Language@Art English Communication Tool box

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PREFACE Through the establishment of the Language@Art Project Hong Kong Art School (HKAS) students have had a unique opportunity to immerse themselves in learning English within an art-related contextual framework. By broadening students’ understanding of English in the context of Art – it is intended that students will be able to strengthen their communication skills; when the opportunity arises to give a presentation, or to have a job interview, it will be easier for students to speak confidently when explaining the creative process.

Finding the words to describe a new art and design piece can be a challenge for any artist or designer. With the correct stimulation of English through visual art, students can learn how to convey their thoughts clearly and effectively.

Since the Language@Art project began in 2009, we have arranged a wide range of art and design-related activities in order to enhance students’ exposure to English within

a real-world context. Activities have included: workshops, meet-the-artist sessions, author talks, individual tutorials, gallery visits and art tours.

In order to better equip students with up-to-date English learning tools, HKAS established an English Language Corner, adjacent to the School Library at the Main Campus located in the Hong Kong Arts Centre and a smaller counterpart at the SaSa Rooftop Studio- Pao Haung Sue Ing Campus. To this extent, the English Language Corners have become a unique space for students to relax and learn.

As well as the English Corners being spaces to read and learn, these spaces are now utilised as mini-galleries students are able to arrange their own exhibitions within the space; this has provided students with a greater insight into how writing about their own art pieces can also be a creative process, which ultimately leads to exhibiting their own artwork accompanied by their written work.

INTRODUCTION English Communication Tool Box Project

and confidence to verbalize their creative concepts.

Furthermore, we hope the suggested activities will provide a springboard for further creative teaching approaches.

In order to strengthen the value of English language learning and teaching in art education, this art-orientated publication has been produced with a view to sharing an artistic, dynamic and creative approach to English teaching and learning. We hope that educators and students from other post-secondary institutions will be able to find inspiration from the Language@Art - ‘English Communication Tool Box Project’.

Rationale

This ‘Language@Art Educational Communication Tool Box’ is designed to serve as a resource for art educators wishing to combine visual arts and English language education together.

The book serves as an educational guide for art educators seeking innovative teaching methods and approaches.

Educators may choose to dip into its pages to gain inspiration for new lessons ideas and topics.

By providing a wide range of art-related teaching methods, worksheets and teaching materials, it is our hope that the suggested teaching methods can be used to ignite students’ interest to use English. The suggested methods can also be adapted and developed according to each educator’s teaching requirements, in order to build students’ English and art skills.

The suggested activities are designed to inspire students to communicate in English, with a greater enthusiasm

Art and design students are faced with various English communication tasks throughout their studies, and later on, in their future careers. Students therefore need to be prepared for how to deal with different real-life situations.

Students might encounter the prospect of needing to communicate in English for: job interviews, dealing with international clients, or presenting their portfolios. The idea to produce the ‘English Communication Tool Box’ grew from the need to provide students with the essential knowledge, skills and tools, so that they can become successful in their future careers.

English communication extends into art students’ lives and therefore the English ‘Communication Tool Box’ provides students with inspiration to develop their own personal English Communication Tool Box’ that is specific to their future careers.

To be a successful artist or designer, it is essential to be able to communicate your ideas and concepts with confidence. This publication is an exploration into finding new ways for students to build their confidence and interest to use English as a tool for success.

ENGLISH COMMUNICATION KEY CONCEPTS There are a number of key concepts and areas that encompass visual arts and English language education and curriculum.

The suggested lessons and activities incorporate these key concepts and key areas of study, in order to help students expand their understanding of both English language and visual arts.

These key concepts areas are incorporated into different lesson activities. Some lessons focus on certain key concepts more than others. These key concepts are a method to ensure that students receive a more focused ‘Language @ art’ education in order to broaden students’ scope for learning and to further enhance their artistic development.

Part A: Visual Art Key Concepts: -------------------------------------------------------------------------------------------------------------------------------------------------------Advance Creativity: Students should be able to think, research and create imaginative artworks and devise

meaningful concepts that are unique.

-------------------------------------------------------------------------------------------------------------------------------------------------------Process Competence: During students’ studies they will investigate, research, analyse, design, create, reflect and evaluate.

-------------------------------------------------------------------------------------------------------------------------------------------------------Cultural Understanding Students can engage in exploring and researching different images and media from different

cultures and contexts. By gaining a deeper cultural awareness and contextual understanding

students may start to use these characteristics to inform their own creations.

Students are also encouraged to broaden their understanding of the role of an artist,

designer, filmmaker or craftsperson within the context of sociology, history and culture.

-------------------------------------------------------------------------------------------------------------------------------------------------------Analytical and Critical Exploring structural qualities whilst creating artwork.

Understanding:

Considering new ideas, examining art pieces and developing an awareness of values and

how to understand visual art and design.

Developing reasoned judgements towards evaluating art and design concepts. Thinking,

analysing, and evaluating work from a wide range of contexts and ‘analysis frameworks’.

------------------------------------------------------------------------------------------------------------------------------------------------------- Students should develop a deeper awareness of English within the contextual framework of

art and design.

Part B: Key areas of Integrated English Language Art Syllabus ------------------------------------------------------------------------------------------------------------------------------------------------------- This English Language syllabus focuses on learning English within the context of art and

design, with emphasis on the following 6 key areas: ------------------------------------------------------------------------------------------------------------------------------------------------------- a Thinking, listening, speaking, reading, writing and observation.

------------------------------------------------------------------------------------------------------------------------------------------------------- b Problem-solving, analysing, questioning, interpreting, evaluating and critical - thinking.

------------------------------------------------------------------------------------------------------------------------------------------------------- c Articulation of creative ideas and expression of opinion.

------------------------------------------------------------------------------------------------------------------------------------------------------- d Conversation skills, social skills and interpersonal communication skills.

------------------------------------------------------------------------------------------------------------------------------------------------------- e Discussing, describing, writing, creating and presenting ideas.

------------------------------------------------------------------------------------------------------------------------------------------------------- f Evaluation and reflection.

-------------------------------------------------------------------------------------------------------------------------------------------------------All of the above key areas are incorporated into the different lesson themes and activities. These key areas could also help to create an assessment rubric for assessment purposes and could help to define the assessment criteria for student assignments.

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CONTENT Preface & Introduction

-P. 1

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HOW TO USE THE LANGUAGE@ART ‘ENGLISH COMMUNICATION TOOL BOX’ This 8-chapter publication comprises of Lesson Theme Plans, Student worksheets, Power Point files, Audio recordings and Artist interview film-clips.

Please refer to the DVD disc provided with this publication, to access the relevant chapterteaching materials and worksheets. The worksheets can be accessed from the DVD and be easily printed for convenient lesson preparation.

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Chapter & Lesson Themes CH.1 Art Educational Games

Worksheets on DVD -P. 6

Part 1 Introduction to Games Lesson Theme: Game Design

Part 1 Worksheet 1 – Game Design Worksheet 2 – Game Design Proposals Worksheet 3 – Cover Letter Writing Worksheet 4 – Group Presentations Worksheet 5 – Self-reflection Report Writing

Part 2 1. Film Scenario Game 2. Design Game

Part 2 Worksheet A – Film Game 2 Soundtracks – Film Game Worksheet B – Design Game Board Game

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CH.2 Mind Mapping and Brainstorming

-P. 16

Part 1 Introduction to Mind-mapping and Brainstorming Step-by-step Instructions to Mind-mapping and Brainstorming Part 2 Lesson Theme: Art and Symbols

Part 2 Worksheet 1 – Art and Symbols Worksheet 2 – Individual Presentations Power Point Art and symbols

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Chapter & Lesson Themes

Worksheets on DVD

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CH.3 Drama & Role-Play

-P. 26

Part 1 Introduction to Teaching Through Drama Suggested Classroom Seating Plans and Activities Part 2 Three Role-play Activities

Part 2 Worksheet 1 - Exhibition Openings Worksheet 2 - Business Negotiation Skills Worksheet 3 - Portfolio Interview

Part 3 Presentation Skills

Part 3 Presentation Assessment Examples

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CH.4 Developing Creative Writing Skills

-P. 36

Part 1 Introduction to English Visual Dictionary

Part 1 Worksheet 1

Part 2 Creative Writing skills Lesson Theme: Writing Artist Statements Student Samples

Part 2 Worksheet 2 - Artist Statements * Worksheet 3 – Art & Design in Action Artist Interview Film-clip

Part 3 Art and Design Vocabulary Worksheets Line / Composition / Medium

Part 3 Art vocabulary Worksheets • Line • Composition • Medium

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CH.5 Innovative Spaces to Learn

-P. 47

Part 1 Introduction to English Language Corner Development Part 2 English Language Corner Activities Part 3 English Language Corner Exhibitions --------------------------------------------------------------------------------------------------------------------------------------------------------

CH.6 Learning English Through Film

-P. 56

Part 1 Introduction to Films Part 2 Lesson Theme: Future Design

Part 2 Worksheet 1 & 2 Future Design Worksheet 3 - Group Presentations

-------------------------------------------------------------------------------------------------------------------------------------------------------* Supplementary

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Chapter & Lesson Themes CH.7 Art Experience

Worksheets on DVD -P. 64

Part 1 Introduction to Art Experience

Part 1 Worksheet 1A - Art Analysis

Part 2 Exhibition Visits and Writing Art Reviews Artist Interviews

Part 2 Worksheet 2A - Asia One Film-clip Film- Clip of Asia One visit

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CH.8 English For Professional Practice

-P. 73 Part 2 Worksheets 1A & 2A - Portfolio Student Sample - Student Portfolio

Part 1 Introduction to English for Professional Practice Lesson Theme: Portfolio Preparation

Part 3 Worksheet 1B - Exhibition Proposals Worksheet 2B - Exhibition Proposal writing Worksheet 3B - Proposal Cover letters Worksheet 4B - Group Presentations

Part 2 Lesson Theme: Exhibition Proposals & Application for Funding

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Bibliography / References

-P. 87

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Acknowledgements and Credits

-P. 89

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Every effort has been made to trace and acknowledge copyright. However, should any infringement have occurred, the publisher tender their apologies and invite copyright owners to contact them.

Art Educational Games Part 1

Introduction to Games Lesson Theme: Game Design

Part 2

Film Scenario Game Design Game

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Part 1

INTRODUCTION TO GAMES Part 1 In the first part of this chapter, we firstly explore the background and rationale for using games. We also introduce how to integrate art and design contextual learning into English language learning.

We also introduce a lesson theme entitled: ‘Game Design’ which aims to motivate students to write about their creative ideas. This includes working in groups, writing a proposal, compiling a cover letter, writing a self-reflection report and presenting new game designs to an audience.

Part 2 In the second part, we offer two suggestions for creative games that can be played during lessons to engage and motivate students to learn more about English and the visual arts.

Designing Games For Lessons

Teaching Practice

By providing the game ideas, we also leave it open for you as the educator to think of how to design your own games to enhance the syllabus you are teaching based on the suggested themes.

Games can be played at the beginning of a lesson as a warm-up, or can be used in the middle of a lesson to add some interest and energy. Games can also be played at the end of a lesson, leaving students feeling uplifted and ready to learn something new next time.

There is always a greater scope for developing ideas. So, the main objective of this chapter is to encourage both educators and students to try new ways to teach and learn and of course come up with ‘out-of-the-box’ ideas.

Art educators may choose to utilise a wide range of artrelated activities and games in their lessons to help students recall the lesson topics being taught.

Another approach is to invite your students to design a game; this can help both ignite their interest in building their English vocabulary and explore their own unique interests.

By taking part in this project, students can remember topicrelated information. Subsequently, they can transfer their knowledge to producing and designing their own games.

When teaching students, it is recommended to apply a few different teaching methods and activities to each lesson, and to arrange different seating plans for different activities.

This also helps to keep students interested in the tasks you are giving to them.

Please refer to Chapter 3 to find more warm-up and icebreaker activities.

LESSON THEME: GAME DESIGN

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The following steps encourage students to develop their English writing and communication skills. (Please note: the steps can be adapted and changed according to your educational requirements or teaching preference)

Guide to Using the Instructions 1. The instructions are based on working through Worksheets 1-5.

2. You may follow the steps to complete all the tasks or you may select certain parts of the lesson plan to teach your students.

3. Please refer to DVD Chapter 1 - Teaching materials to print and download worksheets 1-5.

Lesson Theme Worksheets Worksheet 1 – Game Design Worksheet 2 – Game Design– Proposals Worksheet 3 – Cover Letter Writing Worksheet 4 – Group Presentations Worksheet 5 – Self- reflection Report Writing Students’ Sample Game Concept

Estimated Teaching and Study Time Students created this project during 3 lessons and for their homework.

3 hours to follow Steps 1-3: to create main concept, as group work 3 hours to write the proposal script and prepare a presentation 2 hours to work on project for homework 2 hours to write a cover letter 2 hours to deliver final presentations to an audience

Please note the estimated time may vary according to your class size and learning level. Some of the steps and worksheets may be omitted according to your students’ learning requirements and teaching preference.

CH. 1 / ART EDUCATIONAL GAMES

Total:12 hours

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Introduction & Concept Game Design Students brainstorm their ideas and create mind maps to design a new art-related game.

Students carry out research and create a brand name for their game and create a poster and a slogan to advertise the game.

Students write the instructions for how to play the game and write a proposal to describe how the game would be designed and which target audience it would be for.

Presentation Students create a 6-minute ‘Group presentation’ to present their final game design.

Teaching Aims and Objectives Encourage students to learn more about how to use English for group work and group presentations.

Guide students to develop a broader understanding of how to talk about their creative process.

Broaden students’ awareness of how to become more fluent and confident to read, write and speak in English.

