Teaching English with Art: Vincent van Gogh. This seventh volume of our successful series of eBooks combining ENGLISH TEACHING AND ART is a wonderful supplement to any coursebook or extra materials your students may already be using in the English class. It contains 30 speaking and writing activities (now including specific vocabulary exercises) for classroom use, based on some of the most striking works by one of the most beloved and controversial artists of Western Culture, VINCENT VAN GOGH.
The objective of the eBook is to expose the students to art while teaching English, fulfilling therefore one of the tenets of effective language acquisition: providing a realistic context for the language to be learned and practiced as a means to an end. Your students will love to exercise their English discussing the works of van Gogh. This is a proven way to make language acquisition fun and effective by creating in the classroom an atmosphere of interest, motivation and emotion. Each activity is clearly correlated to the COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR), and the level is stated next to it.
Click on the image below to download the ebook:
Click on the image above to get your copy from the KINDLE STORE.
Check out the video clip on the ebook TEACHING ENGLISH WITH ART: VINCENT VAN GOGH
We had The Sopranos, Mad Men and Breaking Bad. All these shows made history by breaking new ground in televison, focusing on the excellence of scripts, stunning acting and great premises.
The Sopranos dared to show in our living rooms how disturbingly “normal” a Mob family could look as seen from the inside, and thus struck a powerful blow on corporate America by likening the lifestyle and “business” methods used by Mob leader Tony to those commonly employed by CEOs of huge companies throughout the world.
Mad Men is all about contrasting society’s habits and especially womens’s position in the workplace by focusing on a a group of advertisers in the 1960s – the coolest professional category at the time – and having us analyse the context with today’s eyes. Has it changed that much? Do men, although behaving more subtly, still have the same demeaning attitudes towards women in the workplace? Food for thought. In addition to that, for those who work in the area of marketing, as I do, it’s fascinating to see how simple and direct it was for those Madison Avenue guys to lure and entice customers back in the sixties, when companies kept all the power of communication, especially through television, as opposed to the shift and landslide caused but the Internet and social media these days, which have given the customer a lot more voice and power in dealing with product/service sellers.
Walter White, the iconic protagonist of Breaking Bad, taught us that not all human beings are stable enough to maintain a solid and permant state of sanity and acceptable social behavior intact when exposed to extreme circumstances and under brutal pressure (in his case, the fact that cancer would eventually kill him and leave his family – wife and two kids – financially unprotected, after years of slaving away as a chemistry school teacher). He decides then to use his brilliant knowledge as a scientist to start a new and illegal business, becoming the fearless and cold-blooded drug dealer Heisenberg. Again, it’s been said that watching the show would easily substitute for a formal business course at Harvard! More than that, however, it demonstrates the lengths a person will go and the changes in personality that may occur as the result of one’s feeling abused and wronged by the institutions of one’s community.
Now we are watching another one of these groundbreaking series American TV has been lavishing upon us for the past 15 years or so. They are becoming even more daring as they stand on the shoulders of previous giants. Netflix’s Orange is the New Black, for example, under the pretext of depicting thelife of the inmates of a women’s federal prison, explores the feminine universe in all its details. The prison reflects of course what goes on with women in the American society as whole. With a lot of humor and irony, but also delicacy and poignancy, the show discusses the nuances of real (as opposed to stereotyped) lesbianism and homophobia, the violence and prejudice against minorities (women, blacks, latinos, homosexuals, immigrants, religious cultists and transexuals) and, not less interestingly, how power is gained, maintained and lost at different times in a community. The show is very political in bringing to light the different kinds of negotiations and shady deals one has to strike at all hierarchical levels to survive and keep one’s dignity and rights in society. I will not say anything about the ensemble of great actors who compose the cast. Suffice it to say that the acting is superb and the actos’ looks are initially revolting – until you grow accustomed to them and realize that’s what real people look like. Unlike the fake ” ugly ” looks worn by the likes of Meryl Streep in Ironweed or Charlize Theron in Monster,the women in OITNB look rather common, it’s just that we are not used to seeing them on TV. I have just read an article on the Internet pointing out that the show is effectively changing peoples’ negative opinions and attitudes towards the minorities it featured. Besides great entertainment, what more can you expect from a TV show? Well done!
Orange is the New Black
Do you watch Orange is the New Black? What do you think of it? Please leave a comment in the appropriate section of the blog before you move to another page.
