1 00:00:00,000 --> 00:00:28,000 I worked as a secondary teacher but what I'm going to share with you can be adapted to 2 00:00:28,000 --> 00:00:39,600 any levels. First, I'd like to start with a little story, because I also like stories, 3 00:00:39,600 --> 00:00:49,440 and the story begins with some baby mouselets playing around. They're just a few days old 4 00:00:49,440 --> 00:01:01,920 and they're playing around, jumping, hopping, squeezing happily under the care look of their 5 00:01:01,920 --> 00:01:13,280 mother. Suddenly, a huge dark shadow is over them and they freeze in their traces. They stop. 6 00:01:14,080 --> 00:01:23,360 They are afraid. However, their mother is there and goes on looking at them. 7 00:01:24,080 --> 00:01:31,120 They turn their little faces around and what they see is a huge tomcat staring at them, 8 00:01:31,760 --> 00:01:41,360 his eyes big as plates, his whiskers long and menacing, his teeth yellow and dripping saliva. 9 00:01:42,240 --> 00:01:56,560 They're completely frozen in terror, but their mother jumps between them and the cat and glaring 10 00:01:56,560 --> 00:02:08,560 fiercely at the cat, starts barking loudly and with decision, the cat is completely surprised 11 00:02:09,520 --> 00:02:19,280 and with its tail between its legs, turns around and shut off in panic. Then the mother said, 12 00:02:20,320 --> 00:02:28,240 my little mouselets, have you learned anything today? They start thinking for a while and they 13 00:02:28,240 --> 00:02:36,400 say, we don't know mother. And the little one says, I've learned something. What have you learned? 14 00:02:36,560 --> 00:02:41,520 I've learned that I will never ever estimate the importance of learning languages. 15 00:02:43,680 --> 00:02:50,240 Okay, so this is just for starting the lesson, but today I'm not going to talk about stories or 16 00:02:51,200 --> 00:03:00,960 mice or anything like that, but about how we can use art and music to improve and to develop oral 17 00:03:00,960 --> 00:03:07,120 skills in our students, okay? So if you start, if you help me please with the mouse. 18 00:03:09,040 --> 00:03:18,960 When we prepare a unit or a lesson, we want it to be interesting. We want to cover the objectives 19 00:03:18,960 --> 00:03:27,360 we have planned. We want to cover the content, vocabulary, grammar. We want to practice all 20 00:03:27,360 --> 00:03:36,640 skills, reading, writing, listening, speaking, talking. We also like to cover all the learning 21 00:03:36,640 --> 00:03:45,200 styles that can appear in our students, visual, auditory, kinesthetic, many more things. 22 00:03:46,400 --> 00:03:50,160 And this is really complicated sometimes. 23 00:03:50,560 --> 00:03:58,080 Has the book everything we need? Sometimes we use it as the main help we have, and most textbooks 24 00:03:58,080 --> 00:04:04,720 are very, very good. We can find very good activities, very good ideas there, pictures, 25 00:04:04,720 --> 00:04:14,640 illustrations, activities. But have all books everything we need? Do they have everything we 26 00:04:15,440 --> 00:04:22,240 need? Do they have everything we need? Don't we sometimes feel a bit bored with turning pages 27 00:04:22,240 --> 00:04:29,360 and doing the same thing? And if we feel so, don't our students feel so too? So 28 00:04:32,640 --> 00:04:39,520 some light, some ideas. Where can we find some more things to improve our lessons, 29 00:04:39,520 --> 00:04:49,680 to improve our classes, to be happier with what we do? Maybe, for me, music and art are part of 30 00:04:49,680 --> 00:05:00,960 the solution. Today's elements and what our students work with are computers. They are used 31 00:05:00,960 --> 00:05:11,760 to use media. They watch TV series and programs. They play video games. They use SMS very 32 00:05:11,760 --> 00:05:18,400 frequently, is what they use today. They are getting used to virtual reality, and this is good. 33 00:05:19,280 --> 00:05:28,000 It's real. We have to take it into account. But... Go on, please. Yeah, go ahead. Can you... 34 00:05:28,000 --> 00:05:38,720 Music and art, what has it got? Music and art help us to develop creativity, relax, reflection, 35 00:05:39,520 --> 00:05:47,280 imagination, appreciation. Sometimes they don't really appreciate things because they don't know 36 00:05:47,280 --> 00:05:55,200 them, because they are not exposed to them. We can even develop that curiosity and dreams, 37 00:05:55,920 --> 00:06:05,040 and we see how. So what I intend to communicate is that there should be a kind of balance. 38 00:06:06,320 --> 00:06:14,320 We cannot forget today's elements in our students' lives, but if we forget that music 39 00:06:14,320 --> 00:06:21,360 and art are there and they are part of being more human, maybe we are missing a very important part 40 00:06:21,360 --> 00:06:25,360 in our lives and depriving our students of that possibility. 