A Brief History of Claude Monet


The quintessential Impressionist, Claude Monet was born in Paris in 1840 but grew up on a beach town in Normandy, Le Havre. His father was a grocer and his mother was a singer.

From an early age he was bored with regular school and spent more time drawing sketches on the blue pages on his notebooks than dedicating himself to his lessons. These sketches were caricatures of teachers and famous people, and he was able to sell them easily for a fair price.

Claude Monet

Claude Monet

In 1858, Monet met the seascape painter Eugène Boudin, who would have a huge influence on Monet’s style of painting. Monet began to appreciate nature and wish to paint the effects of light and shadows on water, trees, and flowers. He learned that the ideal way of painting was in the “open air”.

He decided to move to Paris and join the Académie Suisse in 1859. The atmosphere of the Académie was very relaxed, the hours were flexible, and the painters were free to develop their own experiments. Later, Monet joined the studio of Charles Gleyre, where he made friends with the artists Bazille, Renoir and Sisley.

The most important achievement for an artist in those days was to have his paintings accepted and shown at the famous Salón, an official annual exhibition in Paris, sponsored by the government. Despite the fact that Monet had some works accepted there, he soon realized that the kind of painting he was interested in would never be popular in that traditional environment.

The paintings in the Salón were usually idealized works, representing historical or mythological subjects. They were usually perfectly finished with extra coats of paint added to them. Monet, however, had realized very early on that what he enjoyed painting was the real world: landscapes, seascapes and contemporary Paris, applying vibrant colors, representing the way light was reflected on trees, grass, water, flowers and regular people. He was one of the first painters to paint outdoors from the start to the end of a painting. He thought it was essential to capture real light and the way it changed along the day and in different seasons of the year.

In 1874, his group of friends, who also had difficulty having their artworks accepted by the Salón, decided to have an exhibition dedicated to their own works. Of course, it was hard to compete with the Salón, and their exhibition only attracted a fraction of the public who would go to the traditional event, but that was a start, anyway. Their alternative exhibition was repeated every year for the next eight years.

In 1874 exhibition, Monet presented a painting called Impression: Sunrise (see image below). All we saw in it was a solitary boat on the sea in Le Havre with a red sunset reflecting on the water, painted in fast, diffused brushstrokes. An art critic, Louis Leroy, from the magazine Charivari, mocking the title and the style of the picture, wrote that the artists that painted like Monet were mere impressionists. His paintings looked more like sketches rather than finished works of art. Despite the derogatory use of the word, Monet and his friends boldly appropriated the name and started to use it officially to define their revolutionary new style. Impressionism had been born.

Impression, Sunrise, 1876.

Impression, Sunrise, 1876.

Claude Monet had financial problems for most of the first part of his life, but he started to make real money after he turned forty. By then, Impressionism had already become a recognized and important artistic style, admired and sought after by many art dealers.

He married twice. He had two sons by his first wife Camille, and 6 stepchildren from his second wife, Alice. He spent forty years living in a beautiful house with his whole family, painting views from his wonderful garden and artificial pond, carefully put together by himself with the help of 6 gardeners. This house was in Giverny and can still be visited by tourists today.

When he moved to Giverny in 1883, Monet started to paint what is usually known as the series paintings: he would paint the same subject on many canvas at a time, working on each one according to the right time of the day, giving continuation to each of them on the following day. So, as the light changed, he moved to the next painting matching the right time of the day, in a sequence. He started with haystacks, and then moved on to poplar trees, the Rouen Cathedral and, finally, the famous water lilies. He has more than 200 paintings on lilies, including the huge curved panels kept at the Musée de l’Orangerie, near the Louvre.

Blue Water Lilies: 1916-1919

Blue Water Lilies: 1916-1919

It is important to say that, although Monet was the official founder of Impressionism, he had been strongly influenced by the works of Manet and Courbet, who came before him, and, at a later stage, by the works of Turner and Constable, which he was able to get to know when he lived in London with his family, during the Franco-Prussian war. The group of Impressionists consisted of many artists, such as Renoir, Bazille, Sisley, Degas, Cézanne and others, who strengthened the movement with their powerful contributions. Cézanne was the one who took the movement forward, showing the way to the future, heavily influencing iconic artists such as Matisse and Picasso.

A chain smoker, Monet died of lung cancer in 1926, having worked hard on his paintings and his garden to the very end. Claude Monet is one of most famous and loved artists in history, and his paintings sell for millions of dollars today.

If you are interested in Monet, please check out our eBook series TEACHING ENGLISH WITH ART: http://wp.me/p4gEKJ-1lS

Check out the video on Monet’s eBook below:

Au revoir

Jorge Sette.

 

 

Monet’s Fun Quiz: How much do You Know about the Artist?