I was lucky to grow up in a house packed with books. Both my mother and father loved reading. However, a dear aunt who lived with us for the most part of our lives was the real family bookworm. She wouldn’t stop buying books. This is the kind of environment that fosters the taste for reading in a kid. We wanted to know what the fuss was all about. Why do these grown-ups keep their eyes glued to those pages when the rest of us are having such a great time in front of the television watching Lost in Space? I had to find out.
My Mom decided to buy a collection of juvenile books which had just come out. Each volume came out quarterly and was sold from newsstands. It was basically through this collection that I made the acquaintance of some of the great storytellers of all time: Dickens, R. L. Stevenson, Jules Verne, Mark Twain, Victor Hugo and Jack London to name just a few. J. K Rowling was not among them, but I must confess I find Harry Potter’s The Prisoner of Azkaban a very sophisticated and clever book. The dementors, strange creatures that look after the magic prison featured in the story, are prone to inspire all kinds of psychological metaphors which can be disturbing even to adult readers.
In this post I’m going to list some of the books I loved when I read them as a child or a teenager and try to explain the power they exerted on my imagination, making me become an avid reader for life.
The Bookworm by Spitzweg, Carl 1850
1. Treasure Island by R. L. Stevenson: this was probably the first “real” book I’ve ever read (as opposed to the toy-books and comics I read before). It had a hard cover and it was thick by a 11-year-old’s standards. My brother and I read it around the same time and we couldn’t stop talking about Jim, the kid hero, who finds a map to a hidden treasure, after a mysterious captain dies at his parents’ inn by the sea. This is basically a coming-of-age tale, as Jim embarks on a perilous journey to find the treasure. Of course it has all the clichés we associate with pirate tales today. But I believe it must have been among the very first books to create and develop those same clichés in the first place. Whenever my brother and I would go to desert beaches for a day or the weekend – they’re a lot more common on the northeastern coast of Brazil, where we lived, than in the rest of the country – we relived in our imagination, as we ran up and down dunes and rocks, Jim’s adventures and challenges. We were Jim ourselves.
2. The Adventures of Tom Swayer by Mark Twain: who can forget Tom and Huck, best buddies, having fun, playing games and pranks in a small town by the Mississipi river in the early 1840s? Tom lived with a little bother, Sid, and a cousin, Mary, under the strict surveillance of Aunt Polly, who was always harassing the poor boy on matters of religion, cleanliness and good manners. Huck, on the other hand, was a boy of the streets, son of a drunk hobo, free to do whatever he pleased. Tom was the leader of the gang of the boys in the area, playing pirates and robbers, traveling to islands and exploring caves. The book is also about a boy’s first love and, although for most of us this was not so interesting, Twain made us care a lot about Becky, Tom’s sweetheart, by having them get lost in a maze-like cave, persecuted by a wanted criminal in the thrilling climax of the book. Unforgettable. This book is continued on a much more sophisticated work, The Adventures of Huckleberry Finn, considered Twain’s masterpiece. But I only got to read that a lot later in life.
3. The Call of the Wild by Jack London: the progressive inner journey of Buck – a domesticated dog kidnapped by an unscrupulous farmer employee, and sold to work as a sled dog in Alaska- into his wild self is beautiful and liberating. The story is boldly told from the point of view of the animal itself, so we get a whole new perspective. The story is so powerful that makes one wonder whether we ourselves should not follow a similar path in the search of our truest soul, shedding all the masks and disguises imposed by a false concept of civilization.
4. Oliver Twist by Charles Dickens: of course the possibility of losing my mother was the worst nightmare I had growing up. My father died in an accident when I was very young, so I grew up in constant fear that my Mom might leave me too. Reading Oliver Twist was a great cathartic way to put myself in the character’s shoes and deal with the horrible situations I feared the most, with the relief that, whenever I put the book down, all the horrors I had been through remained pure fantasy and my Mom would still be safely living with me. It was reassuring to realize I’d never had to beg for food as the poor hero after being served a meager meal in one of the most heart-wrenching passages of the book: “Please, sir, I want some more.”