41 00:06:27,040 --> 00:06:36,960 Activity one. This activity needs some background and some feedback. I've brought 42 00:06:36,960 --> 00:06:41,120 some handouts because some of our students don't have the vocabulary they need. 43 00:06:42,960 --> 00:06:48,640 Sorry? Okay, yes, you can... I've brought 40, but if there are more people who need them, 44 00:06:48,640 --> 00:06:55,280 we can make more photocopies. This is just feedback. Many... Probably you know them, 45 00:06:56,240 --> 00:07:02,080 and you have plenty of these photocopies at home, but I think some of our students need some 46 00:07:02,080 --> 00:07:09,600 feedback to start working. So we can give them some vocabulary so that they can speak about 47 00:07:09,600 --> 00:07:17,840 feelings. And what I did was I prepared some pictures of art from... The idea came from this 48 00:07:17,840 --> 00:07:26,960 book, okay? I bought it in Spanish, but then I found it in English. Look. And it's interesting 49 00:07:26,960 --> 00:07:33,840 because it was looking at body language in art, okay? So I took the idea from this book. I took 50 00:07:33,840 --> 00:07:39,680 some pictures, in fact, from this book, which you will see in a moment. So can you help me, please? 51 00:07:39,760 --> 00:07:49,600 Sure. Okay, so this is the first set of pictures, and show them all because I'm going to, you know, 52 00:07:49,600 --> 00:07:58,720 to let you... Okay, first of pictures. Okay, next. Okay, so what I did was I scanned and printed 53 00:07:58,720 --> 00:08:05,840 different pictures, most of them with the ideas from this book, and I made pairs and fours. 54 00:08:06,720 --> 00:08:17,600 First of all, I told my students to elicit some adjectives of feelings, okay? So if you don't mind, 55 00:08:18,720 --> 00:08:21,920 you can do it too. So you can have the pictures. 56 00:08:22,480 --> 00:08:29,360 If we can turn back, back, back, go back. For example, this, the first one, what feelings can 57 00:08:29,360 --> 00:08:36,480 you say they express? Anger. Anger. Grief. Grief. 58 00:08:39,680 --> 00:08:40,480 Sorrow. 59 00:08:41,440 --> 00:08:42,880 Anger. Anger. 60 00:08:45,120 --> 00:08:45,620 Grief. 61 00:08:49,040 --> 00:08:55,680 Sorrow. Fear. Fear. Next. 62 00:09:03,040 --> 00:09:03,540 Anger. 63 00:09:03,540 --> 00:09:25,780 Anger. Power, maybe power. And the other one? Relax. Calm. Quietness, maybe? Okay. 64 00:09:29,700 --> 00:09:30,200 Sorrow. 65 00:09:33,540 --> 00:09:42,900 Pain. Grief, maybe? Mourn. And this is, this is, the other one is very, very interesting. 66 00:09:43,620 --> 00:09:50,740 Very interesting because there are many, there are some people, and I think there is a fortune 67 00:09:50,740 --> 00:09:57,940 teller, and there is a boy, a rich boy, and the other girls want to steal the money from the boy. 68 00:09:57,940 --> 00:10:02,980 So it's very interesting, but you can find more information from the book. And students, 69 00:10:02,980 --> 00:10:08,660 we would like to find more information. So most of them want to read the book and find 70 00:10:08,660 --> 00:10:17,220 more information. Who is the painter? Who painted that? Okay, we can guess. And if we go on, 71 00:10:18,180 --> 00:10:24,580 these are comics, different style of art. So what feelings, sensations do you have with this? 72 00:10:26,740 --> 00:10:30,180 Mystery, maybe? Mysterious? She gets mysterious. 73 00:10:33,940 --> 00:10:42,260 Maybe. Surprise. Gossip. Curiosity. Okay, so you can also find out about the artist 74 00:10:42,260 --> 00:10:48,660 in future projects, but at the beginning, for lower level just, we can elicit names of feelings 75 00:10:48,660 --> 00:10:55,140 with them. Okay, if you, we go to the next. What I did was just practice making pairs 76 00:10:55,140 --> 00:11:00,980 with different criteria. For example, the criteria could be find the person with the same 77 00:11:01,540 --> 00:11:09,540 feeling that you have, and asking, for example, do you feel sorry? Do you feel angry? Do you feel 78 00:11:10,100 --> 00:11:15,620 happy? Do you feel relaxed? And they can find that pair. But there is another possibility. 79 00:11:16,180 --> 00:11:24,100 Find someone different and find what you have in common. Then we can make, you could make, 80 00:11:24,180 --> 00:11:31,780 but I don't think it's necessary. You can make in pairs, and then in fours, 81 00:11:32,660 --> 00:11:38,020 you can organize yourselves in groups of four people with different pictures. Okay, I don't 82 00:11:38,020 --> 00:11:44,260 know if you have similar pictures now, but the perfect thing would be to make groups of four 83 00:11:44,260 --> 00:11:51,700 with four different pictures. Okay, if you are near a person with a picture which is different 84 00:11:51,700 --> 00:11:56,900 from yours, you can do it now, because it's very, very easy. But even though it's easy, 85 00:11:58,020 --> 00:12:04,580 it's a complicated formula to be explained, but very easy to practice. Can you do this? For 86 00:12:04,580 --> 00:12:10,420 example, if you are