EFL / ESL art, design, architecture study tours (1996/97)

Creative Business & Entrepreneurship | 9 November 2011
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EFL - ESL art, design, architecture tours: 1 | Footnotes, references and appendix: 2

Footnotes

[1] This is a revised version of a paper [“Creating a culturally-rich study abroad environment for English as a Second Language learners (with local art and architecture)”] presented at the PennTESOL-East Annual Spring Conference in Philadelphia, Pennsylvania, April 29, 1995.

[2] For the purposes of this article, ESL study abroad students are characterised by their length of stay in the host country (short term: one or two semesters; long-term: pursuing a degree). For the university programs in the Philadelphia area, a significant number are study abroad students.

[3] Steen (1995) provides listings and advertisements for study abroad programs worldwide. Edwards (1995) provides a detailed description of a program that emphasises the visual arts in the studied environment. The author studied in this program as an undergraduate student.

[4] The author has taught Visual Experience to native speakers.

References

Catherine G. Bellver. (1989). “Literature and visual aids: Textual, contextual, and intertextual applications”. Hispania, 72, pp. 1078-82.

Marjory Belvin. (1995). Design through discovery, (6th ed.). Orlando, FL, USA: Holt, Rinehart, and Winston.

Thomas M. Carr, Jr. (1981). “The language student in the world of art”. In M. Connor (Ed.). A global approach to Foreign Language Education. Skokie, IL, USA: National Textbook Company, pp. 59-66.

Mary Ann Christison & Sharon Bassano. (1982). “Drawing out: Using art experience in ESL”. TESL Talk, 13(2), pp. 33-40.

D. M. Edwards. (1995). Temple University-Rome 1995-96. Philadelphia, USA: Temple University Office of Publications.

Rita Gilbert. (1995). Living with art, (4th ed.). New York: McGraw-Hill.

Clyde Haberman. (1990). “Italy fears its art treasures will scatter in a unified Europe”. New York Times, (5 March), pp. 1 & f.

Charles Jansen. (1986). Studying art history. Englewood Cliffs, NJ, USA: Prentice-Hall.

Bernice Kanner. (1990). “The art of tourism”. New York, (16 November), pp. 16-7.

Elaine Kirn & Pamela Hartmann. (1990). “What can we learn about art?” (Part 1). In Interactions II, chapter 8. New York: McGraw-Hall, pp. 148-59.

Louise Fiber Luce. (1976). “Innocents abroad: Foreign language learning and use of the overseas community”. Bulletin of the Association of Departments of Foreign Languages, 7(4), pp. 36-8.

Alan Maley, Alan Duff & Françoise Grellet. (1991). The mind’s eye: Using pictures creatively in language learning. Cambridge: Cambridge University Press.

Otto G. Ocvirk, R. E. Stinson, Philip R. Wigg, R. O. Bone & D. L. Cayton. (1994). Art fundamentals: Theory and practice, (7th ed.). Dubuque, IA, USA: William C. Brown.

R. J. Preece. (1993). Brush and English: A student needs analysis for a visual experience precourse. Unpublished Master’s project. Temple University, Philadelphia.

R. J. Preece. (1994). “Art English”. ESP News, 3(1), pp. 1 & f.

R. J. Preece with Glenn Tomlinson. (1995). Philadelphia Museum of Art ESL Activity. Instructor and student editions. Philadelphia: Temple University.

R. J. Preece. (1996). IELP guide for visual arts students. Philadelphia: Temple University. (ERIC Document No. ED386955).

Deborah Raphan & Janet Moser. (1993/94). “Linking language and content: ESL and art history”. TESOL Journal, 3(2), pp. 17-21.

I. Rathet. (1994). “English by drawing: Making the language lab a center of learning activity”. TESOL Journal, 3(3), pp. 22-5.

T. Sakiya. (1992). Blue Guide World: New York, America, and the East Coast. Tokyo: Jitsugyo No Nihon-sha.

H. J. Salij. (1994). “Art and communication: Learning to listen the artistic way”. The Language Teacher, 18(1), pp. 9+.

Henry M. Sayer. (1994). A world of art. Englewood Cliffs, NJ, USA: Prentice Hall.

Ruth Schwartz. (1986). “Art galleries and museums: Nonclassroom learning for the nontraditional student”. New Directions for Higher Education, 56, pp. 69-75.

Janet Hegman Shier. (1990). “Integrating the arts in the foreign / second language curriculum: Fusing the affective and the cognitive”. Foreign Language Annals, 23(4), pp. 301-16.

S. Steen. (Ed.). (1995). Academic year abroad. New York: Institute of International Education.

S. E. Stocking. (1983). Art activities for the ESL classroom. MA thesis, School of International Training, VT, USA.

Anthea Tillyer. (1995). What’s art got to do with it? Presentation at the Annual meeting of the TESOL Conference, (Long Beach, CA, USA, 31 March).

Appendix: Additional tips for tours

A. Visit the site first to gather information about the site and the art it contains.

B. Sometimes museums, galleries, and architecture associations offer slides and written materials as part of a pre-visit materials package. Also, many museums have one-page write-ups of particular works which can be useful.

C. Check with your art / art history department about slides that can be lent out to other departments. Sometimes, these departments will make copies of slides at a minimal charge.

D. In class, tell the students that, in the US, they cannot touch the work of art and should stand away from it. In some countries, people are allowed to touch sculpture and paintings in museums. Also, don’t let them use a pen or pencil to point at the picture. The guards will get very nervous.

E. When you are giving a presentation, try to limit your groups to 10-15 students. With larger groups, it’s often difficult for students to see the work and hear what you are saying. If your group is larger, after an introduction to the site, you can divide the group and have some students do their activity or homework first. Also, for architecture tours, size is a greater concern due to increased street noise, particularly in urban areas.

F. It’s difficult to supervise the language usage of student groups when they are scattered around a museum. By selecting student for groups with different first language backgrounds, it will help monitor the situation.

G. Try to go to the site during a slow time or to parts of the museum that are less crowded. In crowds, you may be hesitant to give a presentation about an artwork and your students may be hesitant to [speak as well].

H. When planning to use postcards for follow-up activities, it’s important to check in the museum shop to see that they actually have the postcard in stock before students invest the time into analysing a work.

I. Try to limit your tours to one / two sites per day. Seeing too many sites can be exhausting for students and teachers alike.

J. Break up two tours or end a tour with lunch or a short trip to a coffee shop. Sometimes, urban coffee shops themselves display art.

K. Schwartz (1986) includes additional tips for tours.

EFL - ESL art, design, architecture tours: 1 | Footnotes, references and appendix: 2