5. Journey to the Center of the Earth by Jules Verne: if you read it today, it will feel a bit dated and definitely unbelievable. But at the time I first read it, I was fascinated by the trip to Iceland to reach the right volcano crater which would lead the characters down to the center of the planet. Some of the images branded forever in my brain by the powerful storytelling are, for example, the huge lake in the depths of the earth where we watch a fascinating fight between aquatic Cambrian monsters; the enormous caves jammed with stalagmites and stalactites (I bet you don’t know the difference between them!) the characters had to walk across on their way down, or the narrow halls and passageways along which they crawled down on their mission to get to the center of our planet. However, it was hard to keep the suspence of disbelief during the passage at the end of the book, when the characters are implausibly ejected to the surface of the planet by riding a flimsy raft on rising boiling magma, traveling up a volcano channel. No way!
The books mentioned above are commonly associated with boys’ taste for challenge, danger, violence and adventure. I suspect, however, that girls might derive the same pleasure from them. What do you think? Please leave your comment and rate this post as you leave the page. Don’t forget to tell us about your favorite books too.
In the early 1940s, Matisse underwent a serious and invasive surgery as part of treatment for intestinal cancer. After the operation, he was a very different person, lacking the energy and strength to be on his feet for long stretches of time at the easel painting on a canvas.
However, he was about to start a revolutionary new phase in his artistic life. Despite his physical weakness, his mind seemed to be ablaze with creativity and many say he was given a second life. This resurrection manifested itself mainly through a new art form he began to develop at the time: his famous cut-outs. Instead of painting, Matisse would now spend his days in bed or in a wheelchair, cutting out, with huge tailor scissors, abstract forms directly from gouache-painted sheets of paper, and then, with the help of assistants, pin them against a white background in striking and original compositions.
He would constantly move the pieces around until he was fully satisfied with the final result of these “collage-like” designs. The colors were vibrant and pure, lending the composition a life-affirming quality. Icarus is one of the most famous works from this period.
Icarus. 1947. Illustration for the book Jazz.
The Legend of Icarus
In Greek mythology, Icarus and his father Daedalus, a master craftsman from ancient Athens, were made prisoners on the island of Crete after helping Ariadne and Theseus escape from the Minotaur’s labyrinth, which Daedalus himself had designed for King Minus.
The Minotaur was a creature with the head of a bull and the body of a man who lived in the center of the labyrinth
Daedalus plotted to escape from his prison by making wings of feather and wax for himself and his son. However, he warned Icarus against flying too close to the sun because his wings would melt. Icarus, in the typical fashion of bold young men, disobeyed his father’s instructions and soared to the heights, coming dangerously close to the sun. His wings melted and he plunged to the sea, drowning. The story of Icarus is usually used as a cautionary tale against excessive ambition.
Many critics and viewers suspect that there is an alternative source of inspiration to the Icarus cut-out. What do you think it might be? What may this work represent if not necessarily the legend of Icarus?
Imagine that this work is about the horrors of war instead. After all, Matisse put it together soon after the end of the Second World War. In this case, what do you think each element of the cut-out stands for? Think about this interpretation and try to see the elements of the work in the light of this new context. It will add a lot to it.
For those of you who are English Teachers and love Matisse and art in general, we offer a wonderful collection of didactic eBooks for the students to practice vocabulary, speaking and writing, based on the works of famous painters: TEACHING ENGLISH WITH ART. The series is comprised of 7 books so far, and features works by Matisse, Picasso, Caravaggio, Monet, Norman Rockwell and Vincent van Gogh. For further information on how to download the materials, please click here: http://wp.me/p4gEKJ-1lS
Click on the image above to learn more about the advantages of TEACHING ENGLISH WITH ART.
As most of you know, we have launched a series of supplementary eBooks, TEACHING ENGLISH WITH ART, based on the works of famous artists, to help the students practice their English (for further info on the series, please click here http://wp.me/p4gEKJ-1lS).
We have received an overwhelming response in terms of feedback. Sales fortunately are doing well too. However, we realized that some teachers are hesitating to use the materials for a number of reasons. Having gone through all the feedback we have been getting, we decided to write this post to answer some of the most frequently asked questions by teachers (or even students) about the materials.
I can’t teach English through art!
1. Do I need to be an art specialist to teach from these books? Of course not. The idea of these books is to extend vocabulary, speaking and writing practice, providing more interesting and customizable topics that resonate better with the students and foster more engaging and genuine participation in the classroom. You are a language teacher, no one expects you to be an art connoisseur. Treat the topic as you would any other topic you find in more traditional course books. All the info you need about the particular artist featured in the eBook (so far, we have Matisse, Picasso, Caravaggio, Monet and Norman Rockwell) can be found in the introduction to the book.