Take que quiz and find out how much you know about Claude Monet:

 

Poppies at Argenteuil. 1873

Poppies at Argenteuil. 1873

 

 

1.  Where was he born? a. Le Havre, b. Naples, c. Paris

 

2. What was he like? a. Quick-tempered, b. Calm and peaceful, c. Cold and calculating

 

3. What kind of painting style is he famous for? a. Romantic, b. Impressionist, c. Baroque

 

4. What was the most original trait of his paintings? a. Bright colors and open-air painting; b. Idealization of reality and the use of myths c. Emulation of the classical models

 

5. How did he die? a. Of lung cancer, b. Killed in a battle, c. Of old age

 

6. Was he famous while he was alive? a. Not at all, b. Pretty much c. In the second half of his life

 

7. Was he ever married? a. Twice, b. Never c. Once

 

8. What didn’t he paint? a. Landscapes, b. Boats and water, c. Mythology

 

9. What’s the historical context he lived in? a. The Counter-Reformation, b. The Second Industrial Revolution, c. The Renaissance

 

10. Which one is not a Monet painting: a. Puppies in Argenteuil b. Blue Nude IV, c. Saint Lazare Station

 

Caravaggio's quiz

 

 

Claude Monet

Claude Monet

 

You may wish to take a look at our video clip: TEACHING ENGLISH WITH ART: MONET (the eBook)

 

 

For further info on the titles of the series TEACHING ENGLISH WITH ART, click here:

http://wp.me/p4gEKJ-1lS

 

Teaching English with Art

Teaching English with Art

Au revoir

Jorge Sette

 

 

 

Teaching English with Art: Monet


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 French artist CLAUDE MONET, the founder of Impressionismo. The objective of the eBook is to expose the students to high 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 Monet. 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.

 

Teaching English with Art: Monet.

Click on the image to download the eBook.

Take a moment to watch the video clip of TEACHING ENGLISH WITH ART: MONET

Au revoir

Jorge Sette

 

Topic-Based versus Task-Based Speaking Activities


Speaking is one of the most valued skills in learning a foreign language. When you want to find out about the general knowledge of a person in a foreign language you usually ask DO YOU SPEAK (language)? I can’t remember ever hearing from someone if I could listen to English, on the other hand.

Most learners therefore expect to speak the language fast when they join a course or hire a teacher. As teachers, however, we know that, being a productive skill, speaking will have to come after listening in the process of the students’ linguistic development. The same goes for writing: it needs to follow reading. Receptive skills (listening and reading) precede productive skills (speaking and writing). This is an absolute law that emulates the acquisition of the native language.

Ideally, students would have to spend sometime quietly listening to as much English as possible, at the right level, which, according to the linguist Stephen Krashen, would be roughly tuned to slightly above their current level in the language (i + 1), before they are asked to produce utterances. This quiet period of listening comprehension is called by the experts The Silent Period. This is when input is internalized (becoming intake).

In general, language schools and teachers cannot afford to apply this methodology exactly as it’s prescribed, as, for marketing reasons and to keep their businesses, they need to satisfy the strong expectation the students (clients) have about being able to speak the language quickly. Therefore teachers need to, at least, create a few speaking opportunities in the beginner’s class. Fair enough, this will not cause any serious disruption in the learners’ acquisition process.

Task-Based Speaking Activitie

Task-Based Speaking Activities

It would be important, however, to manage these expectations aptly, making it clear to the students that their ability to speak English will grow proportionally to the amount of linguistic input they get exposed to. The more they listen and read, the quicker and more fluently they will be able to speak the target language. Especially in dealing with adult students, I recommend teachers have a candid conversation with their students about what the methodology entails.

Having covered how to deal with the students’ frustration of not being able to produce English as fast as they would like to, let’s move on to how a teacher can create speaking opportunities for their students at any level.

There are basically two kinds of speaking activities: Topic-Based activities and Task-Based activities. The first refers to the kind of activities that usually involve giving the students a topic and expecting them to talk about it or discuss it. The latter involves a task: students use the language as a means to an end, trying to solve a problem or complete a task. Both kinds of activities are valid and enjoyed to a greater or lesser extent by different kinds of students. I would say that, as a general rule, task-based activities work better for lower levels while topic-based ones for intermediate to upper levels of linguistic proficiency. But this is not an absolute law.

An example of a task-based activity would be to have the students list the best places to go on vacation. Individually, each student would draw their own list (with, let’s say, 5 items, numbered in order from the best place) and, then, they would be paired off with the task of coming up with a common list. They would have to discuss the pros and cons of each place and prioritize their recommendations. Then each pair would present the negotiated list to the rest of the class.

An example of a topic-based activity, on the other hand, would be a debate: Gay Marriage: are you for or against? The students would express their own views on the issue. Teacher could guide the discussion by presenting typical and polite phrases to introduce disagreement, explain turn-taking rules, show them how to modalize one’s point of view, etc. Language and conversation skills would be taught together.

