Page 33 - ELG1706 Jun Issue 448

REVIEWS & RESOURCES

© STEVE PELLERINE TIPS on how to

use art in

English language

teaching

ince art can teach literacy and improve language skills and
build bridges between communities, it may be worth trying
it in the typical language classroom. It may even work with
Sthose tricky Year 9 students.
Steve has some tips for teachers. ‘I think moving away from typical
texts is a good way to allow for genuine student-centred learning
based on principles of differentiated instruction,’ Steve said. ‘This
does not mean curricular or didactic goals need to be thrown away,
but on the contrary they now become enriched and personally
meaningful.’

In a conversation class, give a student a sheet of paper, a
pencil and ten minutes to draw anything – and then ask
them to present their work in English to the class (or a
1partner). Their partner should then explain it to another
student, and you immediately have personalised content for
reported speech.
2
For homework (or in class if time allows) ask the students
to sketch a timeline of milestones in their life. Then ask
them to present it to the class. As a follow-up ask them to
write it up. As a group project compile the milestones and
make a class book.
3
Form a group on social media and ask students (if
possible) to take a photo when they get a text. Text them
four to five times before the next class. Have them print or
send the images, and during the next class you have real
data for a lesson addressing the past tense. © STEVE PELLERINE

In a class, look at the rules of photography. For example:
framing, subject, composition, colour, texture and storytelling.
Assign a weekend project to use these rules and share their
4work – a perfect narrative. Abstract painting. If students do not consider themselves great
artists, give them a sponge and paint, and let them create
whatever comes into their heads. It can be intentional or simply
5free-form. They – or a classmate – can try to describe it or write
© STEVE PELLERINE about it. Hang them on the walls with captions (if it makes sense to do
so).

Like a piece of writing that moves around the table where each
participant builds the story, send a blank paper that becomes a
sketch. Give students one minute to add to the previous students’
6work, let it go seven to ten times (or however many cycles make
sense) and have the students sit and discuss it.

Decide at the start of a course or unit to make a class book.
Decide on a common overarching theme
and allow students to select a topic of choice
7that supports the theme. Each student then
develops a chapter.

Steve Pellerine is a Tesol instructor. He has taught anywhere from
rural Middle East to lecture rooms at Harvard University.
editorial@elgazette.com 33

p32-33.indd 3 6/6/2017 3:35:59 PM