2. What should I teach the students about the artist? As I said before, you will find a quiz and a brief summary on the artist’s life and times in the introduction to the book and some texts on more specific topics related to a certain painting after or before some exercises. Basically we should give the students some idea on why this artist gained so much popularity, what are the main characteristics of his/her style and the historical context he/she lived in. If possible, add an interesting anecdote about his/her life to lend some color to your lesson: such as the fact the Caravaggio is allegedly the only great artist who committed murder; or that Monet dedicated his time to art as much as he did to gardening in his old age; or that Picasso did most of his work in a dark and damp studio at night using the feeble light of candles. A quick watch on a couple of videos on YouTube will give you a lot more info than you can possibly need, if you wish to expand your understanding of the artist. Alternatively, you can assign this pre-research to the students themselves, as part of the lesson: “get all the info you can on (artist’s name) and be prepared to talk about him/her at the beginning of the next class”
Artist’s life and times. Guernica by Picasso.
3. I don’t know anything about topic/task based speaking activities or process writing. As these are the main methodological points used in the series you should familiarize yourself with them. These are important areas any language teacher should master. You need to study them. A good start with be to read the following posts in this blog: Topic-Based versus Task-Based Speaking Activities (http://wp.me/p4gEKJ-1nJ) and Writing: Focus on the Process not on the Product (http://wp.me/p4gEKJ-1ot).
4. I can’t deal with technology. These are eBooks, so I completely understand the resistance some teachers may feel towards them. Not many people read eBooks yet. However, believe me, this is the future and there’s no way back. You can check all the practicalities of ebooks in the following post 7 Reasons I prefer eBooks to Print ones: http://wp.me/p4gEKJ-yC. As for our series, all you and your students need to do is download the KINDLE app for free and install it on any device you can possibly have. It works in all systems, mobile or desktop. Get help from your students, they will know how to do it. And they will feel pleased to show the teacher how tech savvy they are. Then go to the KINDLE STORE on Amazon.com and download the eBook of your choice.
Print books versus eBooks
5. Which book shall I pick? At this point, we have 5 eBooks featuring a different artist each (Matisse, Picasso, Caravaggio, Monet and Norman Rockwell). They are all very popular and liked all over the world. But of course, you and your students will have your preferences. Each book has exercises at different levels (from beginner to advanced), so my recommendation would be for you to conduct a needs analysis with your class before choosing the first book. Show them the covers, show paintings (loads of pictures available on the Internet) by each artist and get them to vote for the first artist they wish to work with. I’m sure your lessons will become so succsessful you will cover the whole set of eBooks we have on offer eventually though :).
TeachingEnglish with Art: 5 artists to pick from. Matisse, Picasso, Caravaggio, Monet and Norman Rockwell.
I hope we could answer some of your questions here. Good luck with the lessons and do not hesitate to contact me if you have more questions. We will be launching more eBooks of the series TEACHING ENGLISH WITH ART soon.
Monet is the quintessential Impressionist artist. His paintings sell for millions of dollars today. He is one of the most beloved artists in history and enjoyed a long and productive life, spanning almost 90 years. You will not find many people who do not like his paintings. Maybe because most of them were painted in plein air or open air, the outdoors, and not confined to dark studios, a new characteristic adopted by some artists as of the 1870s. This new way of painting was facilitated by the easiness of transportation provided by the steam vapor trains, the more easily to carry easels and the new paints bought in the recently-fabricated screw-top collapsible tubes.
These points I listed below summarize the life and work of one of the greatest artists the Western Culture has ever produced. You can read and possibly quote from them to sound more knowleageble and sophisticated at the next dinner party you attended, if, despite loving Monet’s ouvre like most people, you don’t know much about him.
1, He was born as Claude Oscar Monet on 14 November 1840 in Paris, but spent most of his childhood on the northern coast of France, Le Havre, where his family had moved to in his early infancy.
2. He was utterly bored in the traditional school and spent most of the time drawing caricatures of his teachers and other well-known people in the town. His caricatures became very popular and he started selling them at local store, being able to earn a living very early in life.
3. He happened to meet a plein air landscape painter, Boudin, who practically became his coach and mentor, developing in Monet the taste for painting seascapes and landscapes, observing the fleeting reflections of the sunlight in the sea water, trees and leaves. After his apprenticeship with Boudin, it was hard for Monet to be happy painting or copying famous works of art as a trainee confined in the crowded rooms of museums and art galleries. His painting was all about vibrant colors, vivid scenes, ordinary people often seen at a distance, the effects of light at different times of day and in different seasons upon the same objects. An obsession for water and its innumerable ways of being represented on canvas. Monet wanted to paint contemporary life the way it appeared to him.