The exercises you find in our series TEACHING ENGLISH WITH ART include both topic and task-based speaking activities. The visual input is always a painting from a great master (Matisse, Picasso, Caravaggio). Students look at the painting in their ebooks and do the speaking activity indicated for their level (we use the Common European Framework of Reference to set the level). However, most activities are very open-ended and personalized, so sometimes the teacher can use even more advanced activities with lower-level learners, as the students themselves will adapt the production to their own level of English. An alternative way of dealing with the activities would be to project the image of the painting from a laptop or tablet onto a white wall to make it more of a heads-up type of exercise.

More on speaking and writing activities in the upcoming blog posts. Watch this space. To download a book from the series TEACHING ENGLISH WITH ART, please click here: http://wp.me/p4gEKJ-1lS

Teaching English with Art

Teaching English with Art

Au revoir

Jorge Sette.

Caravaggio Fun Quiz: how much do you know about the artist?


How much do you know about Caravaggio, the painter? Take the quiz and find out:

 

Caravaggio's The Fortune Teller

Caravaggio’s The Fortune Teller

 

  1. Where was he born? a. Rome, b. Naples, c. Milan

 

  1. What was he like? a. Volatile and abrasive, b. Calm and peaceful, c. Cold and calculating

 

  1. What kind of painting style is he famous for? a. Romantic, b. Baroque, c. Impressionist

 

  1. What was the most original trait of his paintings? a. Tenebrism (chiaroscuro), b. Idealization of reality, c. Emulation of the classical models

 

  1. How did he die? a. Not clear, b. Hanged in Rome, c. Of old age

 

  1. Was he famous while he was alive? a. Not at all, b. Only after he turned 70, c. Pretty much

 

  1. Was he ever married? a. Never, b. Twice,  c. Once, but he became a widower soon

 

  1. Did he have powerful patrons? a. No,   b. Only near his death,  c. Yes, especially Cardinal del Mondo

 

  1. What’s the historical context he lived in?  a. The Industrial Revolution, b. The Counter-Reformation,   c. The Renaissance

 

  1. Which one is not a Caravaggio painting: a. The Death of the Virgin, b. Las Meninas,  c. Young Sick Bacchus

 

 

Caravaggio's quiz. Answer key.

Answer key

 

Note: the quiz above is from the ebook: TEACHING ENGLISH WITH ART: CARAVAGGIO. For further info on the series please CLICK HERE:  http://wp.me/p4gEKJ-1lS

Check out the video:

Au revoir

Jorge Sette

Caravaggio, Oscar Wilde, Salome…and the head of the Baptist!


One of the most famous versions of the myth of Salome is the play written by Oscar Wilde, originally in French, in 1891. In this version, Salome is the daughter of Herodias, wife of Herod Antipas, the tetrarch of Galilee and Peraea.

The prophet John the Baptist has been imprisoned by Herod for criticizing his marriage to Herodias, who had previously been Herod’s brother’s wife. John the Baptist claims the consortium is incestuous.

In Wilde’s play, the action takes place during a party thrown by Herod probably in celebration of his own birthday.

Caravaggio's Salome with the Head of John the Baptist, 1607.

Caravaggio’s Salome and the Head of John the Baptist, 1607

During the party, Salome tries to seduce the prisoner John the Baptist but does not succeed in her intent. A number of signs indicate that tragedy looms ahead: the moon looks strange and ominous; a soldier/servant has just committed suicide; Herod, coming out of the party, slips in a pool of the blood shed by the victim, and hears a sound like the one made by the flapping of giant wings…These are all bad omens. What is going to happen?

Soon afterwards, Herod, drunk on wine, and somewhat infatuated by his stepdaughter Salome, begs her to dance for him. Herodias, her mother, does not think this is appropriate and tries to forbid her, but Salome acquiesces when Herod promises she can have anything she wishes in return.

Salome then dances the famous “dance of the seven veils”, which mesmerizes Herod. Time has come now for her to ask for her reward: she wants it to come on a silver platter. Herod laughs: “sure, she can have it on a silver platter…but what is it that she wants?” Salome demands: “The head of the Baptist”, catching Herod completely off guard. He is horrified by the request.

Her demand is fully appreciated by Herodias, who hates the prophet. She insists that her daughter should get what she wants. Herod tries to make Salome change her mind by offering her lots of alternative gifts, such as jewels and beautiful birds, but she is adamant: all she wants is the prophet’s head on a silver platter.

Her wish is granted: John the Baptist is decapitated. Caravaggio painted in gory detail a gruesome scene based on the myth, almost 300 years before the play was written.

Note: the text above is from the ebook: TEACHING ENGLISH WITH ART: CARAVAGGIO. For further info on the series please CLICK HERE:  http://wp.me/p4gEKJ-1lS

Check out the video:

Au revoir

Jorge Sette