sitting next to three more people with different pictures, you have to, 87 00:12:10,420 --> 00:12:19,060 you have five minutes to find a sentence which answers this question, one of them. 88 00:12:20,020 --> 00:12:25,620 Also, you can personalize the activity and say one of us. You look at the four pictures and say 89 00:12:25,620 --> 00:12:35,220 one of us is happy, one of us is relaxed, one of us is angry, one of us is terrified. Then 90 00:12:37,540 --> 00:12:45,940 you, in your groups, compare two. Look at the four pictures and say two of us, if you personalize, 91 00:12:46,420 --> 00:12:58,020 or two of them. Two of them are one person, two of them are close, close shot, no? How do you say? 92 00:13:00,260 --> 00:13:07,460 Close-up, it's a close-up. You see the picture very near the face. Two of them have more than 93 00:13:07,460 --> 00:13:15,540 one people. You can also practice the structure, all of them. All of them are blue, all of them 94 00:13:16,100 --> 00:13:21,860 are in the outside, all of them are in the inside, all of them are bigger, all of them are small, 95 00:13:21,860 --> 00:13:30,900 they can find what they have in common. And none of them, none of them are landscapes, 96 00:13:30,900 --> 00:13:38,260 none of them have animals, if you don't have animals, okay? Or none of us, if you personalize 97 00:13:38,820 --> 00:13:46,740 and you identify yourself with one thing of the picture, okay? And when you have the picture in 98 00:13:46,740 --> 00:13:53,780 your hand, maybe you want to know more about the person who painted it, or you can even 99 00:13:55,460 --> 00:14:02,180 say why. So if you work in pairs, you say, why are you so happy? Why are you so tired? 100 00:14:02,180 --> 00:14:08,900 And they can make short conversations, personalizing and taking the place of the 101 00:14:08,900 --> 00:14:14,980 person who is depicted in their picture, okay? Little conversations in pairs. Or maybe, 102 00:14:14,980 --> 00:14:20,580 why do you feel so? What happened before? What will you do? How can I help you? So you can just 103 00:14:20,580 --> 00:14:25,780 start little conversations using the vocabulary and the structures you have been using during 104 00:14:25,780 --> 00:14:31,620 the unit. These activities are inserted in different units. So you can apply them when you feel 105 00:14:31,620 --> 00:14:36,660 it's necessary to practice those skills, okay? So we can go on. 106 00:14:39,300 --> 00:14:46,180 Why this? Okay, so this is some theory. We have one brain, but two sides of the brain, 107 00:14:46,180 --> 00:14:51,940 okay? We have the left side and the right side. The left side of the brain 108 00:14:53,140 --> 00:14:59,940 works with certain areas, okay? It is logical, sequential, quickly rational, analytical, 109 00:14:59,940 --> 00:15:04,820 objective, looks at parts. While the right brain in the same person 110 00:15:07,380 --> 00:15:13,860 is random, intuitive, holistic. He likes synthesizing, subjectives, and looks at holes. 111 00:15:14,660 --> 00:15:22,420 So we usually work with a part of the brain which is, you know, more important in ourselves, 112 00:15:22,420 --> 00:15:28,580 but I think that it is better if we work and make our students work with both sides. That's why 113 00:15:29,540 --> 00:15:38,100 I prepared an activity that I called Grammar and Music. This is a grid. I don't know in English, 114 00:15:38,100 --> 00:15:45,940 but in Spanish, I studied scientific bachillerato, and we did a producto cartesiano. 115 00:15:46,660 --> 00:15:56,180 So it's also similar to battleships, okay? So I prepared a grid, and in the 116 00:15:56,820 --> 00:16:04,100 vertical lines, now, present, past, future, sorry, present, past, future, and conditional. 117 00:16:04,100 --> 00:16:12,420 Very easy. And in this column, simple, continuous, perfect, imperfect, continuous, okay? 118 00:16:12,980 --> 00:16:23,060 So at the beginning, we just practice and give examples of one row, okay? And then we continue 119 00:16:24,020 --> 00:16:32,820 finding examples along the year. But for example, in bachillerato, we do this in one or two sessions 120 00:16:32,820 --> 00:16:39,860 on the blackboard. So what I tell my students to do is to, you can go to the next one, please, 121 00:16:40,420 --> 00:16:48,660 to prepare a grid with the formula. This is mathematics. This is left brain. Formula. So 122 00:16:48,660 --> 00:16:57,380 present, subject, plus verb, where the verb is the base form, okay? Just the base form. 123 00:16:57,380 --> 00:17:04,740 So he, she, it is the verb and the S, little s. So this is the formula. So if I give the students 124 00:17:04,740 --> 00:17:11,940 all the formula, I think for them. But if I tell them to do it by themselves, they think, they 125 00:17:11,940 --> 00:17:18,180 deduct what they have to do. So they have to write affirmative, negative, and interrogative forms. 