Beach at Honfleur by Monet, Claude. 1864
4. Monet was sent by his parents to the Acadeémie Suisse in Paris, whose flexibility and respect for the individual idissioncrasies of the students resonated with Monet’s personality. Soon afterwards he was called up for military service, though, and served with the armies in Algeria. He claims that the exposure to the light and motifs in Africa had a great influence on his style of painting. He did not stay long in the army however. Family influence and health problems allowed him to be discharged after two years.
5. Back to school in Paris, he started as an apprentice in the studio of Charles Gleyre in 1862, where he was lucky to meet what was to compose the core of the impressionist group of painters in the future: Renoir, Sisley and Bazille. They became inseparable friends, spending a lot of time painting together outside of Paris in the forest of Fontainebleau.
6. It was very difficult for this wave of new painters to have their works accepted by the conservative official artistic exhibition in Paris, the Salón, held ever year at the Académie des Beux-Ar, which attracted thousands of visitors. The Salón favored more traditional works of art, with perfect finishes, depicting usually historical, mythological or religious subjects. Those paintings, done in dark colors, replicated the techniques known since the Renaisssance and covered the walls from ceiling to floor.
Dejeuner sur l’Herbe, Chailly by Monet, Claude. 1865
7. Despite having a few works accepted at the Salón, such as the Woman in the Green Dress, inspired by the woman he loved and lived with at the time, Camille Doncieux, who posed for it, Monet and his friends had most of his works refused by the Salón, which led them eventually to create their own exhibitions.
Camille (The Woman in the Green Dress) by Monet, Claude. 1866
8. To escape the Franco-Prussian war in 1870, Monet, already married to Camille and with a son, moved to London, living there for some time and returning via Holland. Many of his works were painted in these countries, where he was heavily influenced by the contact with the works of Turner and Constable.
9. In 1874, the group of new artists decided to produce the first of their own parallel exhibitions, which, ridiculed at the beginning and attracting very few attendants, was ferociously attacked by the art critics. A famous art critic involuntarily named the movement IMPRESSIONISM, when making derisive comments about a Monet’s painting titled Impression: Sunrise, which showed a simple blotch of red color representing the sun hovering over the sea and casting its reflections on the water for the delight of a few early fishermen in a couple of boats. The artists of the movement did not not take the critic seriously and started using the name for their style, as they had enjoyed what was meant as an insult. The exhibition grew every year, being repeated 8 times over the course of the next 12 years. As times moved on, the eyes and minds of the viewers, influenced by the increasing praise of art critics, began to appreciate and accept the new artistic movement.
Impression, soleil levant (Impression, Sunrise) by Monet, Claude. 1872
10. Around 1990 Monet started developing his famous series paintings: featuring haystacks, poplars, the cathedral of Rouen and the famous water lilies, which he showed in a number of sequential cavasses, many of them painted one after the other, with the artist moving from one canvas to the next, arranged in a row in the fields, so that he could capture the slight variations of the effects of the changing light on the subjects, as the sun moved in the sky. He would work on them in a sequence of consecutive days.
11. A heavy smoker, Monet died of lung cancer on 5 December 1926 in his house in Giverny in 1926, where he had created a wonderful garden and a pond in the grounds of the property, which he began to use as the main topics of his latest paintings. He lived a full, long, productive and recognized artistic life. His house and garden in Giverny are famous and popular turistic sites in today’s France.
For those of you who are English Teachers and love Monet and art in general, we offer a wonderful collection of didactic eBooks for the students to practice vocabulary, speaking and writing, based on the works of famous painters: TEACHING ENGLISH WITH ART. The series is comprised of 5 books so far, and features works by Matisse, Picasso, Caravaggio, Monet and Norman Rockwell. For further information on how to download the materials, please click here: http://wp.me/p4gEKJ-1lS
Check this brief video on the material on TEACHING ENGLISH WITH ART: MONET:
Hope you enjoy the ebooks. Give us your feedback by rating them on Amazon.com or by writing some feedback in the comments section of this blog post.