Build students’ art knowledge and show how this can be reflected in their research and final game design.

Student Learning Outcome Communicate in English and demonstrate reading, speaking and listening skills – by articulating the process for creating a game design and using appropriate terms to describe the process.

Demonstrate a deeper knowledge in relation to how to present in groups and describe game instructions.

Develop better writing skills for different contexts: e.g. linking words, writing letters, writing slogans, creating brand names, writing proposals and self-reflection or selfevaluation reports.

Materials and Equipment Colour pens and pencils, glue, scissors, A3 & A4 cards Worksheets, whiteboard, projector and computer

Lesson Theme Instructions Play a simple game to warm-up.

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After playing the game, talk to students and ask them what they liked about playing the game.

Worksheet 1: Game Design Introduce students to the lesson topic by showing them different games. Invite them to talk about which games they like playing and why.

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Prepare a selection of games e.g. Pictionary, Monopoly or Jenga.

Distribute ‘Game’ Worksheet 1 to students. Ask them to work in groups of 4-5 members. Instruct students to brainstorm and mind-map a new game idea.

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You may choose to give students some A3 paper so that they can use it as a visual aid for the final presentation.

Once they have established their basic idea, you can start to give some guidance and suggestions for how they could create their project.

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Monitor and listen to students as they start to discuss their game ideas in groups.

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Introduce Step 3 – ‘How to Write Instructions’.

(Instructional / Imperative) Write some sample sentences on the whiteboard to help students learn how to write in sequence (refer to linking words section) ------------------------------------------------------------------------

You may also find some written sample game instructions for students’ reference.

Introduce the writing activity: ‘Painting Murals’.

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Introduce students to instructional writing–you may invite students to give instructions to do something really simple like making some noodles. Invite students to tell you the steps and write on the whiteboard.

Worksheet 2: Game Design Proposals Teach students how to write a proposal.

Introduce students to worksheet 2 – ‘How to Write a Proposal’.

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Highlight some new proposal language and linking words to help students describe how the game will be designed and which target audience it is for. (Persuasive writing skills can be developed and taught.) Use the whiteboard to show written examples and invite students to copy the notes from the board.

Worksheet 3: Cover Letter Writing

You could introduce: Word play, alliteration, metaphor and analogies to encourage students to develop their creative writing skills.

Invite students to design a colour scheme to suit their game’s identity and target audience.

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Explain any unfamiliar vocabulary like: ‘identity’ or ‘target audience’.

Introduce - persuasive language & writing.

Worksheet 4: Group Presentations Invite students to prepare a presentation to describe their final game design.

Worksheet 5: Self-reflection Report Writing Write a self-reflection report to describe students’ strengths and weaknesses whilst working on this project. (See Selfreflection Reports)

Extra Suggestions ・Students could arrange to hold an exhibition to display and show their game designs.

(Please refer to Chapter 3 Drama Role-play for further ideas) ・Students could create a film or an advert to sell the game. (The advert could be made in a certain style emulating an advert that the students find impressive.) Students could create a short film to show how to play the game.

CH. 1 / ART EDUCATIONAL GAMES

Instruct students to think of a new brand name for their game and create a poster and a slogan to advertise the game.

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Reflection & Student Samples This lesson theme was carried out for four lessons; each lesson lasted three hours.

Firstly, working in groups, students brainstormed their ideas and created mind maps to design a new art-related game. (Fig.1) Students carried out research and looked at books in the Hong Kong Art School’s English Language Corner for reference. (Please refer to chapter 5 for more details about the establishment of the School’s English Corner.) Students thought of a brand name for their game and created a poster and a slogan to advertise the game. (Alliteration, Metaphor and Analogies were taught to encourage students to develop their creative writing skills.)

Then, students wrote the instructions for how to play the game.

Instructional writing styles were taught, for example the imperative style of writing– when giving instructions.

Next, students wrote a proposal to describe how the game would be designed and which target audience it would be for.

(Persuasive writing skills were developed.) (Fig.2) After that, students created a ‘Group Presentation’ to present their final game design. This included writing a script, based on the proposal, and preparing a Power Point presentation. Some students chose to create an instructional film to describe how to play the game. (Fig.3) Fig.1 Students brainstorming new game ideas.

Finally, students completed a ‘Self-Evaluation Report’ form to describe their project development and suggest ways to improve their presentation skills in the future.

To conclude, students demonstrated great interest in completing this project and delivered their presentations to a high standard.

Students involved their audience in their presentations by demonstrating how to play the game they had designed.

Fig.2 Students discussing their game design.

Fig.3 Higher Diploma Students’ final game design project titled “Guess by Mosaic” Fig.4 Chiu Fung, Issac Lai Kwok Leung, Lee Pui Yan Jessica

Part 2

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FILM SCENARIO GAME Script Writing Consequences Game A game to develop students’ creative writing skills.

Teaching Aims and Objectives Encourage students to learn more about script-writing and the ways to compose a storyline and plot.

Encourage students to learn more about creative scriptwriting using English.

Student Learning Outcome Develop creative English writing skills – whilst playing this game.

Have a deeper understanding of how to use adjectives and build sentence structure.

Be able to apply new descriptive writing techniques to their own writing.

Materials and Equipment Computer or stereo to play the sound tracks Enough printed copies of the game worksheets

CH. 1 / ART EDUCATIONAL GAMES

Glue & scissors if you are making the game

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Game Instructions Game Warm-up Give a brief introduction to the game.

Distribute the consequence worksheets to students.

Invite students to start to draw a picture of a character and write three sentences to introduce the scene.

Ask students to: Describe the scene and setting in detail.

Introduce the name of one character and leave some dots.

Fold the paper over leaving just the last line so that the next person can see only this line.

Ask students to pass the paper to the person next to them. Make sure the students all have a different piece of paper.

You may now start to play soundtrack 1 or 2. Invite students to listen carefully and write about what they hear and ask them to use their imagination to add some details to the story.

Again, students write three sentences and fold the paper leaving just the last part of an unfinished sentence shown.

Continue to complete the game. Finally, Students should have a piece of paper completely folded. Invite students to pass the paper on one last time.

Ask students to unfold the paper.

Invite students to take it in turns to read out their stories.

If you still have time, and if you would like to extend this activity, you can invite students to create a storyboard based on the story. This can be a good way for students to learn how to create illustrations in relation to English text.

More Film-related Game Suggestions Create a set of 10-20 cards with different famous film directors.

Please refer to DVD Chapter 1- Teaching materials

Compile a collection of film trailers – students try to guess the film by listening to the dialogue without watching the visuals.

1. Worksheet A- Film Game 2. Soundtrack 1 & 2

DESIGN GAME

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A Game to Enhance Students’ Art and Design Knowledge Learning Aims and Objectives Inspire students to learn more about the history of design and acquire new design terms.

Discover fun ways for students to understand more about design terms.

Help students to develop a broader understanding of how to talk about design.

Student Learning Outcome Be able to communicate in English and develop their reading, speaking and listening skills – whilst playing this game.

Have a deeper understanding of the history of design.

Be able to use and apply new design vocabulary when talking about their own work and that of other designers.

Be able to recall the information that they discover whilst playing the game.

Materials and Equipment Enough printed copies of the game for pair work Enough dice for each pair.

Prepare some game place markers. You may create some place markers by using coloured thin card and cutting into circles or you may use the plastic chips used to play Poker or Tiddly-winks (available in any stationary or toy shop).

Glue & scissors.

Game Preparation & Game suggestions You may choose to laminate the board games – so that they will be durable.

Before Playing the Game Select some design vocabulary from the game to focus on.

CH. 1 / ART EDUCATIONAL GAMES

Introduce the design vocabulary and information to students – before playing the game.

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Instructions and Game Rules Distribute the game to students and give each group– a dice and some place markers. (The place markers help students to keep track of where they are on the board.)

Players have to roll a dice to advance through the game.

The numbers & icons printed on the board correspond to an action or quiz question card.

The player landing on a square has to follow the instructions printed on that square or answer a question card that corresponds to the square where the player has landed on.

When students finish the game, you may ask them to share what they have learned from playing the game. They may do this verbally or complete a self-reflection questionnaire.

Other Fun Ways to Play You may also invite students to create their own board game, so that they can also focus on what they would like to learn about design. (Perhaps a design movement or a kind of design, such as interior design.)

Please refer to DVD Chapter 1 Teaching materials 1. Worksheet B - Design Game

Mind Mapping and Brainstorming Part 1

Introduction to Mind-mapping and Brainstorming Step-by-step Instructions to Mind-mapping and Brainstorming

Part 2

Lesson Theme: Art and Symbols

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Part 1

INTRODUCTION TO MIND-MAPPING AND BRAINSTORMING Part 1

Part 2

In the first part of this chapter, we introduce how and why mind-mapping and brainstorming are interactive methods to engage students to think and learn about art and English.

In the second part, we introduce a lesson theme entitled: ‘Art and Symbols’. The aim of this lesson theme is to encourage students to write about their creative ideas and create conceptual visual images in response to their partner’s personality. We also feature a lesson reflection to help educators to understand the lesson theme and teaching process.

STEP-BY-STEP INSTRUCTIONS TO MIND-MAPPING AND BRAINSTORMING Mind-mapping and brainstorming are creative thinking methods that can be used to encourage students to develop their English communication skills. Art educators may choose to utilise mind-mapping and brainstorming techniques when conducting lessons on a specific topic. Mind-mapping and brainstorming are interactive methods used for expanding the meaning of words when writing.

Educators can use mind-mapping and brainstorming techniques when introducing a new topic. Students may also be invited to write on the board in order to help motivate them and to build their confidence.

Mind-mapping and brainstorming can be used to engage students in class discussion.

Step-by-Step Instructions to Mind-mapping

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Mind-mapping offers a new and fun way to teach and learn. Students are able to interact with the educator and share their knowledge.

Using colour pens or pencils – draw in the centre of the page and write the theme or topic.

Then draw a symbol or icon.

1

Using different colours, start to draw thick curved lines in the central area, and thinner curved lines as you move further away from the centre.

2

Use different icons to depict the different categories and their relationship to the main theme.

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Have fun and be creative – remember to use different colours to indicate new words or themes that relate to the central point.

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IDEA! You could create a photomontage mind map or collage using magazines and newspapers. You may also stick real found objects like string and paper to create a tactile mind map.

You can create your mind map in different ways– for example, you can make it look like a tree or a cloud.

Step-by-Step Instructions to Brainstorming Brainstorming is a quick and efficient way to develop and expand ideas and themes. It is often used for teaching and during meetings when starting to develop new ideas.

Begin in the centre of the page and write a word – draw a circle around the word.

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You may choose to use different colours to represent new words.

3

Create sub-categories by adding second and third lines as you create a radial diagram.

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IDEA! You may also create a brainstorming diagram, by cutting words out of magazines and newspapers.

CH. 2 / MIND MAPPING AND BRAINSTORMING

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Start to draw lines out from the central point and add connected words to the central word. The new words should show a connection to the central word.

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Guide to Using the Instructions 1. The instructions are based on working through worksheets 1-2.

2. You may follow the steps to complete all the tasks or you may select certain parts of the lesson plan to teach your students.

3. Please refer to DVD Chapter 2 - Teaching materials to print and download worksheets 1 & 2.

Lesson Theme Worksheets Worksheet 1 – Art and Symbols Worksheet 2 – Individual Presentations Student Samples

Estimated Teaching and Study Time Students created this project during 3 lessons and for their homework.

2 hours - Introduce colour and symbols (Class-discussion) 2 hours - Students interview each other 2 hours - Write Artist brief & script for presentation 2 hours - Deliver final presentations 2 hours - Self-reflection writing

Total:10 hours Please note the estimated time may vary according to your class size and learning level.

Some of the steps and worksheets may be omitted according to your students’ learning requirements and teaching preference.

Part 2

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LESSON THEME: ART AND SYMBOLS Guide to Using the Instructions 1. Students create an artwork or a character to represent their partner.

2. Students interview their partner and create a mind map to represent their partner’s interests, personality and characteristics. Students then write an artist brief to create an artwork and finally they make their final artwork.

3. Students research their partner’s interests and hobbies and create an artwork or a design to respond to or represent their partner.

Presentation Script Prepare a 5-minute Power Point individual presentation Speak clearly and confidently to an audience Deliver an individual presentation Students use new vocabulary specific to the project creation (e.g. represent, respond, characteristics, persona, solve, solution depict, convey, perception, interpret, analyze.)

Teaching Aims and Objectives The aim of this lesson theme is to: Guide students to find new ways to respond to visual arts and build their confidence to use English to interpret art and design.

Teach students to become more confident to read, write and speak in English whilst discussing ideas and formulating art or design concepts.

By completing this project, it will provide students with the opportunity to deepen their English communication skills, which should be reflected in their research, final work, presentations and self-reflections.

Student Learning Outcome Using written English, demonstrate the ability to describe individual concepts and motives to produce a clear artist brief and final artwork.

Create a conceptual artwork or design that represents your partner’s personality: hobbies, skills and interests.

Materials and Equipment Colour pens and pencils, glue, scissors, A3 and A4 cards. (Ask students to bring their art making materials to the next lesson, if you wish to allow them to make their artwork during the lesson.)

Worksheets, whiteboard, projector and computer Some art and design vocabulary or artwork samples to show students.

CH. 2 / MIND MAPPING AND BRAINSTORMING

Be able to deliver an individual presentation to describe their research and creative process.

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Lesson Theme Instructions Game Warm-up Invite students to write some open questions onto A5 pieces of paper and collect the pieces of paper. The questions should reveal some interesting characteristics. Questions could include: hobbies, interests and questions to reveal their personality.