126 00:17:18,180 --> 00:17:25,860 This is just mathematics. Formula. Apply the formula, okay? And what they have to do is to 127 00:17:25,860 --> 00:17:34,100 choose and translate an irregular verb. For example, I'm thinking in lip, which is regular. 128 00:17:34,900 --> 00:17:44,900 Break, for example, break, okay? So they copy all its forms. Break, broke, broken, and inform, 129 00:17:44,900 --> 00:17:52,820 breaking, okay? So they have formula, okay? This is the key. S is subject, verb is base form, 130 00:17:52,820 --> 00:17:58,420 and the part in the commas changes, is the only thing that changes according to the tenses, okay? 131 00:17:58,980 --> 00:18:05,460 B is the thing that changes. In this other half, changes, and perfect continuous changes. Then what 132 00:18:05,460 --> 00:18:12,020 they have to do is prepare, do their own grid, okay? This is just mathematics. Formula. And how 133 00:18:12,020 --> 00:18:18,500 can we transform this mathematics into left brain activity, into right brain activity? 134 00:18:19,940 --> 00:18:27,700 What do you think? If the activity is called grammar and music? Can we go on? So after they 135 00:18:27,700 --> 00:18:32,900 have prepared their own verb, their own formula, and they have to do it as many times as they need 136 00:18:32,900 --> 00:18:38,900 to make it perfect. So I tell them to do it with a pen, not with a computer, so that if they make 137 00:18:38,900 --> 00:18:47,060 a mistake, no TPEX, they have to repeat the whole grid again. I think it's the best thing, 138 00:18:47,860 --> 00:18:52,260 repeating until they do it correctly, that they learn, because they have to internalize, 139 00:18:52,260 --> 00:19:01,620 this has to be mechanical, okay? And then, in order to remember, they find lyrics, or just 140 00:19:01,620 --> 00:19:08,500 the title of songs, where they can find the structure, so that they remember, okay? So I 141 00:19:08,500 --> 00:19:14,180 have all these songs prepared, but I prepared it a long time ago, and it was on a tape, and 142 00:19:14,180 --> 00:19:21,940 it's very difficult to use it on a tape now. But if we go to a webpage, which is called goear.com, 143 00:19:21,940 --> 00:19:27,860 goear, you just click on it, and you find the example, okay? As I would like to show you more 144 00:19:27,860 --> 00:19:34,260 activities, we won't listen to this kind of music today, but for example, this present perfect 145 00:19:34,260 --> 00:19:42,580 continues, I'll be watching you, can you tune it? Okay, great, thank you very much, I'll be watching 146 00:19:42,580 --> 00:19:51,140 you, and for example, I will survive, it was very popular, I will survive, okay? 147 00:19:54,260 --> 00:19:56,500 And this one, do you know this one? 148 00:19:56,500 --> 00:20:10,260 I am sitting in the morning, I think it's a classical, it's so old, but we still use it in 149 00:20:10,260 --> 00:20:17,780 class, most of us use it, okay? For many purposes, okay? So if they can complete the grid with lyrics, 150 00:20:17,780 --> 00:20:22,980 perfect. For me, it was grammar and music, but this is my grammar and my music, they can do it with 151 00:20:22,980 --> 00:20:31,620 them, with theirs, sorry. For example, queen and grammar, so all titles or parts of lyrics of queen 152 00:20:32,580 --> 00:20:40,660 or, you know, Tokyo Hotel, although I don't think they have so a wide range of grammar examples in 153 00:20:40,660 --> 00:20:45,860 their music, but I don't know, maybe, the important thing is that they find their own examples that 154 00:20:45,860 --> 00:20:52,980 are relevant for them, and they ring a bell when they have to remember. In my class, we had a test 155 00:20:52,980 --> 00:21:01,060 every single, sorry, Friday, it took 10 minutes, I asked them for five different tenses, and they 156 00:21:01,060 --> 00:21:07,620 have to write an example from them, okay? They have to write, and that was all, for example, past perfect 157 00:21:07,620 --> 00:21:12,900 continues, third person singular, and they have to write just a sentence, just the verb, not a 158 00:21:12,980 --> 00:21:18,660 whole sentence, to make it more mechanical, and some of my students draw the little grid and put 159 00:21:18,660 --> 00:21:25,620 a cross in the place their time should be, so it was helpful for the students who had brain-dominant, 160 00:21:25,620 --> 00:21:31,140 left brain-dominant hemisphere, okay? So it was very practical. So if we go on, 161 00:21:33,380 --> 00:21:42,020 this, another thing, for example, this is Tom's Dinah, the Susanne Vega song, and one of my 162 00:21:42,020 --> 00:21:48,740 students understood the music and made a picture, I think it's wonderful. So, but this picture, 163 00:21:48,740 --> 00:21:56,660 I've used it in both ways. First, they had to interpret the music and make a picture. I like 164 00:21:56,660 --> 00:22:02,820 this very much, that's why I keep it, I treasure it. But another thing I did with the picture was, 165 00:22:02,820 --> 00:22:11,620 I presented the picture, I told my students, okay, what can you see? Where was this picture drawn, 166 00:22:11,780 --> 00:22:18,260 where was this picture taken? Imagine you are one of the persons in the picture. 