I have some 2000 friends on Facebook. Of course not all of them are close friends, but also family and business peers. Most of all are in ELT (ENGLISH LANGUAGE TEACHING) one way or another: as teachers, publishers, writers, distributors or students. Of course, our news feeds are packed with info about methodologies, new materials, suggestions on lessons, and self-congratulatory posts on how great it is to be a teacher. The latter, I must confess, are not among my favorite posts: you didn’t see Steve Jobs talking about how great it was to be a brilliant marketer all the time. He presented us the results of his work in terms of concrete products. Of course, with teaching, not all products are tangible, customers are more likely to talk about the quality of our service. However, if we are teachers, we should be teaching on the Internet: not only languages – our main job – but other stuff we have fun with, things we like, activities we are good at and we can share with other people.
Sharing your interests and expertise with the world.
We live in a fascinating age where we can show our work on as many and varied platforms as we care to look for: photos on Instagram; videos on YouTube and Vimeo; pictorial suggestions and ideas on Pinterest; snippets of your expertise on Twitter; blogs on WordPress…. to name just the most common. I’m surprised you guys – the experts in inparting knowledge and sharing strategies in meaningful and structured ways – are not doing that more often online. Most of you keep posting cat pictures and your latest dinner photo on Facebook. That’s fine: some of the cats are even cute, but you can do so much more.
Everytime I go through my news feed I’m fascinated to find out how my friends know about so many different and interesting things: pets and how to treat them, unusual recipes, places to go to on vacation, art, suggestions on movies to watch, you name it. Most times, however, they just share a copy of something written by another person they might have come across online and expand a little bit on that.
Well, do more.
Create a blog on the topic and let us learn from you. I have no idea how to cook, and would love to read a simple cooking blog written by any of my friends and would be glad to share with her the results of my efforts, for example. If, for some reason, you don’t like to write, use pictures, videos, cartoons. The important thing is to come up with a story.Create a thread that can lead us to what you are trying to teach us, the goal you wish us to reach. Make it didactic and systematic, set exercises, answer our questions, help us. Who knows, you may even make money out of it, if it gets great readership.
I myself started a blog (LINGUAGEM: jorgesette.com) a year ago just for fun, discussing not only language, my favorite topic, but other themes I enjoyed (movies, art, books, culture, TV shows, marketing, sales), but now the blog is becoming more and more professional, as it’s helping me promote the language eBooks I publish on Amazon.com. As I write in English, I’m easily read all over the world, and it’s really gratifying the sense of pride and accomplishment you get when I see my humble stuff being read in the US, India, Pakistan, France, etc. This year (2015) we’ve been getting more than 3000 views per month, and getting stronger.
So, my recommendation is don’t think about the money first: publish something on the Internet for fun: gather an audience, build a network, and make new friends. Then, if it works out, turn it into a business.
Don’t waste time: start teaching us today! It’s fun.
On the other hand, for those interested in reading how a professional blog for customers should be written, please refer to my previous article: Should you have a blog as a marketer:
Norman Rockwell was born in New York City in 1894. Growing up in a middle-class family in the Upper West side of Manhattan, Rockwell was never comfortable being a city boy. Although he spent the first years of his life in this urban environment, he thrived whenever he and his brother were allowed to spend some time in the countryside.
From a very early age, Norman knew he wanted to be an illustrator. He was hired as art director of Boy’s Life, the scouts’ official magazine, when he was still in his teens. However, he became nationally known after he started his 47-seven-year collaboration with The Saturday Evening Post, having painted more than 300 illustrations mostly for the cover of that popular magazine.
Triple Self-Portrait, 1960.
Rockwell can be considered a family man in the sense that he was married 3 times and had 3 kids from his second wife, but most of his time he was dedicated to his work: 7 days a week, 12 hours a day. There was never much time for his wives and kids. Many say he was a detached and distant husband and father. He also travelled a lot, within the US and all over the world, always carrying on painting during these trips.
Rockwell never considered himself an artist, but an illustrator, specializing in genre scenes, depicting life in small-town America. His illustrations always have an element of humor, but you never fail to sense the pathos injected in the narrative as well. He was one of few popular realists in the world of modernist art of the XX century, where abstract painting ruled.
Before painting his models, he tended to have them photographed by a professional in the specific positions he wanted them to pose. His studio was full of props and costumes available to the models in the sessions. He was very particular about the way he wanted people to pose for him. In New York he used professional models, but when he moved to Stockbridge, Massachusetts (from Arlington, Virginia) he started to choose models from the members of his own community: his relatives, friends and neighbors. He always had a photographer with him. He would paint afterwards based on these photos.