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Introduce open and closed questions to students.

Sit in a circle and invite students to take turns to choose a piece of paper and answer the question.

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Idea

You may use a soft ball and invite students to call names out and then ask students to choose a question and talk for 10 seconds. If they say ‘erm’ or make a grammatical error, they have to choose another question and answer that question too.

Introduce how we see colour in nature and how nature sends messages using colour. Colour is all around us.

From fashion products to street signs, from butterflies to plants, colour plays a vital role to communicate important messages. (You may show students the artwork samples at the end of the presentation) How have the artists used colour?

What does the artwork signify?

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Ask students to think about how colour is used to symbolize things.

How and why is yellow and black used? It is used to warn people of danger. It is also the same colour as a bee or wasp. What does red and green mean? How do we understand colour in our culture? Why is colour understood to represent different messages in different cultures. e.g. black, white and red?

Worksheet 1 – Art and Symbols Introduce some new artworks to students.

Invite them to interpret the artwork and try to understand the meaning.

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Start to draw a brainstorming diagram. Invite students to interpret the artwork. Write their responses on the whiteboard.

Elicit students to look at different symbols and colours.

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Working in pairs, students interview their partners and brainstorm and mind-map their characteristics and personality.

Complete Step 1 on Worksheet 1.

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Encourage students to talk and write in English to conduct the interviews.

Instruct students to start to make a mind map.

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You may use - Art and Symbols - PowerPoint file.

Please refer to DVD Chapter 2 – Teaching materials PowerPoint file.

You may draw a sample mind map on the white board for students to understand how to create a visually interesting mind map.

(Distribute A3 paper if required)

Introduce students to icons, logos and symbols.

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Instruct students to complete Step 3 - Icons and Logos ------------------------------------------------------------------------

You may use - Art and Symbols - PowerPoint file Please refer to the DVD. Invite students to think of some logos that they can think of.

Ask them why these symbols are powerful.

Ask students to think of what kind of colours and symbols represent their partner. Look at some logos for your reference.

Instruct students to create a table of symbols & words that represent their partner.

Is it the use of colour that makes them visually stronger?

Once students are ready, instruct them to start to think about what they might create to represent their partner.

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Invite students to create their artwork in class or outside class.

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Students can start to write their artist brief to plan what they will make.

Extra Suggestions

(Please refer to Step 5 of the worksheet)

Talk about and introduce Keith Haring’s artwork.

The artist brief could also include the step-by-step process.

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Find some examples of Keith Haring’s artworks and some examples of cave art.

Write sample sentences on the whiteboard to help students understand the sentence structure.

Invite students to look at Keith Haring’s works and compare them to ancient cave art.

(Highlight past, present, future tenses)

How are they similar?

You may use a time line to help students visualize the different tenses that they will need to use.

X ------------ X X -----------Present Past Future

Students start to make the artwork.

(Please refer to Step 6 of the worksheet) Include the mind map to present the design development and process.

Worksheet 2 – Individual Presentation

Both the ancient cave paintings and Keith Haring’s works are used to communicate a message by means of symbols and colour.

What are the messages?

What do the images and colours signify?

You may also look at street art; look at some examples and invite students to think about what the images could signify.

(Emphasize the words: Interpret, represent, signify and encourage students to use the words to talk about different artworks) You may also introduce different types of art - for example, abstract or conceptual art. Introduce the vocabulary and terms and allow students to use the new terms whilst discussing and interpreting the artworks.

Guide students how to prepare and write a short script.

You may also show students how to memorize the script or sight-read.

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Direct students to create a short presentation to describe: 1. The way they developed their ideas.

2. Their process & methods.

3. The main message of the work.

CH. 2 / MIND MAPPING AND BRAINSTORMING

An exhibition could be arranged and students could introduce their work in a gallery opening style. This gives students a real-life situation where they might be expected to present their artwork to guests.

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Reflection & Student Samples This lesson was carried out for three lessons; each lesson lasted three hours. Students included Fine Art, Applied and Media Arts students. Therefore, the lesson theme was designed to be flexible in terms of the final artworks or designs produced.

Students worked in pairs and interviewed each other. They created a mind map to describe their interests, hobbies, personality and characteristics (Fig.1).

For example, a Higher Diploma Fine Art student created a graffitistyle painting to represent his partner (Fig.2). Another Higher Diploma Applied Art student created a logo that the student could use as an icon to represent the student’s characteristics (Fig.3).

A Fine Art student created a ceramic sculpture entitled: ‘Wish’.

Lastly, a Media Arts student created a soundtrack to represent his partner’s characteristics. The soundtrack comprised of different sounds his partner liked – such as ocean waves and piano music.

The student combined the sounds together to create a sound installation artwork.

Overall, students demonstrated a deeper understanding of how to communicate in English and demonstrated a deeper conceptual awareness of how to create a symbolic artwork or design.

Fig.1

This project also heightened students’ cultural awareness by studying colour and symbols and their significance to different cultures. Students also found a deeper purpose and meaning for using both English language and visual communication to convey a significant message.

Fig.2

Fig.3

Student Sample: Art and Symbols Rosita To

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The title of my artwork is ‘Wish’.

W is an Applied Art student at Hong Kong Art School. I created an artwork to describe her personality. She is quiet, has long hair and wears stylish clothes. I feel she is unique.

I interviewed her last month, and discovered some amazing facts about her. I discovered that she has a talent to think creatively. W likes to try different media when creating her artworks; she also likes sketching. Her drawings have a distinctive charm.

I remember the first time I saw her artwork – it was a paper cut of a butterfly; it was fine, meticulous and elegant. W told me her personal preferences; she said that she likes circular forms because it looks like her face’s shape, that red and black are her favourite colours, she likes animals and she likes cats the most. W enjoys making and eating dessert - especially blueberry cheesecake – which also happens to be her favourite.

Based on the information I discovered by interviewing my partner W, I initially created a mindmap to depict W’s main inspiration and hobbies.

Next, I created an artwork that represented W. My artwork is entitled: ‘Wish’. The reason I selected this title is because I wanted to find a way to represent her wishes. By creating this ceramic sculpture, I wanted to capture her by describing her persona, character and personality.

I used ceramic clay as the main medium to create the artwork ‘Wish’.

I planned to use clay to make a blueberry cheesecake.

I researched and studied the form of the cake before I tried to make the blueberry cheesecake using clay.

I chose a textured type of sand clay to make the basic form of the cake, because I thought after being fired, it would look like a cake’s texture.

I used a wooden clay patter to pat the clay into a cake shape.

I used variously shaped tools to hollow the clay inside the ceramic trinket box.

I made the locating rim of the box, and stuck them in position on the inside of the box.

I wanted the cake to have a creamy texture, so I put some white slip and yellow slip (a ceramic glaze) onto the cake.

I made some small circular balls of clay on the outside of the cake, to make them look like blueberries.

I created a clay ceramic character of W out of clay and I sculpted her smiling face.

I wanted the character to be three-dimensional on the top of the cake. So I cut a hole at the top of the cake to combine the character and the cake.

Finally, I made a small cat to play with W, to depict a ceramic artwork with a light-hearted feeling.

CH. 2 / MIND MAPPING AND BRAINSTORMING

Fig.4

Then, I wanted the cake to be a trinket box, so I used a wire cutter to cut some blocks of the clay.

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Drama & Role-Play Part 1

Introduction to Teaching Through Drama Suggested Classroom Seating Plans and Activities

Part 2

Three Role-play Activities

Part 3

Presentation Skills

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Part 1

INTRODUCTION TO TEACHING THROUGH DRAMA Part 1

Part 3

In part one of this chapter, we offer six different classroom seating plans that can be applied to conducting different types of lesson activities. The seating plans also provide some ideas for lesson activities. Finally, we offer two icebreaker ideas that could be used at the beginning or at the end of a lesson.

In the third part, we share some simple teaching methods and approaches for how to develop students’ presentation skills.

Part 2 In the second part, we provide three role-play scenario worksheets.

The role-play worksheets can be used as lesson warmers or could be developed into process drama sessions.

Firstly, we share some ways to organize students to give their presentations.

Secondly, we introduce some assessment methods and suggest ways to give students valuable feedback.

SUGGESTED CLASSROOM SEATING PLANS

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Drama is a useful teaching strategy that can be used for encouraging students to learn new vocabulary whilst reinforcing previous topics. Teaching through drama and role-play provides students with an opportunity to build both their interpersonal communication skills and conversation skills. Students enjoy the freedom to express themselves through drama by taking on different roles. Using drama, role-play and icebreakers in lessons can be an important method to help students relax and get to know each other and build self-esteem.

Six Suggested Classroom Seating Plans

Seating & Class Arrangement Suggestions

Seating Plan No. 1 Back-to-back Back to Back - Students practice speaking back to back

Good for Telephone conversations.

Negotiation skills Introducing yourself on the telephone Telephone bookings

Seating: Chairs are placed back-to-back

CH. 3 / DRAMA & ROLE-PLAY

This can be a loud game, so teachers may choose to let students practise once and then ask them to take turns to perform their role-play.

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Seating Plan No. 2 Meeting and Greeting Students have to find as much information about their partner as possible in one minute.

Students should sit opposite to each other on two sides of a table.

Once students have introduced themselves to the person opposite and spent one minute talking to each other, the teacher should call out “all change” or ring a bell to signal students to change.

The person sitting at the end of side table A has to run all the way down to the opposite end of the table on the same side and all the students sitting on that side all move up one seat.

Side B of the table stays still and does not move. All students should face a new person.

Good for: Meeting and greeting Interviews Talking about individual artworks Portfolio interviews Negotiation skills

Seating & Classroom arrangement

Seating Plan No. 3 Horseshoe – Semi-Circle Horseshoe seating can also be a useful seating arrangement to allow students to interact with the teacher – during class discussions and playing games.

Best played on chairs facing opposite to each other (If you would like to keep the activity low-key) This activity can also be conducted with students standing and is a lot livelier if done this way. If students stand up, it will be a lot noisier so tables help students stay fairly relaxed - it depends on the number of students and how lively you would like the lesson to be. Standing is a good way to get students warmed up for the lesson ahead.

Students are seated on opposite sides of the table, one person on side A moves down to the end of the table and the rest of students on side A, move up one seat.

Seating Plan No. 4 Circular Circular seating is a good method for playing games, class discussions, getting to know each other and meet-the-artist sessions.

Seating Plan No. 5 Face-to-face Pair work

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This is a conventional way to get students working with each other.

Seating Plan No. 6 Group work This is the most conventional seating arrangement for students to efficiently work in groups.

Part 2

THREE ROLE-PLAY ACTIVITES Two Lesson Icebreakers Using different tenses, students have to make a story about what they bought for creating an artwork. e.g. Last week I went to buy a drawing board and some pens…

Every student in the group has to remember what the last person bought and then add one more item to the list.

Good for Encouraging students to improve their speaking skills and grammar.

This memory game could also be used for introducing each other. Students sit in a circle and have to remember what the previous students said before adding their own interests and hobbies to the list. This can be a lively way to introduce students to each other.

Seating: Seating Plan No. 4 – Circular Best played whilst sitting in a circle.

Yes and No Game Famous Artists Famous Designers Famous Film Directors Famous Hong Kong People

Good for Getting students to practise asking closed questions.

Getting students to express their knowledge and understanding of what they have learned during class.

Seating: Seating Plan No. 3 or 4 Horseshoe – Semi-Circle or Circular

CH. 3 / DRAMA & ROLE-PLAY

Memory Game

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Three Ways to Use Role-play in your Lessons Please refer to: DVD Chapter 3 - Teaching materials for worksheets 1-3.

Overall Role-play Learning Objectives Students will be able to practice some everyday or business English terms in order to build their confidence and interpersonal communication skills.

1. Meeting People and Introductions Please refer to Worksheet 1 – Chapter 3

Introductions Exhibition Opening Seating: Seating Plan No. 2 – Meeting and Greeting

Student Learning Outcome: Students will learn how to introduce people during formal occasions.

Students will build career-related vocabulary.

Teaching Instructions Step 1 Sitting opposite to each other, one side stay seated whilst the opposite side move down one seat. Students should be facing a new person. Students introduce themselves and start a conversation using open questions.

Step 2 Working in pairs, students read the script – Worksheet 1.

Step 3 Once students have read the script. Ask students to underline any new words.

Go through some of the unfamiliar words with students.

Instruct them to use their dictionaries to find the meaning of any new words and support their findings by explaining the meaning of the words.

2. Business Negotiation Skills Please refer to Worksheet 2 – Chapter 3

Seating: Seating Plan No. 2 – Meeting and Greeting

Student Learning Outcome: Students will learn how to negotiate during business meetings.

Students will build career-related vocabulary.

Teaching Instructions Step 1 Introduce to students how they should negotiate when pitching new design ideas during business meetings – complete Part 1.

Step 2 Read through Part 2 – and explain the meaning of the Business idioms.

Step 3 Instruct students to work in pairs and read the role-play script – Part 3: Section A & B.

3. Portfolio Interview

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Please refer to DVD Chapter 3 – Teaching materials Worksheet 3.

Teaching Instructions

This worksheet gives one good example and one bad example of a portfolio interview. It is sometimes helpful for students to see the common mistakes made, so that they can learn to avoid these mistakes. The not so good interview – adds a little humour to the lesson and will amuse students. It also highlights what students should avoid – such as using slang, answering the phone when speaking to someone, using incoherent sentences and not answering the questions accurately. The positive interview – shows students how to conduct an impressive interview.

Step 1 Introduce students to how they might have to present their portfolios during job interviews and business meetings.

Instruct students to complete Part 1. (You may give some examples of what they should do to present their portfolio.

