teacher shows the action by doing it.

Activity 4: language task

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In this activity students have to put a dialogue in order.by deciding who says each
line:

At the hair salon.

Customer Hairstylist

- Good morning.

- Can I help you?

- Yes, I`d like to have a haircut.

- A cut or a trim?

- I said haircut. I want to make it shorter.

- Oh. Ok. Take a seat.

- Do you need a wash?

- No! Just a haircut!.

- Ok. Um..let me see. Let`s start by the sides.

- Please, I am in a hurry.

- Oh. Ok. I`ll start here.

- Please, hurry up!

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 - Ok.

- Oh!!! You cut my ear.

- Oh! I`m sorry.

- Sorry??? I have a meeting in 10 minutes.

- Oh! I`m sorry. Shall I bring a band-aid? Let me wash it…

- Oh… Please. I must leave.

- But…?

- What a mess you did!

- I will never come back here.

- But…

After putting the dialogue in order. Students read it aloud.

Activity 5: language and preparation task

In this activity students will have to identify how each character must be feeling when
saying the lines. Next to the line, they will write the emotion that they think is more
suitable. This task is done in small groups. The teacher walks around helping them
with any language needed. There are not right or wrong answers as to emotions, but
the one that it is more easily interpreted by the situation would be preferred.

Activity 6: Role-playing (production task)

The teacher asks the students from each small group to work in pairs with the
dialogues they have created. They will have to act out the scene using the hands as
pair of scissors and some crepe paper as towel or cape for the customer.

The teacher tells students that the emotions they have assigned to each line will need
to be expressed bodily, in their faces and voices.

This task is very important because students will be rehearsing the scene without
feeling self-conscious as the classroom will be noisy with everyone acting out their
scenes.
Activity 7: Mixing emotions (production task)

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The teacher asks students to change partners and to act out the scene with the
emotions that they have in their own dialogues. The teacher will assign a role to each
student, one as customer and the other one as hairstylist.

After students have taken turns to act out each role based on the emotions they have
chosen, the teacher incorporates a variation. For the rest of the activity the teacher
will say which emotion goes with each role and every pair has to start acting out the
scene expressing this emotion. For example, the teacher says: the hairstylist is happy
and jokey. The customer is angry and in a hurry.

Students change partners and every time the teacher says which mood to use when
role-playing each character. After the third time, this task can come to an end. If
students are having real fun the teacher can choose to extend it a bit longer.

CLOSURE: (10 minutes)

The teacher will invite the students who are willing to come to the front to act out
the scene. He/She can have a real towel and a big comb as props to use at this closure
stage. (*)The teacher assigns roles and emotions to each character and students act
it out. This can be done with three pair of students. Then the teacher can ask the
class if the enjoyed the lesson and which activity was their favourite. He/she
congratulates the students on their work and says goodbye.

Variation: some scenes could be recorded by the teacher to use in further lessons.

(*) Throughout the lesson

students could use a towel,
and a comb or brush as
props, but this should be
organised beforehand, by
deciding who brings all
these materials (if the
teacher or if she/he asks
the students to bring in
material for the Drama lesson).

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 ART LESSONS and Ideas

As you have seen, the structure of the lesson plan above can be applied to other Art
disciplines. Including some variations, this lesson plan can easily be adapted to other
situations, contents and topics.

Below you will find some interesting links to different online articles, materials and
lesson plan resources connected to different Art forms. Browse through them to see
what other teachers have planned for their CLIL Art lessons.

This exploration will be very useful for your final integrative

assignment.

____________________________________________

These are the links to the material on Art lessons.

English Through Music

CLIL activities in Music Lessons

Ten Resources for teaching Music

CLIL Music Lesson Plan

Arts and Crafts lessons: ideas

Units on Dance, Singing and Songs lessons, plus useful classroom language

Stories for CLIL

CLIL Art Lesson on Dali

Art lesson on Dance Party

Some lesson plans from the Paul Getty Museum

Arts and Media: some ideas

ESL Plans on ART

Lesson: Everyday objects as art

PE and CLIL (dance within PE)

Dance Lesson plans (requires access)

Some dance lessons ideas

These are only some links. If you surf the internet you will find plenty of material on
lesson plans for the arts using CLIL methodology.
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 Assignment Unit 4 (Final Integrative Assignment):

You will find this assignment in a separate file in our virtual classroom. From June 2nd
onwards the tutor will create a Google docs. file for each student or pair of students
to work on. A separate forum will be created to post your queries.