167 00:22:19,300 --> 00:22:26,900 Who are you? Why are you there? How do you feel? What is happening around? What do you hear? 168 00:22:27,860 --> 00:22:35,940 What do you smell? Why are you there? What will you do after that? And they talk about that, 169 00:22:35,940 --> 00:22:41,380 they can make a conversation in the bar, and then they listen to the song, and they compare 170 00:22:41,380 --> 00:22:53,060 their predictions with the song, okay? So, and why have I done this? Okay, because this is a very, 171 00:22:53,060 --> 00:23:03,940 very difficult part of grammar, grammar. The present conditional, present perfect, sorry, 172 00:23:03,940 --> 00:23:09,860 conditional perfect, sorry, here, okay, so it is conditional, and it's perfect. So it is very, 173 00:23:09,860 --> 00:23:15,540 very difficult to find examples of this tense, and it's very difficult for our Spanish to 174 00:23:15,540 --> 00:23:22,420 pronounce it, very, very complicated. And it was also complicated for me to find a good example 175 00:23:22,420 --> 00:23:28,260 for my students to copy. And I found one that I'd like to share with you, I don't know if it is 176 00:23:28,260 --> 00:23:36,260 relevant for all of you, because although I love it, maybe you can use it with all ages, okay? So 177 00:23:36,260 --> 00:23:45,860 if you help me, and we click here, okay, but I, you can also minimize the screen and listen, 178 00:23:45,860 --> 00:23:51,060 concentrate on the lyrics. And the stories are really interesting, and with older students, 179 00:23:51,060 --> 00:23:58,340 can lead to very controversial, you know, conversations and debates, okay? So you have 180 00:23:58,340 --> 00:24:05,700 the lyrics here, so that you can, you can use them if you want, if you have enough students to 181 00:24:05,700 --> 00:24:13,700 make use of them. Okay, so what I've projected here is what the Hungarian girl says, because 182 00:24:13,700 --> 00:24:19,460 nobody understand it's in Hungarian. So she said that she didn't do anything, but nobody understands 183 00:24:19,460 --> 00:24:27,380 her, that's why she was, you know, sentences to death penalty, okay? And that's why I've given it 184 00:24:27,380 --> 00:24:38,500 to you, okay? Okay, so the next activity I did with my students was, okay, I'll give you a list 185 00:24:38,500 --> 00:24:46,820 of not very good things you may have done in your past life, for example, and I make strips, I found 186 00:24:46,820 --> 00:24:54,020 a wallet with money, and I kept it. I cheated in an exam, or I told a lie to my best friend, 187 00:24:54,100 --> 00:25:00,420 I played truant, and I missed the English class, I stole a toy from a shop, I jumped on an old lady. 188 00:25:00,420 --> 00:25:06,260 So these things are not very, you know, recommendable, but I made groups, I gave them 189 00:25:06,260 --> 00:25:12,020 different strips, they can even add more things, because everybody has something they wouldn't 190 00:25:12,020 --> 00:25:18,020 like to confess, but it's confession time, okay? So they can add more strips to these things, 191 00:25:18,020 --> 00:25:23,620 and the students using the lyrics of the song, they say, why did you do it? You shouldn't have 192 00:25:23,620 --> 00:25:28,820 done it, you shouldn't have done it, so they use the model, you shouldn't have done it, 193 00:25:28,820 --> 00:25:35,460 it's very difficult, if we teach the formula, but it's very easy, you learn it. Why did you do it? 194 00:25:35,460 --> 00:25:40,980 You shouldn't have done it, and they have to justify, they have to give a reason why they did 195 00:25:40,980 --> 00:25:48,260 these things. And finally, all of them in groups of maybe, I think three is best, but four or five 196 00:25:48,260 --> 00:25:57,300 may be okay, he, you know, defends himself or she, if you had been there, if you had seen it, 197 00:25:57,300 --> 00:26:02,820 if you had been in my place, you would have done the same, and this is what I want to get, you would 198 00:26:02,820 --> 00:26:08,580 have done the same, you would have also stolen that purse, you would have also cheated in that exam, 199 00:26:08,580 --> 00:26:13,780 you would have also, okay? So it's very easy for them to pronounce when you have a model, 200 00:26:13,780 --> 00:26:20,180 and music really helps for that, okay? So this is grammar and music, with a very, very concrete 201 00:26:20,180 --> 00:26:26,180 examples for a perfect conditional, which is really difficult for us Spanish, okay? They had 202 00:26:26,180 --> 00:26:37,060 a good time, and they really learned it, okay? And with the music, okay? Go on. Okay, the next activity, 203 00:26:37,060 --> 00:26:46,100 next activity, and I think one of the ones I like best is making a picture alive, okay? 204 00:26:47,140 --> 