Invite students to discuss Part 1.)

Seating plan No. 3

Student Learning Outcome: Students will learn how to conduct themselves during an interview.

Learn essential job interview etiquette.

Build career-related vocabulary.

Instruct students to work in pairs and read through Section A of the role-play script.

You could invite selected students to read/perform a part of the script.

Also you could invite students to underline and circle any mistakes they can see.

Step 3 Instruct students to read the role-play script – Section B. You could invite students to take turns to read the script out loud.

Step 4 Invite students to work in pairs and answer the common job interview questions.

Again you could invite students to take turns to read and answer some of the questions out loud. Invite the other students to give the students feedback and comments.

CH. 3 / DRAMA & ROLE-PLAY

Seating-Class setting

Step 2 Read through Part 2 – and explain the meaning of any new words or terms.

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Part 3

PRESENTATION SKILLS

1. Individual Presentations 2. Group Presentation 3. Role-Play Drama Presentations Organizing Student Presentations Individual Presentations When you invite students to give individual presentations, there is a structure that you can follow to ensure that you can fully assess student’s language proficiency. (Please refer to the students’ assessment feedback sheet 1)

Prepare Students for their Presentations Using the worksheets and lesson themes provided in this publication, invite students to write a script before giving a presentation. Try to encourage students to – prepare, practice and deliver (P.P.D.). Most students will need to use notes; however, try to encourage students to keep their notes short – to avoid reading from the notes. Furthermore, try to discourage students from displaying large amounts of text on the screen, if using Power Point – this can be distracting, unless presenting specific information.

Encourage students to break the text into smaller readable parts (and avoid putting entire scripts on the screen for all to read). It is also helpful to teach students how to sightread. Sight-reading is a useful skill to learn and it is helpful for students that still need to read, but want to look more professional.

You may also give a sample presentation – yourself as a teacher – to show students a good example presentation and a bad example. This is a quick way to highlight the common mistakes made.

Presentation Examples: 1. Teacher can stand with their back to the audience.

Highlight that eye contact and body language are important to gain and keep attention.

2. Use A4 paper and distract the audience by rustling the paper.

Highlight how using cue-cards looks more professional.

3. Use the microphone but speak really loudly - so that the air hitting the microphone, will sound like a drum, which is most distracting and uncomfortable for the audience.

This sometimes happens with experienced presenters, and can be unbearable to listen to.

Demonstrate how to use the voice to speak loudly and clearly to an audience.

Show how if you take small breaths, the sound can be projected more softly and quietly. If you take larger breaths, you are able to control the volume and tone of the voice – to make it clearer.

Highlight the importance of using breathing techniques to project the voice to the back of the room (If a microphone is unavailable). Teacher can highlight some breathing techniques and demonstrate how the diaphragm helps to control the voice.

Drama Approach To make presentations more interactive and fun, you may invite students to introduce each other before giving the presentation. You can add a little drama at the beginning by pretending that the student is visiting an international country and has travelled to meet the students. This adds a light-hearted approach to the presentations and also enables students to understand a real-life situation that they might encounter in their future career. You can write some scenario cards to help students think of a situation.

8 Quick Steps to Giving the Perfect Presentation* Plan Write script Practise script every day for at least a week or more

Sample Scenario: Sandy is a Hong Kong designer; she has been invited to travel to Canada to give a talk on design.

Create Power Point & visual aids

“Please give a warm welcome to the award winning Hong Kong designer - Sandy Lam.”

Rehearse the presentation to an audience

Secondly, in order to ensure that students get maximum speaking time during class, you can request students to invite the audience to ask questions. (Once the audience has given their applause) students may say:

Time the presentation & ask a family member or friend to listen

“Would you like to ask any questions?”

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Practise and memorize the script and, especially, any difficult words

“Do you have any questions?”

Also remind the speaker to thank the audience for their questions.

Practise your breathing techniques in order to improve the volume and voice projection

Asking questions can form part of the students’ overall assessment.

As art educators, it is our role to provide students with lots of preparation and visualization strategies, so that they may deliver a perfect presentation every time.

The key to a good presentation is careful planning and visualization.

CH. 3 / DRAMA & ROLE-PLAY

Students can be taught these techniques to help them feel in control of their presentation.

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Assessing and Evaluating Students’ Presentations

Give Constructive Comments

It is always best to try and go through the students’ presentation scripts with them before they give their presentations. Always, allow for some time before the presentation deadline to practise any new vocabulary.

Perhaps hold a presentation workshop – where students help each other to prepare – which will give the teacher time to also work with students individually.

Constructive criticism helps students to understand their mistakes and make any improvements to their future presentations.

There are some constructive ways in which you can give feedback to students. When giving students comments and feedback, try to remain positive and give constructive comments. If you are disappointed with a student’s performance, then do give constructive reasons for why you think the student could do better. Offer some suggestions, so that they can understand what steps they can take to improve.

Firstly, try to highlight specific parts of presentation that were successful, finish off with what students can do to improve, and be specific, so that students understand what they need to do to deliver a better presentation.

For example – avoid saying “that was a terrible presentation!’’ without giving any reason for your statement. Instead you can say: “ We could not see your visual aids, they were too small; so we could not see the images clearly. In the future, remember to scan the picture to show in full resolution.”

“Even though we did mention during the beginning of the presentation that we could not hear you at the back, you did not make any effort to raise your voice. So we still couldn’t hear at the back. Perhaps you could have used the microphone.’’

You may also warn students before the presentations that if you see any obvious mistakes, you might have to interrupt them.

It is sometimes necessary to interrupt students during the presentations – and it can be an efficient way to highlight a common mistake often made. Educators could make a note of any grammatical mistakes, and then tell the student at the end when giving them feedback. Sometimes the mistake could concern voice projection and body language and these should be corrected during the presentation.

However, it is always best to avoid interrupting unless really necessary.

When giving feedback, be encouraging because this could be the student’s first presentation in English.

Complement the good parts, so that other students can learn what is considered to be a good presentation.

For example: “ I liked the way you asked the audience a question.” “That was a successful presentation because you ended with a meaningful quotation.”

It is sometimes helpful to ask students to complete a selfevaluation worksheet to help them focus on what they can do to improve in the future.

There are many ways to assess students’ presentation skills and each educator will choose to do this in different ways based on the course they are teaching.

An assessment rubric marking table is provided on the DVD as an example. Please see – Presentation Assessment: Examples on the DVD Chapter 3 – Part 3.

For further details on Lesson Theme ideas that develop students’ presentation skills, please refer to: Chapter 1 - Group Presentations Chapter 2 - Individual Presentations Chapter 6 - Group Presentations Chapter 8 - Individual & Group Presentations

Developing Creative Writing Skills Part 1

Introduction to English Visual Dictionary

Part 2

Creative Writing skills Lesson Theme: Writing Artist Statements Student Samples

Part 3

Art and Design Vocabulary Worksheets: Line / Composition / Medium

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Part 1

INTRODUCTION TO ENGLISH VISUAL DICTIONARY Part 1

Part 3

In this chapter, we provide a range of methods to ignite students’ creative writing skills. We introduce how to use a visual dictionary and an English journal as a strategy to encourage students to strengthen their English Language vocabulary and writing skills.

In the third part, we discuss how you may introduce new art terms and vocabulary and incorporate new words and phrases.

Worksheets 1-3 Art vocabulary Worksheets Line

Part 2 In the second part, we introduce a lesson theme titled: ‘Artist Statement Writing’. There are also some artists’ interview film clips to help students to understand what an Artist Statements is. Finally we provide student sample and a lesson reflection.

Composition Medium

“ The act of teaching not only requires a firm knowledge of the subject, but also forces the teacher to analyse what goes into the learning of a particular content.” Maryanne Wolf An English Visual Dictionary (Fig 1 & 2) can help students to record and practise using new art and design terms. By creating a visual dictionary, students can practise writing sentences and phrases. The process of creating a visual dictionary is also a perfect way to help students strengthen their ability to link language and visual imagery together. Students create or collect images that convey the main message of a written word. You will see that in the example we show here, the students have attempted to convey the meaning of the word using both words and images.

Fig.1 Eliza Leung Fig.2 Rosita To

Visual language and the use of symbols to depict information and messages, surround us all in our daily lives. Prior to the use of language, humans used images to communicate, observed the nature to understand if a plant was poisonous or safe to eat, and could tell whether it was sweet or bitter by observing its colour code. Humans have evolved to be able to read images, colours and symbols. Furthermore, language is also a visual stimulus for us to interpret.

One can refer to ancient Egyptian hieroglyphics or Chinese characters to understand that humans have responded to images for millions of years and this has therefore shaped the way we perceive the world around us. In some ways, it could be said that visual images, colours and symbols can help us to recall a written word and its meaning. Visual imagery and colour may also assist us to remember new words, vocabulary and sentence patterns.

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Fig.3 Ho Tze Wing

Maryanne Wolf in a book entitled: ‘Proust and the Squid The Story and Science of the Reading Brain’ reveals: “Cognitive scientists Li – Hai-Tan and Charles Perfetti and their research group at the University of Pittsburgh make the important point that these motoric memory areas are far more activated in reading Chinese than in reading other languages, because that is how Chinese symbols are learned by young readers - by writing over and over. This is how Sumerian characters were learned – on little clay practice tablets, over and over again.”

Maryanne Wolf goes on to introduce how the ancient Sumerians taught students to read by using lists of words on clay tablets. “Teachers would write the cuneiform symbols on one side of the clay tablet, and students would copy the symbols on the reverse side. New readers learned to read text that included both logographic and phonetic information – sometimes in the same word.”

Fig.4 Fung Chiu

Therefore, this goes to show that art and language are intrinsic to our human senses; affecting the way we think, feel and learn. The stone tablets were probably state-of-theart technology at the time. We are now lucky that in the 21st century, we have an abundance of new technology that can help us to learn new languages.

Fig.5 Mike Chow Hin Kwan

English Visual dictionaries can often provide a good way for educators to monitor and perhaps gauge how the students understand new topics and also the extent to which they have understood them. This method of creative writing provides students with an opportunity to develop their creative thinking, writing and art skills.

Fig.6 Tammy Lo

CH. 4 / DEVELOPING CREATIVE WRITING SKILLS

Students can demonstrate their understanding of new vocabulary by creating a visual dictionary, and it should help students to remember what they have learned along the way – by drawing images to go alongside the text. Visual dictionaries should also help students to describe their own artworks and designs in detail and without difficulty. The dictionary can serve as a way for students to build their own specific ‘Creative - Process’ dictionary. (Fig. 5 & 6)

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Journals English Journals can be an engaging way for students to examine their own inner thoughts and feelings in relation to their creative exploration, development and artistic process. Journals can help students to develop their ideas, reflect upon their creative process and build project research. (Fig. 7)

How to use Journals: Develop reading skills by reading articles – write summaries Analyse books – with summaries (Fig. 8)

Fig.8 Candy Li – Reading Journal

Develop an Art & Design project – students write down and explore their inspiration and ideas Write about analysis of articles, photographs, paintings or art exhibitions Record a fun interactive weekly English learning schedule (Fig.9)

Fig.7 Fung Chiu - Art vocabulary

The journal can consist of research for an art project or alternatively, it can be a way for students to record their English learning progress. Journals can be a place for students to practise their self-reflective writing skills.

Students may also store any articles they have read.

You may request them to write summaries of newspaper articles and transfer any new words or phrases to their English Visual Dictionary.

Students may also keep a weekly English Learning Plan.

This could include: listening to music and reading song lyrics, watching movies with English subtitles, or reading books and writing brief summaries to reflect upon how they understand the book and what their opinion is towards what they have read.

Fig.9 Connie Lo – English learning record

Practise self-reflective writing Please refer to DVD Chapter 4 – Teaching materials worksheet 1 to introduce your students to using journals to develop their English skills.

Observational writing – Keith Haring kept a journal and wrote about his day-to-day experiences and his creative development.

He recalled the comments others had made about his works. He also described the things that inspired him, such as art exhibitions, music concerts and so on.

Please refer to the book titled: ‘Keith Haring Journals, Penguin Classics – Author: Robert Farris Thompson’ for your further reference.

Part 2

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CREATIVE WRITING SKILLS Guide to Using the Instructions The instructions are based on working through worksheet 2.

Worksheet 3 is supplementary to the lesson theme and may be printed as an extra activity.

You may follow the steps to complete all the tasks or you may select certain parts of the lesson plan to teach your students.

Please refer to DVD Chapter 4 - Teaching materials worksheet 2 & 3 to print and download the worksheets.

Lesson Theme Worksheets Worksheet 2 – Artist statements Worksheet 3 – Art & Design in Action

Estimated Teaching and Study Time Students created this project during lessons and for their homework.

1 hour - Introduce lesson theme & watch artist interview 1 hour - Students work in pairs and complete Worksheet 2 1 hour - Introduce the reason for writing artist statements 2 hours - Students work through Worksheet 2 2 hours - Self-reflection writing 2 hours - Writing workshop- Proofreading sessions.

2 hours - Supplementary worksheets

Total:11 hours You may also request students to formally present their artwork.

CH. 4 / DEVELOPING CREATIVE WRITING SKILLS

Please note the estimated time may vary according to your class size and learning level.

Some of the steps and worksheets may be omitted according to your students’ learning requirements and teaching preference.

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LESSON THEME: WRITING ARTIST STATEMENTS Introduction & Concept Students write an artist statement to describe an artwork or a series of works.

This lesson theme provides students with the knowledge to write detailed artist statements.

Aims and Objectives The aim of this lesson theme is to: Provide students with new ways to write and express their creative ideas using English.

Guide students to become more confident to write creatively in English whilst describing new art and design ideas.