The paintings of Rockwell are usually regarded as the best representation of simple, pure and strong American values. As a matter of fact, he helped create these values and the American identity itself, in a land packed with immigrants from the most different cultural backgrounds and without much cohesion among themselves in the early 1900s. His illustrations – although not always depicting scenes of an accompanying written narrative – are one-frame stories in themselves. His art is all about visual storytelling. You can infer a whole narrative just by looking at one of his illustrations. No wonder, George Lucas and Steven Spielberg – two of the most popular storytellers of the last decades of XX century American cinema – are among his greatest admirers and owners of important collections of his works.
Rockwell was the opposite of the common stereotype of a bohemian Greenwich Village artist. His friends say he was polite, funny and meticulous. Some claim he was a neat freak, who would spend hours cleaning his studio and washing his brushes many times a day. He was a bit of a loner as well.
Together with Walt Disney, Rockwell is the most beloved American artist of the twentieth century. Of course, their work had a lot in common: they were both visual storytellers, capable of charming and mesmerizing their viewers with wonderful drawings, colors and movement. The animation in Rockwell’s work was obviously only suggested, as he dealt in illustrations, but they are never static. His brush lent them an inner life and dynamism that completely won over his audience. The triple self-portrait illustration (1960) we see above is an example of the charismatic paintings he could produce.
After working for almost 50 years as the main illustrator for the conservative Saturday Evening Post, Rockwell transitioned to the more liberal Life Magazine, where he could explore themes more relevant to the tumultuous times he was living in: the sixties. There, he could produce illustrations that talked to the main issues of the era: racial segregation, women’s liberation and the spacial program. In this post, we show one his most important works of this period: The Problem We All Live With, from 1964, where he depicts the first Afro-American child – a girl – to go to a desegregated school in New Orleans in 1961, facing all kinds of bullying, mainly from white mothers and teenagers on her way to class. She needed to be escorted by US marshals to be able to get into the school. Her name was Ruby Bridges and Rockwell’s illustration became an icon of the Civil Rights Movement.
The Problem with All Live with, 1964.
On November 8th, 1978, at the age of 84, Norman Rockwell died peacefully in his sleep, due to emphysema. He had already begun to show symptoms of dementia in his final years.
The Norman Rockwell Museum in Stockbridge, Massachusetts, was founded in 1969 and houses the world’s largest collection of his works.
Norman Rockwell is the 5th volume of our successful series of eBooks TEACHING ENGLISH WITH ART. If you wish to know more about the series, please click here: http://wp.me/p4gEKJ-1lS
Take a moment to watch the video clip of TEACHING ENGLISH WITH ART: NORMAN ROCKWELL
Teaching English with Art! This ebook is a wonderful supplement to any coursebook or extra materials your students may already be using in the English class. It contains 30 speaking and writing activities for classroom use, based on some of the most striking works by one of the most loved American artists of the XX century, NORMAN ROCKWELL, famous for his illustrations. The objective of the ebook is to expose the students to art while teaching English, fulfilling therefore one of the tenets of effective language acquisition: providing a realistic context for the language to be learned and practiced as a means to an end. Your students will love to exercise their English discussing the works of Rockwell This is a proven way to make language acquisition fun and effective by creating in the classroom an atmosphere of interest and motivation. Each activity is clearly correlated to the COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR), and the level is stated next to it.
Click on the image below to download the ebook:
Click to the image above to download the eBook.
Take a moment to watch the video clip of TEACHING ENGLISH WITH ART: NORMAN ROCKWELL
Despite Steven Krashen’s famous methodology of language acquisition, in which he claims students must go through a silent period before they can speak, we know how anxious our students are to start producing the target language from day 1. This silent period is the time learners need to be exposed to enough comprehensible input so they can absorb the language and be able to speak it. It emulates what happens when kids acquire their first language. Having said that, it’s a fact that motivation also plays a key part in language learning, and setting up speaking activities from the very beginning of the language course will not, in my opinion, have any negative effect on the students’ development: they will not be able to do much, though, but that is OK. Motivation will work wonders. The elementary level, which is usually known as A2 in the Common European Framework benchmark, would be the ideal moment to start with speaking activities, but don’t worry too much if you have to do it earlier to please your students.
Teachers usually complain about the same problems when they set up speaking activities: students might not know what to say, they are shy to speak in public, they don’t know enough about the topic, they are not that interested in the topic.