________________________________________

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 Lesson 4 – English for Artists

Convergence – Jackson Pollock - 1952

“Logic will get you from A to B. Imagination will take you everywhere.”A.Einstein

Artists with no or little knowledge of English may need the assistance of an English
language teacher. And they may need to improve their English language skills for
several reasons. Some of these reasons referred to by artists are:

“I need English lessons to be able to …”

- read specific books (on certain techniques many times) or articles on Art.
- understand and fill in application forms for scholarships and contests.
- interact in social events connected to the art world.

As you may see, these three reasons why artists may need to take a class are very
different from each other. In the first case, the person needs to develop his/her
reading comprehension skills, in the second one the focus is on reading and writing
skills, and in the third case on speaking and listening skills, and communicative
ones, too.

In this brief example we have presented only three reasons, but each individual
student may have his/her own list of reasons and needs for taking an English course.
If the course is devised for artists it is different from a general English course in
many ways.

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The main notion to consider is that whenever a course is designed for a particular
group of people, for example, an English course for tourist guides, or for chefs, etc.
it is considered an ESP one. ESP means English for specific purposes, as different
from a regular English language course.

____________________________________________

Here are two articles on ESP and the difference with General
English courses:

Teaching English for Specific Purposes

In our virtual classroom: Difference between ESP and EGP

____________________________________

After reading, complete the chart with the differences between ESP and EGP. The
answers are at the end of the unit.

ESP EGP
Learner
Purpose for
learning
Focus on
Needs analysis
Goals
Skills covered
Content
Teacher`s role
Motivation
Other?

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As you may have noticed already, ESP courses have certain particular features.

Dudley- Evans refers to the following:

- ESP is defined to meet specific needs of the learners.

- ESP makes use of underlying methodology and activities of the discipline it

serves.

- ESP is centered on the language appropriate to these activities in terms of

grammar, lexis, register, study skills, discourse and genre.

Some variable characteristics of ESP are:

- ESP may be related to or designed for specific disciplines.

- ESP may use, in specific teaching situations, a different methodology from that

of General English.

- ESP is likely to be designed for adult learners, either at a tertiary level

institution or in a professional work situation. It could, however, be for learners

at secondary school level.

- ESP is generally designed for intermediate or advanced students.

- Most ESP courses assume some basic knowledge of the language systems.

From the aforementioned, it is clear that a needs analysis is what should be carried
out when designing a course for artists or for a single artist. Teachers need to be
aware that this need analysis is the most relevant aspect in such a course. If this is
done with precision and the goals are set clearly, then the course can be tailored to
meet the needs of that particular group.

We cannot anticipate here what the needs of each ESP learner will be, but we can
refer to certain characteristics that the course we design for them can have.

_________________________________________

 Dudley-Evans, Tony (1998). Developments in English for Specific Purposes: A multi-disciplinary approach.
Cambridge University Press

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In the article you have read before (Teaching English for Specific Purposes) you can
read the following ideas:

_____________________________________________________________________

The responsibility of the teacher

A teacher that already has experience in teaching English as a Second Language (ESL),
can exploit her background in language teaching. She should recognize the ways in
which her teaching skills can be adapted for the teaching of English for Specific
Purposes. Moreover, she will need to look for content specialists for help in designing
appropriate lessons in the subject matter field she is teaching.

As an ESP teacher, you must play many roles. You may be asked to organize courses, to
set learning objectives, to establish a positive learning environment in the classroom,
and to evaluate student s progress.

Organizing Courses
You have to set learning goals and then transform them into an instructional program
with the timing of activities. One of your main tasks will be selecting, designing and
organizing course materials, supporting the students in their efforts, and providing
them with feedback on their progress.

Setting Goals and Objectives

You arrange the conditions for learning in the classroom and set long-term goals and
short-term objectives for students achievement. Your knowledge of students' potential
is central in designing a syllabus with realistic goals that takes into account the students'
concern in the learning situation.

Creating a Learning Environment

Your skills for communication and mediation create the classroom atmosphere.
Students acquire language when they have opportunities to use the language in
interaction with other speakers. Being their teacher, you may be the only English
speaking person available to students, and although your time with any of them is
limited, you can structure effective communication skills in the classroom. In order to
do so, in your interactions with students try to listen carefully to what they are saying
and give your understanding or misunderstanding back at them through your replies.
Good language learners are also great risk-takers , since they must make many errors
in order to succeed: however, in ESP classes, they are handicapped because they are
unable to use their native language competence to present themselves as well-informed
adults. That s why the teacher should create an atmosphere in the language classroom
which supports the students. Learners must be self-confident in order to communicate,
and you have the responsibility to help build the learner's confidence.

