Your students are going to love the activities in this eBook!
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Your students are going to love the activities in this eBook!
Please click on the image below to go to AMAZON.COM
To buy any of the eBooks of the series TEACHING ENGLISH WITH ART, please follow the steps below. Click on the image to be directed to the KINDLE STORE.
Vincent van Gogh was born in the village of Groot-Zundert, south of the Netherlands on March 30, 1853, to upper middle class parents. His father was a protestant pastor and the family lived in the parsonage near the border with Belgium. His family: father, mother, and five siblings were very important to the artist all his life. He had a love-and-hate relationship with them, especially his father Dorus, breaking up with him a number of times, but always patching things up and trying to reconcile with them. Reliving the peace and harmony of his childhood days in the Zundert parsonage, when the whole family lived together remained an obsession and an impossibility throughout van Gogh’s life.
Before he launched his career as an artist in 1880, van Gogh worked as an art dealer in the business of richer members of his family (Goupil and Cie), a teacher and an evangelist, never quite managing to succeed in any of these jobs. He was not lucky at love either, having been rejected by a cousin, which caused him, heartbroken, to decide to live with a prostitute, Sien, and her son for a couple of years. He claimed it was his duty to rescue her.
He considered himself a failure for not being able to find a place in society and to follow a proper career, blaming sometimes himself and other times the lack of support and vision of his family and acquaintances for not finding a professional role. His parents were in fact ashamed of his lonesome and difficult eldest son. In spite of all this, he spent most of his life living off the financial support of his father and, then, his brother Theo, 6 years his junior, with whom he developed a strong bond and carried out an extensive written correspondence. It’s through these letters that we know so much about the convoluted life and inner feelings of this artist.
Vincent van Gogh lacked interpersonal skills, was awkward in society, and full of contradictory feelings. Having trouble getting along with people in general was perhaps the main reason he was not able to keep the many jobs he held. He was eccentric, explosive and reclusive. Under the advice of his brother Theo, he finally found his true path as an artist. But, at the beginning he refused to produce anything commercial, so he could not live off his craft and talent. He focused on painting the human figure, especially members of the lower classes. And he didn’t like to use color. His drawings were mostly in black and white, made with pen or charcoal, or paintings in drab colors. He only drew and painted what he wished, never making any concessions to the market’s taste, which made his financial life very hard.
As we mentioned before, his favorite subject at the time was the human figure, and he was always striving to hire models among the common people of the various towns he lived in: peasants, miners, weavers and prostitutes. Most of them found it very hard to work with him, and he was always requiring more money from Theo to be able to hire more professional models in places like Antwerp, where he lived for a while.
Only when he moved to Paris in the late years of his short life, sharing a space with Theo, he started to fully develop as an artist, incorporating in his painting traits of the Impressionists – which were becoming very popular at the time – Japanese art, the social works of Manet and Courbet, features of the English landscapist John Constable, the pointillism of Seurat, among other influences. It was then that he started to use bright colors, leaving the drabness and the gloominess of his previous drawings and paintings behind.
In February 1888, he moved to Arles, in the south of France, to make use in his paintings of the bright colors under the Provence sun. There, he rented and lived in what became the famous Yellow House of his biography, initiating one of the most productive periods of his career, painting from day to night, sometimes finishing 3 works a day. Vincent dreamed of turning the place into a utopian community for modern artists – the Studio of the South – where they could work together, exchange ideas and create something unique, based on the strong influences of the past masters and yet innovating painting radically. He aimed for a new Renaissance.
In October 1888 the French painter Paul Gauguin came to Arles to live and work with van Gogh. They had a very tense and tumultuous relationship, though, which ended up with Gauguin leaving the house a couple of months after his arrival. Vincent was left in such an unstable mental state after the quarrel with Paul that he allegedly cut off part of his ear and sent it to a prostitute. He was committed to mental institutions twice after that.
Despite all the external influences van Gogh incorporated in his work, his paintings and drawings remained true to his deep feelings and notions of art. He developed idiosyncratic traits as an artist and imbued his landscapes, portraits, and still lives with his own very unique style, characterized by the use of bright and sometimes unusual combination of colors, large brushstrokes, and fine draftsmanship, which turned his works into effective channels to express his innermost feelings. The seeds of the XX’s century expressionism have been identified in van Gogh’s final and most famous woks.
His most famous paintings were produced during the last two years before his suicide on July 29t, 1890, at age 37. Out of more than 900 pieces of work he put out throughout his short but productive career, only one painting – The Red Vineyards Near Arles – was sold while he was still alive.
He never foresaw how successful he would become, although he was fully aware of how powerful his work was and never doubted his talent and vision as an artist. Today, his paintings sell for tens of millions of dollars, and he’s one of the most famous and beloved artists of Western culture. Among his most recognized paintings, we can list masterpieces such as The Potato Eaters, The Yellow House and Starry Night.
If you wish to a have a chance to discuss and practice English vocabulary, speaking and writing skills based on some of the invaluable works of this unique artist, please check out our series of supplementary materials TEACHING ENGLISH WITH ART, featuring, works not only by van Gogh, but also by Matisse, Picasso, Caravaggio, Monet and Norman Rockwell so far. New materials are scheduled to come out in the near future, watch this space.