00:26:54,340 And all this you have here, and I think I have the, yes, I have also the handout, 205 00:26:55,300 --> 00:27:04,020 are names of pictures, but you know, I forgot to put spaces between them, and maybe you can sort 206 00:27:04,020 --> 00:27:12,180 them out, because they're very complicated, so they have names of pictures, when you sort them out, 207 00:27:12,180 --> 00:27:18,340 you must find out what they have in common, but even they all have something in common, 208 00:27:19,300 --> 00:27:24,900 there is another one out, so you have to do two things, first of all, sort them out, 209 00:27:25,940 --> 00:27:33,060 there are names of pictures, then find what they have in common, and then you must say, okay, this 210 00:27:33,060 --> 00:27:37,780 doesn't belong, okay? I don't know, are there enough handouts for everybody? 211 00:27:39,860 --> 00:27:41,940 You can share it, too, okay? 212 00:27:57,700 --> 00:28:00,420 How many people don't have a copy, so I can make more? 213 00:28:03,300 --> 00:28:06,420 We'll just share them now, at the end of the session, we can make some more photocopies. 214 00:28:06,420 --> 00:28:12,180 Yeah, but just to know how many we need beforehand, so can you raise your hand if 215 00:28:12,180 --> 00:28:17,860 you don't have a copy, to see how many people need more afterwards, maybe, 216 00:28:19,860 --> 00:28:27,700 four or five, I would say ten, anyway, okay, great, okay, have you found out what they have in common? 217 00:28:34,020 --> 00:28:35,220 Have you sorted them out? 218 00:28:45,620 --> 00:28:52,660 Yes, you need some clues? What would you like, a title or the pictures, 219 00:28:53,300 --> 00:28:55,380 for example, would you like to see a picture? 220 00:28:55,620 --> 00:29:01,140 I'll show you a picture, for example, maybe, 221 00:29:13,140 --> 00:29:18,340 this one, what's the name of this one? 222 00:29:19,060 --> 00:29:20,100 What's the name of this one? 223 00:29:25,700 --> 00:29:33,220 And, okay, we can go to a museum now, so we can put the pictures on the walls, 224 00:29:33,220 --> 00:29:38,420 so if you are so kind as to take one and put them on the walls, so we can share them, 225 00:29:38,420 --> 00:29:44,740 we can go to a museum, okay? Can you please help me? They all have a little bit of blue tag 226 00:29:45,460 --> 00:29:53,060 on them, so if you can come here and I'll make a museum with the class, you can go to a museum, 227 00:29:55,540 --> 00:29:57,460 be careful because there is some blue tag behind, 228 00:30:06,980 --> 00:30:08,100 you think it's easier now? 229 00:30:15,380 --> 00:30:37,780 Okay, any ideas now? Any ideas now? So, we have the shower, then the rest, 230 00:30:38,020 --> 00:30:45,780 noon rest from work, noon rest from work over there, a wheat field with crows, 231 00:30:49,460 --> 00:30:57,460 okay, so maybe there are some white students who can associate the pictures and the captions, 232 00:30:57,460 --> 00:30:59,700 okay? So, I need more help again, 233 00:31:01,860 --> 00:31:06,900 or maybe you just, yes, you don't mind, help me, yes, 234 00:31:07,540 --> 00:31:11,220 to have some more, and we have the museum with the captions, 235 00:31:14,740 --> 00:31:20,580 any more help, please? Maybe there are captions for all the pictures, so maybe we can 236 00:31:20,980 --> 00:31:29,140 make them, we can find more, we need more, I need more help, please, 237 00:31:33,380 --> 00:31:39,220 thank you very much, students love it, teachers don't love it so much, 238 00:31:42,180 --> 00:31:50,180 it's just that, okay, so we can go to a museum without going to a museum, isn't that great? 239 00:31:50,580 --> 00:31:59,300 But, just for more, yeah, we still need some more help, please, yes, just for more, 240 00:32:06,500 --> 00:32:08,180 just two more, 241 00:32:20,580 --> 00:32:32,660 yes, great, okay, now we have made the class into a museum, that's great, and 242 00:32:34,660 --> 00:32:39,140 the Virgin of the Rocks, wow, the Virgin of the Rocks, where is it? 243 00:32:41,060 --> 00:32:45,300 The Virgin of the Rocks, how would you call this one? 244 00:32:45,940 --> 00:32:54,100 Self portrait, okay, so we don't have a picture for this one, so, so, 245 00:32:56,820 --> 00:33:01,940 what's the matter with this? It's the other one out, it's the other one out, 246 00:33:02,660 --> 00:33:10,020 you know who painted the Virgin of the Rocks? Leonardo, okay, we don't have Leonardo here, 247 00:33:10,100 --> 00:33:16,100 unluckily, but we can find him, we can find the picture somewhere else, maybe in the internet, 248 00:33:16,660 --> 00:33:25,300 okay, so now we have the museum, we have some vocabulary, we can learn sentences as wholes, 249 00:33:25,300 --> 00:33:30,500 some of them are quite difficult, some of them very easy, we have two self portraits, 250 00:33:31,140 --> 00:33:37,780 and you know why, and what, of course, what do all these things, names of pictures have in common? 