Evaluating Students
The teacher is a resource that helps students identify their language learning problems
and find solutions to them, find out the skills they need to focus on, and take
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responsibility for making choices which determine what and how to learn. You will serve
as a source of information to the students about how they are progressing in their
language learning.

The responsibility of the student

What is the role of the learner and what is the task he/she faces? The learners come to
the ESP class with a specific interest for learning, subject matter knowledge, and well-
built adult learning strategies. They are in charge of developing English language skills
to reflect their native-language knowledge and skills.

Interest for Learning

People learn languages when they have opportunities to understand and work with
language in a context that they comprehend and find interesting. In this view, ESP is a
powerful means for such opportunities. Students will acquire English as they work with
materials which they find interesting and relevant and which they can use in their
professional work or further studies. The more learners pay attention to the meaning of
the language they hear or read, the more they are successful; the more they have to
focus on the linguistic input or isolated language structures, the less they are motivated
to attend their classes.

The ESP student is particularly well disposed to focus on meaning in the subject-matter
field. In ESP, English should be presented not as a subject to be learned in isolation from
real use, nor as a mechanical skill or habit to be developed. On the contrary, English
should be presented in authentic contexts to make the learners acquainted with the
particular ways in which the language is used in functions that they will need to perform
in their fields of specialty or jobs.

Subject-Content Knowledge
Learners in the ESP classes are generally aware of the purposes for which they will need
to use English. Having already oriented their education toward a specific field, they see
their English training as complementing this orientation. Knowledge of the subject area
enables the students to identify a real context for the vocabulary and structures of the
ESP classroom. In such way, the learners can take advantage of what they already know
about the subject matter to learn English.

Learning Strategies
Adults must work harder than children in order to learn a new language, but the learning
skills they bring to the task permit them to learn faster and more efficiently. The skills
they have already developed in using their native languages will make learning English
easier. Although you will be working with students whose English will probably be quite
limited, the language learning abilities of the adult in the ESP classroom are potentially
immense. Educated adults are continually learning new language behaviour in their
native languages, since language learning continues naturally throughout our lives.
They are constantly expanding vocabulary, becoming more fluent in their fields, and
adjusting their linguistic behaviour to new situations or new roles. ESP students can
exploit these innate competencies in learning English.

______________________________________________________
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From what you have read, you can notice that the teacher has different roles. The
teacher needs to design the course, prepare material, evaluate strategies, etc. But
the teacher also needs to rely on the learner as the expert in the subject matter. In
this case, the artists will bring to the lesson their knowledge about art, about the
professional field itself, and the teachers will offer the language expertise. In this
combination there is also integration of knowledge and of trust.

The teacher needs the knowledge about art and about its field that the learner brings
to the class, and the student needs the knowledge about language that the teacher
brings as well. In this equal exchange as two professional adults is that the teaching
learning process becomes enriched and highly motivational for both participants. The
teacher has to be open and willing to learn about the professional field of the learner,
and the learner has to be open and willing to learn about the language. This balanced
and equally-leveled relationship is one of the wonderful features of ESP courses.

if you have to design a lesson or a course for artists, we hope that,after having
attended this course on English for Artistic Purposes,you are now more motivated and
confident to embrace the chance and to continue developing your skills and
knowledge about Art in the interaction with your “student artist”.

____________________________________

Forum 4.B : Final Comments

In this forum you can share any comments on the subject, on the topics that you
found interesting in this last unit. You can also share the topics and contents that
were interesting and new to you. And finally, how do you think you will be able to
apply the use of Art in your oncoming lessons.

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__________________________________

 Fiorito, Lorenzo: Teaching English for Specific Purposes, 2005.

We´ve come to the end of the subject!

I hope you have enjoyed this subject and that all you have learnt can act as a
springboard to encouraging creativity in yourselves and your students.

Check your progress:

In this unit I have learnt about:_____________________________

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___________________________________________________________________

My favourite part of the unit was: ______________________________________

My favourite image in the unit is: _______________________________________

My favourite quotation on Art in this unit is: ______________________________

If you feel like it, you can send your answers to any of these questions to your tutor
by uploading them in the platform. Thank you!

____________________________

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Answers:

ESP EGP
Learner Generally adult Age varies from children
to adults
Purpose for To communicate in Not always clear for the
learning professional related learner and not always
tasks or to perform a immediately applicable.
particular job-related
function
Focus on training education
Needs analysis Determines language to Not done
be taught
Goals Goal-oriented
Skills covered Defined by students All four skills equally
needs treated
Content Related to professional General , many areas
or occupational field covered
Teacher`s role Many roles throughout More restricted range of
the course roles
Motivation high Has to be
Other?

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