Click on the link below to know more about the eBooks: http://wp.me/p4gEKJ-1lS
Watch our promo video on the eBook TEACHING ENGLISH WITH ART: VICENT VAN GOGH:
What’s your favorite artist? Let us know so we can feature him/her in our series.
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:
Check out the video clip on the ebook TEACHING ENGLISH WITH ART: VINCENT VAN GOGH
For other books of our series, click here: http://wp.me/p4gEKJ-1lS
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 the life 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!
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.
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.
Art tends to be surrounded by awe and respect. Museums resemble cathedrals in the way people move around the halls speaking in hushed tones and looking humbly at the works on display. Art or Hight Art – as it’s sometimes called – should be regarded in a more natural and intimate way by the viewers. The lack of great museums in the region makes the contact with art a particularly formal experience for us Latin Americans. But things are changing as more and more people go abroad, frequent museums, and substitute pleasure and fun for the old sense of respect infused in them when they stood in front of a famous painting or sculpture not many years ago. The myths we are outlining below concern more that kind of art you find in museums and galleries: the visual art produced by the great masters.
1. Art is usually spontaneous and organic. The legend says the talent lies dormant in the artist until it’s suddenly awaken by the muses. In fact, the development of artistic skills is a long and hard path, involving a lot of academic learning, Of course, there are more or less intuitive artists, and mentors may sometimes replace art schools. Formal learning, however, is integral to the process and only practice makes perfect.
2. The best art has idealized versions of mythology, history or biblical themes as its subject matter. This tradition started being disputed around the time the pre-Impressionists, such as Manet with his mundane and realistic nudes, and the social art of Courbet. Their fight against tradition and academicism was taken to a whole new level by the Impressionists, especially by Monet, who understood art as the apprehension of fleeting moments in time such as the effects of light bouncing off trees, water and plain people in everyday situations. That was what mattered and deserved registering.Colors became bright and more vibrant.
3. The best art is realistic. Fauvism, Cubism and Modern Art in general showed that there was not much point in replicating what film and photography had started doing so well as of the XIX century. Art couldn’t and shouldn’t compete with them. So art needed to change. It should remain an expression of what is human, including reality, but as seen through the eyes, emotions, neuroses, and obsessions of the artistic self. Art was a personal way to express the artist’s inner world. Unlike previous painters, the sense of perspective developed since the Renaissance and the concepts of beauty and balance taken as tenets by the artistic community underwent an earthquake which shattered those ideals to pieces. This is still going on.
4. Art dealers and critics are the experts and they know it all about good and bad taste. We all know how the Impressionist group struggled to have their works exhibited in the tradition-dominated Salón in XIX century Paris. There are no absolutes in art and if you read Tom Wolf’s iconoclastic The Painted Word – which I strongly recommend – you will laugh widely and be infused by a sense of liberation as he dissects and analyses ironically the American art of the XX century. There is also a hilarious chapter in his latest book, Back to Blood, which mocks merciless the Modern Art World of contemporary Miami, with its dealers, experts, artists and stupid billionaire clients. A must-read.
5. You have an innate predisposition to love, hate or be totally indifferent to art. Not so simple. Just like marmite – for those who have had a chance, like me, to live in he UK for a while and see this initially disgusting jam-like spread sitting on the breakfast table every morning, or even Japanese food, whose ever-present ripe odor coming out of restaurants may put you off getting in at first – art is an acquired taste. You don’t have to like it right away, but you may grow to love it by exposure. There is no need to enjoy every famous artist either. Be selective. Art grows in people. And I strongly defend that by offering history of art as a subject in the secondary and high school – not very common in most schools in South America – or by parents exposing their kids to art books at home or visiting museums, young people’s taste will get more refined and we will see a growth in art appreciation over time.
6. Art is for older people. The younger you are the more appealing iconoclastic and unconventional art will look to you, especially if you have a rebel streak (who doesn’t?) in you. Therefore your initial interest for the drama and violence in Caravaggio, as you grow more mature, may be replaced by calmer Monets or a more contained Velàzquez later on in life. Their beauty and absence of direct conflict can be refreshing as you grow more mature. I still love Janis Joplin, The Stones, Jim Morrison and Sid Vicious. Sometimes it was not even the quality of their music but their life style, perfomances and stage persona – some of them very short-lived, by the way – which captivated me. However, as I grew more mature, classical music started to show its charms and take over my musical taste.
We will be talking more about art in the next post. Watch this space.
If you are a language teacher and interested in art you may want to check out our new series of ebooks TEACHING ENGLISH WITH ART, available for download from the Kindle Store. We focus on vocabulary learning, speaking and writing skills in the series. Check it out by clicking here: : http://wp.me/p4gEKJ-1lS
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.
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.
If you wish to read more about Matisse’s cut-outs, please refer to our previous blog post: http://wp.me/p4gEKJ-1kq
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
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.
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”
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.
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 :).
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.