251 00:33:40,580 --> 00:33:48,900 The author, so who painted all these pictures? Bango, okay, so we can introduce the painter to 252 00:33:48,900 --> 00:33:57,940 our students, and, but this is not the only thing we can do, because now we are going to go 253 00:33:59,780 --> 00:34:05,220 somewhere, we're going to go and we're going to dream, we're going to see a film, 254 00:34:05,220 --> 00:34:12,100 okay, so, and, sorry, first of all, we are, we are going to see some of the pictures we have in 255 00:34:12,100 --> 00:34:18,980 our museum, we're going to see them in the film, okay, so I'd like you to take notes if you see 256 00:34:18,980 --> 00:34:24,660 some of the pictures we have here in the, in the film, okay, so if you click, maybe the second is 257 00:34:24,660 --> 00:34:32,500 the same, but I think the second is better, because it has less, it lasts 10 minutes, 258 00:34:32,500 --> 00:34:37,860 but I think I will, I will have to cut it a little bit, and we have to turn down the light. 259 00:35:02,500 --> 00:35:22,900 Because they learn a lot, they can think a lot, I've also given, I did it, you know, by ear, 260 00:35:22,900 --> 00:35:28,500 I, I copied it, what I think is the script of the conversation they had, but our students can 261 00:35:28,500 --> 00:35:34,420 make a different conversation between the artist and the young painter, I've given it to you just 262 00:35:34,420 --> 00:35:40,580 to make you, to give you an idea, but I think maybe they can even make, I, I can even have 263 00:35:40,580 --> 00:35:45,460 made some mistakes, okay, so, so I'm sorry for that, but I did it very quickly, just in case 264 00:35:45,460 --> 00:35:56,580 they could be useful for you, okay, then, but you just write Akira Kurosawa, Dreams and the Crows, 265 00:35:56,580 --> 00:36:04,980 and it will appear, and I will give you the handout, too, with a, with a presentation, okay, 266 00:36:04,980 --> 00:36:14,180 so you can find it there, but this is not good only by itself, because it led me to find 267 00:36:15,220 --> 00:36:23,140 a next, another activity, so what I did was, I played some music, some music to my students, 268 00:36:23,140 --> 00:36:29,460 completely different, nothing to do with Van Gogh, okay, so this is different, but this picture was 269 00:36:29,460 --> 00:36:35,860 the starting point, to open their minds to dream, to imagine, to create, and to give, you know, value 270 00:36:35,860 --> 00:36:43,460 to the power of creativity, so they can also get into a, a picture, 271 00:36:43,460 --> 00:36:57,780 and while they were listening to the song, they had to, you can also imagine, what year is it? 272 00:36:57,780 --> 00:37:05,780 You are listening to this music, what year is it now? What country are you associated with? 273 00:37:06,740 --> 00:37:15,140 Imagine a scene under this music, is it inside, outside, what is another year? 274 00:37:17,220 --> 00:37:26,100 You can even write it down now, use your imagination, under the music, what time of the day, morning, evening, night? 275 00:37:26,100 --> 00:37:34,420 How many people can you see? You close your eyes, in this music, what are they doing? 276 00:37:36,420 --> 00:37:42,420 What can you see around? Are there any smells? 277 00:37:42,740 --> 00:37:50,740 And there, two lovers walking happily, to the market of four seasons, 278 00:37:50,740 --> 00:37:59,940 they buy from the spring, the prickly pear, under the amused eyes of the paddlers who are there, 279 00:37:59,940 --> 00:38:10,740 they exchange kisses in a bouquet of flowers, the prickly pear, 280 00:38:11,060 --> 00:38:19,060 the prickly pear, the prickly pear, and the prickly pear, the prickly pear, the prickly pear, the prickly pear. 281 00:38:19,060 --> 00:38:33,700 Okay, so I go to this, okay, here, okay, so maybe, I made a mistake, I showed you the picture, 282 00:38:33,700 --> 00:38:39,940 but I, I wouldn't have shown you the picture, if I had been, you know, more skilled with the computer, 283 00:38:40,020 --> 00:38:50,740 so, incredibly, most of the people I've done this with came, imagine a scene very, very similar 284 00:38:51,380 --> 00:38:57,700 to the picture I have chosen, it's incredible, they imagine a scene outside, in the middle of 285 00:38:57,700 --> 00:39:03,460 the day, maybe spring or summer, there were many people eating, it was in the outside, so, 286 00:39:04,260 --> 00:39:10,100 although the music has nothing to do with this, they imagine it was at the beginning of the 20th 287 00:39:10,100 --> 00:39:20,100 century, of the end of the 19th century, and what I did was, like a trick, what I did was, making 288 00:39:20,100 --> 00:39:28,340 groups of three people, how did I make the groups? Well, I said, okay, I'm gonna give you the 289 00:39:28,340 --> 00:39:33,860 solution to this problem, there is a real picture behind these questions, maybe it's not the same 290 00:39:33,860 --> 00:39:41,140 as the picture that you have imagined, but you will know in a