By completing this lesson theme, have the opportunity to enhance their English communication skills, which should be reflected in their final written works.

Student Learning Outcome Using written English, demonstrate the ability to describe creative concepts, theories and methodology – behind an artwork.

Produce a creative piece of writing that reflects the students’ artistic concepts.

Be able to use new art terms and vocabulary to describe an individual artwork.

Materials and Equipment Colour pens and pencils, glue, scissors, A3 and A4 cards (Ask students to bring one of their own finished artworks to the lesson or a series / body of works) Ask students to research and bring some sample artist statements.

Worksheets, whiteboard, projector DVD player, and computer Some art and design vocabulary or artwork samples to show students

Instructions Worksheet 2: Artist Statements Invite students to think about their favourite artists and their artworks.

Worksheet 2: Artist Statements

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Invite students to think about the main points to writing a statement – completing step 6.

Introduce step 7 - and help students understand how writing and creating art is like going on a journey.

Introduce the way we look at artworks.

The Diagram shows the stages we go through when viewing artworks.

-------------------------------------------------------------------------

You may use the whiteboard to draw a diagram to help students understand this concept.

Worksheet 2: Artist Statements Introduce students to how they might start to research other artists and where they might find artist statements.

Elicit students to think about where they have seen artist statements before. Invite students to think about the objectives for writing artist statements.

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Use the whiteboard to brainstorm some ideas with students.

Invite students to draw an artist’s process journey.

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Draw an example on the whiteboard. From start to finish.

Instruct students to complete step 9 by answering the questions ------------------------------------------------------------------------

You may write some sentence samples for students to understand different sentence patterns.

You may also choose to focus on verb tenses.

(Highlight past, present, future tenses) You may use a time line to help students visualize the different tenses that they will need to use.

X ------------ X X -----------Present Past Future

Please refer to DVD - Chapter 4 Artist Interviews.

Once students are ready, you may go through the proofreading steps.

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Introduce how to use brainstorming or mind mapping to help students focus on writing about their artworks.

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(* Worksheet 3 can be used as a supplementary worksheet to this lesson theme.)

Prepare to play the DVD.

Use the whiteboard to demonstrate how students can create a mind map or brainstorm to describe their artworks.

You could write some students’ spelling or grammatical mistakes that you have seen - to help students avoid repeating the same mistakes.

Extra Suggestions Invite students to hold an exhibition to show their artworks and artist statements.

You may also publish / print their artist statements in an exhibition catalogue.

Invite students to share their statements and their artworks via an informal sharing session.

You may also arrange to have soft drinks and snacks to recreate a gallery opening scenario.

CH. 4 / DEVELOPING CREATIVE WRITING SKILLS

Watch an artist interview and ask students to answer the questions on the worksheet completing step 4.

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STUDENT SAMPLES Reflection This lesson was carried out for two lessons; each lesson lasted three hours. Students included Fine Art, Applied and Media Arts students. Therefore, the lesson theme was designed to be flexible in terms of the final written statements.

Students also created an individual presentation based on their artist statements. (Fig.10) During the teaching process, students wrote a first and second draft, before submitting their final assignments. Writing workshops proved to be a useful way to motivate students to discuss their difficulties and improve any areas they felt unsure about. Students firstly hand wrote draft 1, typed draft 2 and finally proofread once more before submitting their final assignments.

Most Art and Design students are concerned about socio-political issues. So the issues were discussed during lessons and different international artists that students could learn from were presented. Artists we looked at included: Sally Man, Dr Ho Siu Ki, Masakuki Akamatsu, Ai Wei Wei, Cornelia Parker, Cindy Sherman Kacey Wong, Damien Hirst, Michael Lin, Rachel Whiteread.

Please see the following artist statements written by Artists and Hong Kong Art School students, for your further reference.

----------------------------------------------------------------------------------------------------------------------Fung Chiu is a full-time Fine Art Student. She wrote a statement to describe her artwork that reflects her thoughts and feelings towards the way we treat animals.

“Through this artwork, I wanted to raise our awareness of our relationship towards animals – i n particular – pigs. My aunt raised pigs. Piglets are very charming, pink and plump. But pigs always grow up, and they can’t escape their fate of being sold to someone to eat. In this painting, I wanted to create a melancholy atmosphere by using blue tones in the background of this painting. I do not know if my paintings will move people in any way; however, I hope that people will think about the relationship between people and animals. I hope that my artistic accomplishments and use of technology will gradually increase, so I can use different artistic means to express my thoughts to influence people.” (Fig. 11) Chiu Fung, Higher Diploma Fine Art Gauche on paper 2011

Fig.10 Cheng Sing Man Apple – Title: Lonely, Oil on canvas, 2011

Fig.11 Fung Chiu – Title: Wait, Gouache on paper, 2011

Artist Statement Sarah Chan Fine Art Part-time 2010 Sarah Chan is a part-time Fine Art Student. She wrote a statement to describe her artwork that reflects her inner thoughts and memories of places in Hong Kong.

Distance. Intimacy.

Both “distance” and “intimacy” are necessary in a love relationship. Though opposite to each other, they complement each other. No doubt “intimacy” brings security, while “distance” brings concern among lovers. Too much “intimacy” leads lovers to feel bored, while too much “distance” may bring suspicion. Without “distance”, lovers would not treasure “intimacy”. Getting along with lovers is an art. To balance “distance” and “intimacy” is the only way to keep a relationship harmonions, peaceful and long lasting.

“Balance” is the main concept of the ancient Chinese philosophy, which is always represented by “Ying Yang”.

The ancient scholars believed the five basic elements of the world consisted of Metal, Water, Wood, Fire and Earth that are supporting and also fighting against each other.

Each element is symbolized by a different colour. Except the white background, I selected Red and Black for the pair of artworks based on the five elements philosophy and to emphasize the contradiction of “distance” and “intimacy” in a love relationship.

Red represents Fire, while Black represents Water. “Water can extinguish Fire, but Fire might evaporate Water; Water and Fire are enemies, Water overwhelms the movement of Fire”. Fire versus Water, Distance versus Intimacy and Man versus Woman, they all are contradictory but also complementary to each other.

Mo Fung Ki Franky is a full-time Media Arts student. He wrote a statement to describe his thoughts and feelings towards filmmaking.

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My interest is making films. I am interested in learning its history so I can use the techniques from old films.

Understanding the history of film can help me to learn about how different cultures influenced films from different countries. Also I have learned photography; this is because photography can help me learn many different techniques, for example, enhancing lighting. So l hope these techniques can help me to improve my works and I can use different techniques in my film to create different moods.

I think people have their own stories and secrets, and they have their own ideologies. So I hope that my films can show some ideological ro1es that exist in society. I want people to learn more about human nature and human’s characteristics through my work. Because I think human nature is not easy to see in daily life. Therefore, I use video to document things, such as places and people, because I can’t remember all of the things that happen in my life. So I also try to recreate the video, for example, by changing the colour or changing the original colour to blue in a family video. This is because blue can make people feel warm. I make films because I am interested to convey a message about the daily life and the people around us. It also helps me to remember all the things in my life and learn more about human nature. Presently, I am working on completing two films. I hope to show my films in a theatre in the future.

Mo Fung Ki Media Arts student 2011 (Fig. 13)

These two artworks are based on the street scenes of Leighton Road in Causeway Bay in Hong Kong, where my partner and I always had breakfast together and waited for buses to go to work. Those intimate memories are very far away from me now.

Traffic lights – a man-made controlling machine – are designed to keep the traffic in order. The temporary termination created “distance” and separated vehicles; however, it also provided a few more minutes for the waiting parties to get along – “intimacy”.

Fig.12 Sarah Chan – Title: Distance intamacy. Digital image, 2010

Fig.13 Fung KI – Title: Making of Fung Ki’s film

CH. 4 / DEVELOPING CREATIVE WRITING SKILLS

The bus terminal, a place for passengers to wait, might bring passengers together but also divides them with different routes of buses with a larger “distance”. I especially highlighted the bus terminal in black. The black extends to the road and then to the building. It seems like the path I am focusing on, but spectators may discover that all the vehicles and passengers that are depicted in red were moving forward in the opposite direction of my gaze. (Fig. 12)

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Artist Statement Cheng Wing Yee Apple My favourite activity is drawing and painting I especially like to create oil paintings on rough canvas, because the strong brush strokes can create a great texture when I use the bristles of the brush on rough canvas.

Art is subjective, maybe nobody appreciates or understand your life; however, I still insist on my dream. I always think, I love thinking on the MTR, whether about philosophy or everyday life. I also imagine and visualize many images in my mind, and draw them in my sketchbook and paint them onto canvas when I arrive home.

I like to create art that explores surrealism, because surrealism can fuse memories, magic, dreams into a picture.

I am inspired by Salvador Dali, Frida Kahlo and Van Gogh, because I’m curious about their background; I like their artworks because they use art to express their feelings, which is what I like to do too.

Teacher Comments: Use more art vocabulary and try to talk about the symbols in your work. What kind of symbols and messages do you wish to convey?

Think and explain your creative concepts more carefully.

Why do you want to express your ideas in the way you that do? Describe your techinques and process.

Describe your philosophy towards your art creation.

When writing a statement in the future, focus on a series of artworks in your portfolio and write a more focused statement about the series.

Try to read some examples of other artist statements.

Find statements by artists that inspire you.

Sometimes I paint a self-portrait; in my opinion, whilst I am creating a self-portrait painting, the painting becomes my friend; she always understands me at a deeper, and perhaps a subconcious level.

Fables & Spells Rachel Cheung Artist and HKAS Lecturer (Fig. 14) What you see are Fables for each and every one of us.

The Fables are journeys from here to there, the past to the future; from disregard to heedfulness, hate to love; from ordinary object to artwork, they are from me to you.

With the Spells, which turn weakness to strength.

The idea of Fables and Spells is about relations and changes; what I am searching for are magical and delightful endings, and these endings may lead to new beginning for some other stories.

In these series of works, I juxtapose ceramic pieces with some found materials and objects to create visual fables and spells in an intriguing sense and atmosphere. They are my explorations on the relationships between materials.

Also the shifted-function of materials – from uselessness to usefulness, ordinary to art – gives themselves new kind of functions, meanings and visual aesthetics. All these materials, elements and changes combined to form sophisticated relationships. In addition, ceramics has been my major medium for some years; at this stage, I question about the function and importance of clay as a material to my art creation. ‘Is it the only material that I ought to use in the future?’ These explorations did open up possibilities of different kinds that I have never imagined.

From these bodies of works, personally, I hope to acquire strength and power for my future. For the viewer, I wish you could feel the freedom and openness, experience the tension and expansion, harmony and contrast, similarity and difference, ephemera and infinity in my work, visually and emotionally, create varied endings for the fables and create good spells for your future.

I would like to thank Italo Calvino for the inspiration I have got from his novels – The Nonexistent Knight, The Baron in the Trees and The Cloven Viscount – and some of his nonnovel creations.

Fig.14 Rachel Cheung - Ceramic Artwork - Entitled: Fables and Spells

Also, I would like to thank Joan Miro for what he says, “It is important for me to achieve a maximum of intensity with a minimum of effort.” This is something I would like to evolve from my work.

ART AND DESIGN VOCABULARY WORKSHEETS: LINE / COMPOSITION / MEDIUM

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When we teach students new art vocabulary, it may prove useful to set some practical activities to help students gain a deeper understanding of the words and how they might be applied to their art practice.

In the third part, we introduce three new art terms that you could incorporate into your lessons as a supplement to the lesson topic.

It is always advisable to request students to create their own visual dictionaries that apply to their own art-making practice.

You could also create Power Point presentations to help students to focus and learn more art and design vocabulary.

Art Vocabulary Worksheets These worksheets are a quick and simple introduction to teaching new art and design vocabulary.

The worksheets could be stuck into students’ visual dictionaries, diaries or journals.

Line Worksheet 1

(Please refer to DVD Chapter 4 Teaching materials line worksheet.)

Distribute the worksheets to students and invite them to complete the worksheets by drawing different types of lines.

Artist Statement This student created a photographic series of photographs to depict different types of line, in order to expand her vocabulary and awareness of how line is used in different ways in our everyday environment. (Fig.15) ------------------------------------------------------------------------

Invite students to look at different lines in their daily lives.

“How do artist use line to express certain feelings and emotions?”

Fig.15 Lee Pui Yan Jessica

Remarks This is a stimulating activity and could be used as lesson warmer. It could also be a good introduction to learning more about architectural design.

CH. 4 / DEVELOPING CREATIVE WRITING SKILLS

Introduce students to simple lines and ask them to investigate line in their daily lives by creating a series of photographs or an artwork.

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Composition Worksheet 2

(Please refer to DVD Chapter 4 Teaching materials composition worksheet.)

Distribute the worksheets to students and invite them to think about how different types of composition are used to create different types of artwork. Give students some examples of different compositions.

Instruct students to create an artwork that focuses on developing their use of composition to emphasize certain visual elements.(Fig.16) ------------------------------------------------------------------------

Introduce the rules of thirds to students.

Collect some photographs from newspapers and distribute them to students. Instruct them to draw a grid on top of the picture to reveal the composition.

Fig.16 Joanne Wu

Remarks This is a stimulating activity and could be used as lesson warmer. It could also be used to help students to interpret art in new ways by focusing on the composition and how it draws attention to certain visual elements.

Medium Worksheet 3

(Please refer to DVD Chapter 4 Teaching materials medium worksheet.)

Distribute the worksheets to students and invite them to think about how different artists work in different mediums.

Invite students to brainstorm some examples and write on the whiteboard.

Instruct students to create a self-portrait to depict themselves using one medium. (You may wish to prepare some materials for students before the lesson.)