Your students don’t know what to say.
So, as a teacher and teacher trainer, with many years of experience, and with the help of a number of methodology books I have read throughout my career, I would humbly suggest a few tips to get your speaking activities going smoothly in the language class. See the main points below:
1. Decide whether the activity will be task or topic-based: a task-based activity typically involves the use of language as a means to an end. The students, for example, are given a problem (e.g. give each pair of students a list of 10 objects and ask them to discuss and negotiate the following problem: you are stranded on a desert island, if you could pick 5 of these 10 objects to have with you on the island, which ones would you both pick?). To pick the objects, they will have to justify their choices. On the other hand, a topic-based activity requires the students to discuss or talk about a specific subject (e.g. what’s your country’s situation concerning racism?) The more they are able to personalize the topic, contributing their own opinions and experiences, the more they will have to say about it. If you wish to read more on this, please refer to my previous post “Topic-Based versus Task-Based Speaking Activities”: http://wp.me/p4gEKJ-1nJ
2. Give them context (input): Before setting up an activity, expose the students to some linguistic or visual context, so they can rely on some form of scaffold to help them structure their output. The stimulus can be established through a text, a picture, a video clip or a listening passage, for example. But it’s important that the teacher introduce the topic, or brainstorm some vocabulary and ideas about it before having the students talk about it.
3. Brainstorm: depending on the input the teacher chooses to use in the step above, the brainstorm will be more or less controlled. If the students have been given a written text, for example, the teacher should work on it and exploit some ideas and related vocabulary and grammar. If the teacher starts by showing a painting by a famous artist, the brainstorming will have to be longer and less controlled. The students will probably have to learn some new vocabulary as well, get to know something about the artist and his times, or even his style and technique. Always elicit info from the students before spoon-feeding them with ready-made answers: you might be surprised about the vocabulary they already have or their knowledge about the topic.
4. Get them to work in pairs and/or small groups as often as possible: do not put the students in the awkward position of speaking in front of the whole class right at the beginning of the exercise. Give them time to prepare their answers. The best way to do that is, of course, to put them in pairs or little groups, so they can participate more and not feel intimidated by a big audience. Many times they won’t even have to speak to the whole class at the end, or you could ask only for volunteers to share their work. During the activity, however, make sure you go around not only monitoring the different groups but also lending them a hand.
5. Focus on fluency: the aim of the speaking activities we are discussing in this post is not to drill grammar points or practice vocabulary, or even pronunciation, in a controlled way. As the students produce their utterances, make a mental note or write down discreetly some of the most common mistakes made, especially the ones that involve grammar or vocabulary already taught in previous lessons. Do not interrupt the students for correction, unless you don’t understand what is being said. Decide on what you are going to focus on for correction in each activity, then, at the end, or in a future lesson, list the mistakes on a handout and pass them to the learners, so they can correct the mistakes in pairs, without necessarily naming the perpetrators.
6. Personalize the activity: people like to talk about their own experiences. Design questions that allow them to talk about their own tastes, aspirations, experiences and life in general.
7. Make the questions as opened-ended as possible: to make this personalization possible, try to design questions that allow for open-ended answers, do not look for right/wrong answers, but for opinions and suggestions.
8. Make the activity as relevant as possible: choose topics or direct the discussion towards a path that is relevant to the group of students you have. The same speaking activity can be slightly changed to reflect the reality and interests of a different group of students. The closer they feel to the topic being discussed or the task being proposed the more productive the result will be.
Some speaking activities will go better than others, as you know. Don’t give up on a well-prepared exercise if it does not work well with a particular group of students. Try it a number of times with other students: it might work better. The important thing to remember is the more the students are exposed to linguistic input, by either reading or listening, the more fluent and accurate their delivery will be eventually. So make sure you focus on receptive skills especially at the earlier levels of the course your are teaching before worrying too much about the success of the speaking activities.
If you need help with materials, we have an excellent series of eBooks with ready-made vocabulary, speaking and writing activities to make your life easier. It’s called TEACHING ENGLISH WITH ART, with 8 books so far. It features f works by famous artists, such as Matisse, Picasso, Caravaggio, Monet, Norman Rockwell, van Gogh and Winslow Homer which will function as a springboard to contextualize topic and task-based activities, as well a process writing practice. For further info, please click here http://wp.me/p4gEKJ-1lS