minute, so, what I did was, I made 291 00:39:41,700 --> 00:39:49,380 photocopies, color photocopies, with a picture, and I divide each copy of the picture in three 292 00:39:49,380 --> 00:39:55,780 parts, so, the students had to make groups by joining the parts of the puzzle, okay, I don't 293 00:39:55,860 --> 00:40:02,420 know if you will find your partner, because they are mixed up, okay, see, at the end of the lesson, 294 00:40:02,420 --> 00:40:07,940 at the end of the session, you can leave this on the table, no, no, no hurry, no need to hurry, 295 00:40:07,940 --> 00:40:14,500 okay, so, you will have to find the person with the same, 296 00:40:17,620 --> 00:40:23,620 although the pictures are the same, the puzzles are different, so, there are only three parts 297 00:40:23,860 --> 00:40:30,500 put together, okay, you have to find the real person, 298 00:40:37,060 --> 00:40:45,380 for you to feel, for the ones like me, who need to touch and to move, okay, so, when they, 299 00:40:45,380 --> 00:40:51,940 they would only need two or three minutes to do this, because I prepared this beforehand, 300 00:40:51,940 --> 00:40:57,460 so, if you are so kind as to find the people with the, with the rest of the piece of the puzzle, 301 00:40:58,980 --> 00:41:06,180 five minutes, five minutes, okay, five minutes, and no questions, then, okay, so, we can show the picture, 302 00:41:06,900 --> 00:41:13,940 okay, this is the picture, and you know the author, the picture, Renoir, and the title of the, 303 00:41:13,940 --> 00:41:24,980 the name of the picture, I think it's luncheon near the bridge, or boat, actually, no, 304 00:41:25,700 --> 00:41:32,980 boating party, there is also some music and some close-ups to this scene in YouTube, 305 00:41:33,860 --> 00:41:40,900 but I will give you the handout, and you can, okay, can you make, has anybody managed to, 306 00:41:41,860 --> 00:41:47,780 to complete the puzzle? Okay, in my class, I would have done it much better than we did, 307 00:41:48,580 --> 00:41:57,220 we don't have too much time, okay, and next, this is a conversation that a group of adults came, 308 00:41:57,220 --> 00:42:04,740 you know, made, but after viewing this picture, okay, they, what I wanted my students to do is, 309 00:42:04,740 --> 00:42:11,140 in their threes, to invent a conversation that was taking place at that, that scene, okay, 310 00:42:11,700 --> 00:42:17,380 so, this is from adults, but maybe your students can come up with something 311 00:42:18,180 --> 00:42:22,420 nicer, or richer, but very simple, and the objective was to 312 00:42:24,660 --> 00:42:30,100 perform the conversation, first in their threes, then in front of the class, and then, 313 00:42:30,740 --> 00:42:36,340 the following day, they would come to the class with some, a dresser, with some, you know, 314 00:42:36,340 --> 00:42:44,340 pieces of cloth, some, some realia, and try to make, to copy the picture with their bodies, 315 00:42:44,340 --> 00:42:51,780 okay, to make it alive, okay, so this is the conversation, there were three people, 316 00:42:51,780 --> 00:42:56,820 the lady with the dog, the young man, and the lady in love, so the conversation was very, 317 00:42:56,820 --> 00:43:08,020 very simple, the big part was for the, the young man, very, you know, and there was a lady in love, 318 00:43:09,540 --> 00:43:13,460 and I would like you to have, you know, invented the conversations 319 00:43:14,020 --> 00:43:19,940 in your, from your own views, in, in threes, but we don't have time, and what we 320 00:43:20,420 --> 00:43:29,940 produced was this, the three people, we just had hats, I cannot bring pictures of students 321 00:43:30,580 --> 00:43:38,020 for copyright reasons, and the rest of the class came together, and if you can show the picture, 322 00:43:38,020 --> 00:43:45,300 we, with the picture in the background, the real one, we took some hats, and we just 323 00:43:46,180 --> 00:43:48,740 made the picture with our bodies, we froze, 324 00:43:51,460 --> 00:44:00,260 trying to reproduce the scene, the way it was in the, in the real picture, so we can learn 325 00:44:00,260 --> 00:44:06,260 about, learn more about Renoir, we can go to museum, we can go to the internet, we can take 326 00:44:06,260 --> 00:44:12,100 different pictures, and prepare the conversations, and then freeze, and take pictures, take videos, 327 00:44:12,580 --> 00:44:18,260 take photos, you know, so there are lots of things we can do to enlarge our students' horizons, 328 00:44:18,260 --> 00:44:23,700 to make them speak, to make them happy, to be happy ourselves, and we can use this without 329 00:44:23,700 --> 00:44:32,260 leaving out technology, textbooks, but I think the main resource is ourselves, and themselves, 330 00:44:32,260 --> 00:44:38,420 and creativity, and, you know, liking what they, what we do, which is my case, 331 00:44:38,420 --> 00:44:43,940 so I think this is all for now, thank you very much.