Fig.17 Self Portraits – Collage and Mixed-media Project

Discuss the use of different media – according to different artists.

Invite students to look at different mediums – for example, sculpture, installation and painting.

Remarks This activity helps students to gain an understanding of different media. This activity could be used to stimulate students to view art in new ways according to the medium used, for example, Van Gogh – why did he work in oil? You could invite students to look at contemporary art and compare the media used in the 21st century to those in the 19th century.

Innovative Spaces to Learn Part 1

Introduction to English Language Corner Development

Part 2

English Language Corner Activities

Part 3

English Language Corner Exhibitions

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Part 1

INTRODUCTION TO ENGLISH LANGUAGE CORNER DEVELOPMENT Innovative Spaces to Learn “A space for studying can be a space for relaxing and inspiring our minds, and this helps us to learn” Arthur Chan - Designer and HKAS Lecturer

Part 1

Part 2

In the first part of this chapter, we explore how to create new spaces for learning. We also present the ideas, research and experience that we have gained from providing students with a creative innovative space to learn.

In the second part, we introduce the activities that have been arranged in the English Corner.

Part 3

By presenting the various activities, we hope that it will inspire art educators to develop new inspirational spaces to suit their students’ learning needs.

In the third part, we introduce how arranging student exhibitions can provide students with a real-life experience by planning and organizing their own exhibitions. This encourages students to practice their exhibiting skills.

Fig.1 & 2 3D rendering and plan of the English Corner space Design by Arthur Chan.

The suggested interactive activities engage students to learn about art and English in innovative ways.

Room to Grow English Language Corner Development Creating an atmosphere that is conducive to learning can be a key to motivating students and inspiring them by their surroundings.

Establishing an English Language Corner The initial idea to establish an English Corner grew from the concept that students need fresh innovative spaces to learn and develop their creative thinking skills.

Arthur Chan, the interior designer for the English Corner, shares his thoughts about the ELC design concept and its development.

“The concept of the English Language Corner is to blur the conceptual distinction between a learning space and a living space. Under this principle, lots of homely elements have been selected to generate an unconventional learning layout with an individual sofa lounge, idea-sharing tables and an Internet corner. To accentuate the space - colourful walls help to cheer our minds and to create a – cosier and more relaxing atmosphere. By having such an innovative,

ELC Design Objectives:

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yet functional space, we would like to inspire students to think and create outside of the boundaries and generate more ideas and learning aspirations.” Arthur Chan.

(Fig.1 & 2) HKAS lecturers saw the need for students to have a space to read and learn English in a relaxing home-like atmosphere. Following a series of meetings, staff members shared their ideas to create a home-style learning space.

The main focus was to enable students to feel relaxed whilst learning English. A vibrant colour scheme and homelike furnishings were incorporated into the space, thus creating a unique learning space.

The English Language Corner was originally a locker room that was transformed into an English Corner. HKAS staff members contributed their thoughts and ideas to the final design and a ‘Housewarming Party’ was arranged.

Functional Requirements Movable seating, table and desks

Students’ artwork will be displayed within the space.

To Encourage Communication

ELC Design Concepts

A vibrant atmosphere to inspire dynamic thinking

Computer- based student work stations x2 for selflearning/research

Exhibition Space Choose comfortable furniture to inspire thinking, reading and communication

Comfortable seating for Reading & Conversation

Display Wall space for a projector to display presentations.

Notice boards Picture frames for students’ artwork

CH. 5 / INNOVATIVE SPACES TO LEARN

Multi-functional

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The Final English Language Design The English Corner – located at the Hong Kong Art School’s Main campus, 10th floor, Hong Kong Arts Centre – Wanchai – is a unique multi-functional space that provides students with English learning facilities – within a stimulating environment.

Students can use the English Corner to carry out research, therefore giving students a fresh place to acquire knowledge and think of new ideas.

The space was designed to be multi-functional for different activities.

The tables and the chairs can be moved around for different types of activities – ranging from workshops, tutorials, group work and meetings.

Fig.3

Brainstorming and research for group projects are carried out in the English Corner. Students have made remarkable progress by visiting the English Corner and reading artrelated books for their research within the space. The English Corner is designed to surround students with vibrant colours, energetic decoration, comfortable seating, reading materials and computers – which all contribute to an effective learning environment. (Fig 3,4 & 5) A second small-scale space was created at the HKAS – Sa Sa Rooftop Studio, Pao Haung Sue Ing Campus – Shau Kei Wan, Hong Kong. This is another relaxed and comfortable space that provides students with computer workstations, daily newspapers, selected periodicals and books. (Fig 6 & 7)

Fig.4

Fig 3: Students working in groups in the English Corner.

Fig4: A research workshop being conducted in the English Corner.

Fig5: Computer workstations and a comfortable reading area.

Fig 6: The English Corner – decorated during an Eco-friendly Christmas Art Jam workshop.

Fig 7: Students participating in an interactive workshop - focusing on the use of light in art.

Fig.5

Fig.7

Fig.6

Part 2

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ENGLISH LANGUAGE CORNER ACTIVITIES English signs and text surround us, in our daily life; these signs play a vital role to communicate important messages. Students can be encouraged to read new words and understand their meanings from the signs, posters and artwork displayed around the learning space and the school.

Creating an atmosphere where students experience English language on a daily basis can help students to build their skills gradually. For example, art-related framed images can be exhibited in the space to help students learn new vocabulary. (Fig 8 & 9) Educators may also create a window display in a stairway that can include bookmarks (promoting the English Corner) and printed newsletters. This creates a tangible point of communication for students to learn more about current English language activities. (Fig 10) Fig.8 Framed words - Applied Arts student - Joanne Wu Fig 9: Word sculpture - Kate A Berry Fig 10: A Language@Art window display - showing new messages.

Fig.9

Fig.10

CH. 5 / INNOVATIVE SPACES TO LEARN

Fig.8

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8 Examples for Developing Students’ English skills 1. Tutorials and Workshops

4. Book/Film Clubs

Students can book individual or group tutorials which suit to different learning needs.

Students share books they have read recently or are currently reading. Guest speakers can be invited to introduce an inspirational book.

During term, the English Coordinator is stationed at the English Language Corner during the designated opening hours.

Fig.15: Language@Art Book club poster.

Individual or group tutorials can be arranged at the English Language Corner by appointment.

Workshops Students can take part in different interactive English workshops.

2. Newsletters Newsletters provide a platform for students to publish their own written articles, for example: exhibition reviews, artist interviews, student statements and artwork, current news and events. The newsletter can be posted on the notice board and sent out to students via e-mail.

5. Author/Artist talks Small-scale artist/author talks can be arranged in the English Language Corner space.

6. Art Jams

Fig 11: Newsletter keep students up Fig12: Notice board to date with past & future event. designed in the shape of a speech bubble.

Concept:Kate A Berry.

Art Jams can help enhance students’ everyday conversation skills. Art jams provide students with an informal and creative environment to communicate their creative ideas.

It is also a great way to help students feel relaxed. Simply discussing an artistic process or listening to step-by-step instructions can help students to build their listening and communication skills naturally. Having fun and interacting with each other can catalyze new ways of thinking. Art jams are a good way to free students’ ability to acquire language skills through activities.

3. Student Exhibitions How can we motivate students to read and write more?

Students gain experience from creating their own exhibitions. Students have to write their own artist statements, caption titles for their artwork and a biography.

Fig.16: Students creating artworks during an Art Jam.

Fig.13 & 14: Students writing artist statements for a group exhibition.

7. Provide Art-related Reading Materials

8. Audio- Books and DVDs Materials

English Reference Books Students can visit the space to conduct research for their English art projects. The books can help to inform students’ concept development.

Art and English self-learning course materials from level 1-5 are provided for improving the following: reading, writing, speaking and listening skills.

Newspapers & Periodicals A wide range of international periodicals – provide students with up-to-date news and information on what is happening around the world – which helps to broaden students’ understanding of international issues.

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A range of audio books from level 1-5 are available for students.

Self-learning materials include: audio books and English learning magazines. All materials are available for students to read at the English Language Corner and can be borrowed.

Self-learning software“Road to IELTS”, with a result manager system to monitor students’ progress, was installed onto the two computers at the English Corner and the two computers in the Shau Kei Wan Rooftop. Students can access the self-learning exercises for English learning.

Part 3

ENGLISH LANGUAGE CORNER EXHIBITIONS Exhibition of Artwork

By arranging student exhibitions in the English Corner, students are able to understand the purpose of writing within the context of exhibitions.

Exhibitions can be arranged for students to showcase their artworks – this provides a purpose to write artist statements.

Art educators spend a great deal of time encouraging students to improve their English language skills; however, sometimes students do not feel motivated to read or write in English. Students may not perceive how their English skills can be applied to their art career. Creating a space where students can see their own artworks accompanied with their written works can enhance students’ understanding of different types of text. Artworks that are text-based can also be displayed in the ELC space.

Exhibition Preparation

Step 2: Students are shown how to frame pictures to a high standard and how to install the artworks.

All discussions and instructions are conducted in English.

Step 3: Arrange an exhibition opening and sharing session.

Students welcome guests and introduce their works.

CH. 5 / INNOVATIVE SPACES TO LEARN

Step 1: Devise an exhibition title – write artist statements and compile the artwork captions.

Students spend time to think, speak and write in English.

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Sample Student Exhibitions Title: Serendipity Students came up with the title for the exhibition to describe the spontaneity of art creation. They created an art installation within the space – utilising the space to form a three-dimensional interactive installation. Students invited guests to write messages on pieces of paper and peg them to an installation. The installation was an entirely spontaneous artwork that evolved from some art materials that had been provided to prepare for the exhibition.

Idea!

Provide students with a box of mixed art materials.

For the opening, prepare some drinks and snacks.

Fig.17 & 18: A student creating an art installation in the English Corner.

Fig.19: Student drawing an exhibition poster - guests were invited to write messages and draw images onto the poster.

Title: Artspiration

Fig 20: Students and a guest relaxing in the English Corner during the exhibition opening.

The title of the show ‘Artspiration’ is an invented word to describe students’ sense of artistic sensibility, their motivation and, most of all, their inspiration.

Students gathered, along with their guests, to share their artworks.

Students read a part of their artist statements to the guests, and students invited their guests to ask questions.

Fig 21: Invited guests viewing an Oil painting by Emily Ling during exhibition opening.

The English Corner space provided an informal setting for students to feel more confident to talk about their artworks with guests. Some students still felt shy to share their work – so this setting helped them to build their confidence among friends and family.

Learning English Through Film Part 1

Introduction to Films

Part 2

Lesson Theme: Future Design

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Part 1

INTRODUCTION TO FILMS BACKGROUND Part 1 In the first part of this chapter, we firstly explore the background and rationale for why and how to incorporate film into an art-related curriculum in order to stimulate a deeper understanding and appreciation for this art form.

Part 2 In the second part, we introduce a lesson theme entitled: ‘Future Design’, which aims to motivate students to write about their creative ideas and find solutions to current environmental issues.

Film Films are often used as a stimulus for group debate and class discussion. Audio-visuals can be used as a stimulus to inspire students to generate new design concepts.

One lesson theme is presented in this chapter, based on film and sustainable design. The lesson theme serves as a springboard for students to take a leap into their own creative imagination and develop their ideas by learning more about film.

Using films as a teaching tool can become an integral part of art and design education and can be utilised as a catalyst for developing higher-order thinking skills such as critical thinking, problem solving and analysis.

Using films can be a good way to spark ideas and lead students to identify meaning and values in relation to sociology, history and culture. Film is sometimes the most

Guide to Using the Instructions The Instructions are based on working through worksheets 3.

You may follow the steps to complete all the tasks or you may select certain parts of the lesson plan to teach your students.

Please refer to DVD Chapter 6 - Teaching materials to print and download worksheets 1-3.

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direct way to raise students’ awareness of certain issues and also it can be a helpful teaching tool to raise questions and relate its themes to literary essays on specific topics.

Film is also a good medium for raising students’ awareness of comparative analysis.

In this chapter, we introduce one lesson theme entitled ‘Future Design’. It begins with a discussion about science fiction films and film genre. From watching science fiction films, students are encouraged to consider what the future might be like. Working in pairs or groups, students brainstorm and work through the ‘Future Design’ worksheet, discuss and then answer the questions. Students are invited to write a ‘Futuristic Art & Design Proposal’ to create either an artwork or a design.

Estimated Teaching and Study Time Students created this project during lessons and for their homework 2 hours - Introduction of environmental issues and sci-fi films (Class-discussion) 2 hours - Students working in groups 2 hours - Writing script for presentation 2 hours - Deliver final presentations

Worksheet 1 & 2 – Future Design Worksheet 3 – Group Presentations Student Sample Design Concept

2 hours - Homework (Writing a letter) 2 hours - Proofreading and production 2 hours - Self-reflection writing

Total:14 hours Please note the estimated time may vary according to your class size and learning level. Some of the steps and worksheets may be omitted according to your students’ learning requirements and teaching preference.

CH. 6 / LEARNING ENGLISH THROUGH FILM

Lesson Theme Worksheets

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Part 2

LESSON THEME: FUTURE DESIGN Futuristic Art & Design Working in groups of 4-5 members, students give a 6-minute proposal presentation describing an Art & Design solution to an issue.

Groups research and find a solution to an issue and create a new design concept or public artwork / installation that addresses the issue.

Presentation Script - Futuristic Art & Design Prepare a 6-minute Power Point presentation & promotional material Speak clearly and confidently to an audience Deliver a group presentation Use new vocabulary specific to the project creation. (e.g. represent, solve, solution depict, convey, perception, interpret, analyze.)

Aims and Objectives The aim of this lesson theme is to: Guide students to address or find solutions to environmental and social issues through visual communication.

Teach students to become more fluent and confident to read, write and speak in English whilst discussing ideas and formulating art or design solutions.

Deepen students’ English communication skills, which should be reflected in their research, final works, presentations and self-reflections.

Learning Outcome Demonstrate an ability to research and analyse information and apply critical thinking skills to finding solutions.

Be able to think, research and create imaginative artworks and devise meaningful concepts that are unique.

Be able to use and apply new art-related vocabulary when talking about art and design concepts when delivering a presentation.

Materials and Equipment Colour pens and pencils, glue, scissors, A3 and A4 cards.

(Ask students to bring their art making materials in the next lesson, if you wish to allow them to make their works during the lesson.)

Worksheets, whiteboard, projector and computer.

Some other Films/DVDS to show as examples of science fiction films.

Or you may choose to download some science-fiction films from YouTube.

Instructions

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Worksheet 1: Future Design Game Warm-up Introduce the word Genre to students * The word Genre is a French word. It is a term used to describe any category of art, culture or literature.

(Type/kind) Instruct students to copy the brainstorm you are going to make in step 1.

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Start to draw a Brainstorm.

Invite students to suggest different futuristic films and create a spider-gram on the whiteboard. Ask students to think about which genre or category these futuristic films are in? Science Fiction? Horror or Thriller?

Prompt students to brainstorm different sub-genres on the board. The diagram should resemble Fig 4: ------------------------------------------------------------------------

See Genre Fig.7

Fig. 7 Genre Diagram

CH. 6 / LEARNING ENGLISH THROUGH FILM

GENRE

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Worksheet 1: Future Design Introduce two or three futuristic science-fiction films to students. Also look at the films students suggested.

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1. Blade Runner, Fifth Element, I-robot, A.I. - Artificial Intelligence.

Encourage students to think and talk about what the future might be like.

Complete Step 3 worksheet 1.

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What kind of transport will people use?

What will people eat?

There is a scene from Fifth Element and Blade Runner where the main protagonists are eating Eastern take-away food. Will people still need to eat food? Where will the food come from? What will architecture look like? What role will robots and technology have in our lives? In many science fiction films nature is rarely represented, and the futuristic worlds appear dark and mysterious – encourage students to discuss this issue.

Instruct students to complete Step 4 - worksheet 1 Working in groups of 4-5 members, students brainstorm and mind map a new design idea.

Group discussion worksheets can be used to encourage students to familiarise themselves with new vocabulary and phrases that are used during group discussions.

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Students should be encouraged to discuss their thoughts, ideas and opinions using only English. Students may be monitored during this process to see which students are able to communicate their ideas clearly and which students encounter difficulties in this situation.

Design a colour scheme to suit the design’s brand identity.

Worksheet 2: Future Art & Design Proposal Write a proposal to describe how the design will be created and which target audience it is for.

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Persuasive writing skills can be developed. Please refer to worksheet 2 on the DVD.

Worksheet 3: Group Presentations Invite students to create a presentation or advert to present their final design concept.

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Include the mind-map to present the design development and process.

Extra Suggestions Students could create a film or an advert to describe the design. (The advert could be made in a certain style emulating an advert the students found to be visually impressive.)

Students could create a short film to show how the design works.

Reflection & Student Samples

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This lesson was carried out for three lessons; each lesson lasted three hours. Students included Fine Art, Applied and Media Arts students. So the lesson theme was designed to be flexible in terms of the final artwork or design produced.

Students demonstrated their concern for cultural, social or environmental issues by creating an artwork or a design that addressed a certain issue (Fig.1).

For example, a group of students created a solar panel tree artwork – using recycled materials (Fig.2 & 3) Another group of Higher Diploma Fine Art students created a proposal for a futuristic sculpture water park (Fig.4). Lastly, a group of Higher Diploma Applied Art students created a pair of shell-like headphones, based on the principle of organic natural design (Fig.5).

Overall, students demonstrated a deeper understanding of how to problem solve and create art and design solutions. They also expressed their reasoned judgement and identified how to convey value and meaning using both English language and visual communication.

In the second part of this chapter, we offer two more media-based lesson themes that can be used to encourage students to develop their analytical, critical thinking and their literal skills.

We also leave the ideas open for you to perhaps develop and grow in new ways.

Fig.1 Fig.2

Fig.3

Fig.5

CH. 6 / LEARNING ENGLISH THROUGH FILM

Fig.4

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Futuristic Art & Design Shell Music Design Proposal by Ann Wong, Dexter Lee, Tai Wong Higher Diploma Applied Arts Introduction to New Design Concept Background Research Shells are created by marine sea creatures and are part of the body of a marine organism.

In most cases, a shell is an exoskeleton, usually that of an animal without a backbone, an invertebrate. Shells protect the creature form predators.

Shells are most often found washed up empty as natural detritus, deposited along shorelines on beaches by the waves and the tides.

Shells have been used as musical instruments, such as wind instruments for thousands of years. Most often the shells of large sea snails are used, as trumpets, by cutting a hole in the spire of the shell, or cutting off the tip of the spire altogether. Sometimes we can hear the sounds of the waves, if we hold a “conch” shell to our ear.

Design Concept Aims & Objectives In order to create this design concept, we aim to apply the natural design qualities of shells which can be used as a natural sound transmitter to design and make a pair of headphones.

The natural form and texture of shells are so beautiful. These natural characteristics can make the new ‘Headphone design’ look unique to any other offered today.

Solution 1: Solving Environmental Impact The majority of shells that are offered for sale commercially have been collected alive and then killed and cleaned. This type of large-scale exploitation can sometimes have a strong negative impact on local ecosystems. So we plan to design the headphones based on the principles natural shell design and use a recycled material from a sustainable source. From the sale of the headphones, we plan to establish a fund to help protect shells from being taken from beaches and also highlight the importance to protect our eco-system.

Solution 2: Solving Electronic Waste Electronic waste has become an increasing problem in affluent tech-savy modern society.

We plan to solve this by collecting and recycling the old headphones that have been thrown away and recondition them. Then we will employ people to help us to make them, so that this will be cheaper than manufacturing new headphones and avoid creating even more waste.

Our target audience will be aimed at teenagers. So we want to make it more fashionable and stylish and to raise awareness of marine protection.

Product Identity

We plan to design and use organic flowers to make the natural pigment and naturally dye the shell and headphones. Natural dyes were used prior to synthetic dyes being used. This again reduces the environmental impact of the product on the environment.

Music from NATURE’S SOUND Our shell headphones will bring you the sound of the nature to you.

By using the shell headphones, it will create a unique way to transmit sound as if you are surrounded by the borderless ocean and enormous mountains – whilst listening to your favourite music.

Art Experience Part 1

Introduction to Art Experience

Part 2

Exhibition Visits and Writing Art Reviews Artist Interviews

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PART 1

INTRODUCTION TO ART EXPERIENCE Part 1

Part 3

In the first part of this chapter, we introduce the benefits of arranging artist talks and gallery visits. We share a range of different activities that have been arranged to help students broaden their knowledge and understanding of art within a wider real-life context.

We introduce a film-clip from a Language@Art meet-theartist session. Students can watch the film clip and complete the Artist Interview Worksheet.

Part 2 In the second part, we introduce two exhibition visit reflections. We also provide an exhibition review worksheet.

The worksheet introduces students to different art analysis techniques and the basics of writing art reviews.

PART 2

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EXHIBITION VISITS AND WRITING ART REVIEWS What does the term ‘art experience’ mean? It simply means that students experience art for themselves within the context of real-life situations; students can learn through these real-life art experiences as an alternative to the traditional classroom-based learning. Students go out into the community to experience the role that art and design plays in their daily lives. Guest artists and designers can also be invited to visit students and share their professional experiences.

Students can learn a lot from meeting practising artists and designers, and they can build their professional communication skills. (Fig.1)

Fig.1

Fig.2

Having fun and interacting with each other can catalyze new ways of thinking. Art jamming is a good way to free students’ thoughts and it also encourages them to read and follow instructions, thereby enhancing their ability to acquire language skills through activities. (Fig.2)

Fig.3

Introduction to Language@Art Activities Through a wide range of Language@Art activities, students have been given the opportunity to communicate with designers, authors, art collectors, curators, gallery mangers and artists.

A project identity was created in order to promote the English language activities. HKAS graduate Goby Lo designed some fresh design concepts to help promote the Language@Art activities.

A facebook group was established to keep students up to date with the current Language@Art events and activities.

You can find the group by searching for HKAS Language@Art. A newsletter was compiled to include past and future activities.

The newsletter also included articles, reports and reviews written by students. (Fig.4) CH. 7 / ART EXPERIENCE

Fig.4

The main concept involved creating three characters that represent the main important elements to learning English, such as listening, speaking and observation. Three characters were designed to represent these necessary skills. The characters were used on all promotional material to capture students’ attention. (Fig.3)

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A Selection of Language@Art Activities Meet the Artist - Alan Chan In order to promote this visit – a poster and email invitation were sent to students.

It was also posted on Facebook – to inform students about the visit.

A group of Applied Art students met with Alan Chan at his design studio and gallery.

A short article was written in the September Language@Art newsletter.

Alan Chan’s Gallery Visit Altogether, 26 students and teachers of the school paid a specially arranged visit to the gallery of Mr. Alan Chan, an internationally renowned graphic designer, on 26th July 2010. The gallery manager led a gallery tour and a rare glimpse into Mr. Chan’s creative world, which included visiting his office filled with eclectic ornaments and handcrafted objects. After the visit, Mr. Chan shared his life story and his unique design philosophy. He offered students lots of valuable advice and suggested students to search for ones’ uniqueness and explore the potential within themselves. It was truly a wonderful opportunity to meet Mr. Chan, and the students clearly valued this special occasion. (Fig.5)

As part of the Language@Art project, students are able to participate in a wide range of activities such as meet-the artist sessions, meeting publishers, curators and gallery managers. This experience enables students to gain a deeper understanding of the art and design industry in order to further develop their future career. It also provides students with a wider perspective of how an artist can promote their works.

A wide range of meet-the-artist events were arranged in order to enhance students’ understanding of art and design – students also met with professional artists, photographers and illustrators.

1. Sarah Lai shared her experience of how to become a professional artist and also gave advice on how to improve English language skills to communicate to art collectors, curators and gallery managers. (Fig.6) Students were prepared before meeting Sarah, and were asked to prepare some questions to ask her. This helped students to build their confidence to use English.

2. Kacey Wong gave some valuable advice to students and introduced his new series of artworks. Students were able to learn more about Kacey’s creative concepts and gain essential knowledge about social issues. (Fig.7)

Museum Visit & Artist Talk A group of students visited the exhibition titled “New Vision, New Colours” held at Hong Kong Museum of Art, on April 20th. During the visit, participating visual artist and our honourable guest speaker - Dr. Kacey Wong conducted an artist talk. Kacey shared his inspiration and process for creating “Famiglia Grande” and his own English language learning experience whilst studying overseas.

Fig.5

Fig.6

Fig.7

3. English Communication - Art Experience

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Specific Goal: For students to confidently use English for meetings & artist talks

As part of the students’ innovative learning experience, students were given a guided tour of ‘Popping Up’, a contemporary art exhibition, held at the Hong Kong Arts Centre in October 2010. Students met with the exhibition project manager, where students gained an insight into the art industry. Students were encouraged to ask questions and express their opinions. In this situation, it was clear that their experience of using drama and roleplay in the previous English lessons, prior to this meeting, prepared them for this interaction, and gave them confidence to ask the project manager questions.

Previously, students stated that they might not have had the confidence to ask any questions in English, usually, reverting to speaking in Cantonese. These reallife art experiences, not only enhance students’ aesthetic experience, but also enable students to meet with art and design professionals. Meetings and visits such as this, also enable students to learn more about the current trends occurring within the art & design industry. (Fig. 8)

4. Asia One visit (Please refer to DVD- Chapter 7Asia One video)

Fig.8

Specific Goal: For students to communicate with artists and publishers and to extend their understanding of the publishing industry As part of the Language@Art activities, A group of Hong Kong Art School students visited Asia One’s publishing company and Asia One Book Centre.

Fig.9

During the visit, students met with Illustrator Jeanie Leung and photographer Douglas Khoo for a meet-the-artist sharing. Jeanie Leung shared her recently published book titled: A time for the Heart. This is a Christmas picture book about a character called Oowa who embarks on a journey. Leung’s rich illustrations create a vivid atmosphere for readers to immerse themselves into this heart-warming story.

Fig.10

Peter Lau, Asia One’s Company Director, gave students a behind-the-scene tour of the design studios and the printing works. He talked about the in-depth printing process from colour management to book distribution. This gave students an important insight into the publishing industry in Hong Kong.

Josh Carey, an expert antiquarian rare book collector and owner of Bondi Books in Tokyo, shared his advice with students on how to print collectable limited edition art books.

He shared two rare Henri Cartier Bresson art books and talked about the advantages of collecting rare art books. (Fig. 9 &10)

Students gained a deep insight into how artists work with publishers in order to publish and promote their books. They also gained knowledge of how to work with a publisher to create a theme that would appeal to a Hong Kong audience.

Finally, students gained more knowledge about the exclusive professional behind-the- scene printing and publishing process that is unique to Asia One.

CH. 7 / ART EXPERIENCE

Jeanie shared her art-making process and how she worked with Asia One to produce the illustrated book.

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Language@Art Events and Activities Date Events and Activities -------------------------------------------------------------------------------------------------------------------------------------------------------Dec-09 Christmas Party --------------------------------- ---------------------------------------------------------------------------------------------------------------Dec-09 Pao Gallery - Art In Use --------------------------------- ---------------------------------------------------------------------------------------------------------------Jan-10 Exhibition - “A Place changes as we look” Agnes b Gallery - Meet Sarah Lai --------------------------------- ---------------------------------------------------------------------------------------------------------------Mar-10 Student Exhibition @ English Corner - “Vivid Exhibition” --------------------------------- ---------------------------------------------------------------------------------------------------------------Apr-10 Book Club - Lecturer: Ms. Olive Leung --------------------------------- ---------------------------------------------------------------------------------------------------------------Apr-10 Museum of Art - “New Vision, New Colours” - Meet Kacey Wong --------------------------------- ---------------------------------------------------------------------------------------------------------------May-10 Exhibition Visits & Artist Talks @JCCAC - Meet Rachel Cheung --------------------------------- ---------------------------------------------------------------------------------------------------------------May-10 Exhibition Visit & Artist Talk - “Hope and Glory” - Meet Simon Birch --------------------------------- ---------------------------------------------------------------------------------------------------------------May-10 Student Exhibition @ English Corner - “Serendipity” --------------------------------- ---------------------------------------------------------------------------------------------------------------May-10 Art Fair Visit & English Guided Tour 2010 --------------------------------- ---------------------------------------------------------------------------------------------------------------Jun-10 Graduation Preparation Workshop --------------------------------- ---------------------------------------------------------------------------------------------------------------Jun-10 Book Club - Lecturer: Mr. Nelson Tam --------------------------------- ---------------------------------------------------------------------------------------------------------------Jul-10 Meet the Artist - Alan Chan --------------------------------- ---------------------------------------------------------------------------------------------------------------Jul-10 Student Exhibition Artspiration @ English Corner --------------------------------- ---------------------------------------------------------------------------------------------------------------Sep-10 Jordy Fu’s Talk at HKAS - to coincide with the ‘Popping-up exhibition’ --------------------------------- ---------------------------------------------------------------------------------------------------------------Oct-10 Exhibition Visit - “Popping Up” --------------------------------- ---------------------------------------------------------------------------------------------------------------Oct-10 Artist Talk - “Billy Cowie: Billy Cowie and Liz Aggiss’s Anarchic Dance” --------------------------------- ---------------------------------------------------------------------------------------------------------------Nov-10 Artist Talk - “Esmé Parish: Chinese Export Silver - A Legacy of Luxury” --------------------------------- ---------------------------------------------------------------------------------------------------------------Dec-10 Art Jam - Activity “Christmas cards and Decorations” --------------------------------- ---------------------------------------------------------------------------------------------------------------Dec-10 Workshop - Christmas Festive Theme Workshop --------------------------------- ---------------------------------------------------------------------------------------------------------------Jan-11 “My China: Works in Oil” by D.S. Chen Exhibition - Meet the Curator - Jessica Cheung --------------------------------- ---------------------------------------------------------------------------------------------------------------Jan-11 Danny Lee Exhibition - “Landscape reinterpreted” - Meet Danny Lee and Sue So from Asia one --------------------------------- ---------------------------------------------------------------------------------------------------------------Feb-11 Green Peace - Rainbow Warrior visit- Sustainable Design --------------------------------- ---------------------------------------------------------------------------------------------------------------Feb-11 Guest Speaker - Rainbow Warrior crew member visited HKAS and meet students to

discuss environmental issues in relation to art.

--------------------------------- ---------------------------------------------------------------------------------------------------------------Apr-11 Asia One Publishing Company & AO Bookstore Visit --------------------------------- ----------------------------------------------------------------------------------------------------------------

Analysing Art and Writing Reviews

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Inspiring students to write exhibition reviews - and publish them in a monthly newsletter can help students to develop their writing skills and diversify their understanding of English language.

When we plan to take students to visit exhibitions, or to meet artists, or curators, it is necessary to prepare students for the visit in order to maximize students’ learning experience.

For example, when students visit art exhibitions, a range of interactive activities and workshops can be arranged to develop students’ analytical and critical thinking skills. Artist talks and guided tours can be arranged with the gallery.

Students can be invited to research the artists before meeting them in person, or viewing their exhibitions. Teachers can introduce analytical skills and how to interpret and write about art, before visiting the exhibition.

There is a range of ‘Analytical Frameworks’ that can encourage students to focus on specific types of analysis and interpretation.

Subjective

Structural

Historical

Cultural

Conceptual

These different types of analysis can give students a specific framework to help write reviews, essays or articles with a particular focus.

Analysing Art In this section, we provide an art exhibition review worksheet.

Educators may choose to invite students to write an article based on the exhibition.

Writing articles can be a rewarding activity and a stimulating assignment for students to complete. The finished articles may be displayed on school notice boards or published in a student newsletter. This type of writing practice also leads to the basics of essay writing: such as comparative writing.

Worksheet 1A

Art Analysis

Worksheet 2A

Asia One Film-clip

CH. 7 / ART EXPERIENCE

Please refer to DVD - Chapter 7 Teaching materials

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Art Analysis Worksheet 1A Worksheet 1A

Teaching Notes

This worksheet can be used to introduce students to the basics of analysing art.

Step 1 Introduce students to how to analyse art. Show students how to write about the artwork.

Step 2 Introduce new art vocabulary that they can use to describe art: depict / interpret / convey / express / imply / Background / foreground / middle ground Visual elements: space, texture, form, value. Positive & negative space

DVD Teaching Materials Documentaries about artists and their works can be a helpful tool for introducing students to art analysis.

Art 21 Tate Channel How Art Changed the World

Visiting Exhibitions Reflection Students were introduced to how they can view, interpret, analyse and evaluate different artworks. Students looked at the word perception and how we all view and interpret art in different ways according to individual or cultural visual association.

Students looked at the famous perceptual image of the young/old lady. Students talked about how we perceive images and illusions in different ways.

Students were introduced to some different types of analytical frameworks, for example: subjective, cultural and structural.

Critical Analysis Students were encouraged to think about their daily lives and the images they see in magazines and the advertising that they see around them. What messages do we draw from looking at body language and gestures? What messages do we draw from looking at oil paintings? (You may refer to: John Berger – “The Way of Seeing” – to inspire students to look at advertisements and then old paintings.

Students worked in pairs and looked at different artworks and photographs; they began to interpret the images from different points of view.

Students looked at a series of photographs from different times. They looked at the way the characters were depicted – they discussed if they could identify with any of the characters.

They examined what was happening within the artwork.

By giving students an insight into reading these subtle visual connotations, it is possible to heighten students’ multi-lateral thinking skills and visual awareness, and for them to write about their analytical awareness.

Visiting Exhibitions Reflection It is always a good idea for the educator to do some research and be well - prepared, before taking students to visit the exhibition or to meet an artist. Educators can create a guided tour and prepare vocabulary worksheets, questionnaires or a treasure hunt – to introduce the art pieces to students.

“My China: Works in Oil” by D.S. Chen Exhibition, Curator - Jessica Cheung Before students visited the gallery, they were briefed on the exhibition. When students arrived at the gallery, they viewed the exhibition and took some time to interpret the works and formulate some ideas/questions about the artworks. After viewing the exhibition, they met the curator Jessica Cheung and were able to receive a deeper insight into D.S Chen’s paintings and the way to arrange and plan a painting exhibition (Fig. 11). Students were given time to ask Jessica questions, and encouraged to speak in English to communicate with her.

Jessica talked about the various challenges artists might face during the exhibition process.

Fig.11

After meeting Jessica, students were given adequate time to work in pairs to discuss and write about the paintings. (Fig. 12) Students focused on terms such as: perception, juxtapose, perspective, illusion, positive and negative space depth, background, middle ground & foreground.

Students were then invited to briefly share their thoughts and write descriptions of their selected pieces, based on a word list/PowerPoint printout they had been given.

Students were also given tasks to complete, including locating and finding visual clues within artworks based on descriptions of the different pieces. This gave students a deeper understanding of how to understand and use new vocabulary. We also talked about the use of colour and light to create different atmospheres and how colour can be used to evoke different atmospheres.

Fig.12

Students started to make notes for writing their exhibition review articles. (Fig. 13)

Danny Lee Exhibition “Landscape reinterpreted” Meet Danny Lee and Sue So from Asia One

Fig.13

(Fig. 14 ) Before students visited the gallery, they were briefed on the artist’s works and the kinds of questions to ask.

When students arrived at the gallery, they viewed the exhibition. Before meeting, Sue So, from Asia One, kindly introduced students to Danny Lee. Danny Lee had also printed a book to coincide with the Exhibition entitled: “Landscape Reinterpreted”, published by Asia One. Students were able to talk to Danny Lee and gain a deeper insight into his art philosophy and art-making skills. The visit had been arranged to coincide with the exhibition opening, so students were able to utilise their communication skills within this formal context.

Fig.14

Based on new words and terms recently learned, students shared their thoughts and wrote descriptions of the pieces. Students focused on terms such as: installation art, senses, perceptions, depict, perceive, interpret, contemporary art, conceptual art and kinetic art.

CH. 7 / ART EXPERIENCE

Students worked in pairs and started to make notes for writing their exhibition review articles.

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ARTIST INTERVIEWS Using artist interview film clips can be a good way to inspire art students to learn new vocabulary, and build their English listening and analytical skills.

Artist interviews are rich in visual imagery that will appeal to students and stimulate them to discuss the main message and content of the film-clip.

The combination of visual imagery and English can be a good resource for educators that would like to introduce and develop students’ analytical thinking skills. Students can analyse the main message of what the artist would like to communicate.

Worksheet 2A is based on the Asia One visit. Please refer to DVD Chapter 7 Film Clip.

The worksheet is a generic one, so that it can be used for any other artist interviews.

This film-clip, or any other artist interviews, will help students to develop their English skills.

Worksheet 2A: Asia One Film-clip

Teaching Notes

This worksheet can be used to introduce students to the many skills needed to present their concepts clearly.

Students can learn a lot from watching interviews and documentaries.

Step 1 Play the selected film-clip to students.

Educators may write words or phrases that students might not know onto the whiteboard.

As the film-clip plays – instruct students to note down any new vocabulary that they hear in the film-clip.

Step 2 Instruct students to complete the worksheet and answer the questions.

Idea! Create Student Biography film clips

Suggested DVDS: Artist Interviews

Harness the Internet and create a Youtube or Vimeo channel for students.

Art 21 Feature: Artist interviews Web address: www.pbs.org/art21 TED www.Ted.com

Request students to work in pairs or groups and record and produce a five-minute long interview. This could be filmed or audio recorded (all conducted in English).

Ask students to introduce their artworks and their main ideas.

Edit the footage together and create a biographical student interview. Students could choose to create a film clip or audio recording podcast.

Youtube/Vimeo Students could create a trailer to introduce their artworks or exhibitions.

Tate Channel Feature: artist film clips and podcasts Web address: http://channel.tate.org.uk/channel/artistinterviews http://channel.tate.org.uk/podcasts Some art museums and galleries have their own channels on the Internet.

RTHK – The Pulse Feature: Artist interviews and current local events Web address: www.rthk.hk (The pulse can also be found on Youtube)

English For Professional Practice Part 1

Introduction to Professional Practice Lesson Theme: Portfolio Preparation

Part 2

Lesson Theme: Exhibition Proposals & Application for Funding

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Part 1

INTRODUCTION TO PROFESSIONAL PRACTICE

This chapter provides a practical approach to motivating students to learn English for professional career development.

Part 1

Part 2

In the first part of this chapter, we introduce one lesson theme entitled: ‘Portfolio Organization’. This worksheet focuses on how students might present and organize their artworks according to different meetings and interviews.

In the second part, we introduce a lesson theme entitled: ‘Exhibition Themes’. This lesson focuses on how students can write an exhibition proposal to arrange an exhibition based on a theme.

Teaching Practice The suggested activities and worksheets are designed to further enhance students’ professional attitude towards their future career development. The main focus of this chapter is to heighten students’ awareness of how to communicate more effectively. It also focuses on how students present their profiles and final works during application for new commissions, funding and panel interviews. The worksheets provide students with some methods of how to use English as a practical communication tool.

Throughout their studies, students are expected to develop a deeper understanding of how to use English for self-expression, and for different work-related situations.

The role of an art educator is to communicate one’s own curiosity and philosophy towards research and art practice. Most art educators are also practising artists, or designers.

Research plays an important role in the art creation process and helps people to understand the final artwork or design.

When teaching students, it is important to remember to share one’s own work experience and creative practice with them. It may be beneficial to share your art-related research that you are conducting or have previously conducted. This usually helps students to understand and relate to the topics you are teaching. This could include sharing a time when you wrote a letter to gain sponsorship or to secure a work placement opportunity. Perhaps you could also share your experience of a time when you arranged an exhibition, received a scholarship/ sponsorship or gained a commission.

In order to help students perceive how they may apply their English communication skills to their professional career, it is necessary to give examples of when they will need to use these skills. Perhaps you can talk about how you felt when you had your first job interview or when you shared your first design concept with a client, how did they react? These real-life work experiences may help students to understand the professional world. Mature students will already have work experience, so you may invite them to share their own work-related experiences with each other.

LESSON THEME: PORTFOLIO PREPARATION Guide to Using the Instructions

Introduction & Concept

The instructions are based on working through worksheet 1A & 2A. You may follow the steps to complete all the tasks or you may select certain parts of the lesson plan to teach your students.

Please refer to DVD Chapter 8 - Teaching materials to print and download worksheet 1A & 2A.

Students learn how to present their artworks by selecting and choosing their best works. This lesson theme provides students with professional knowledge to organize and arrange a detailed portfolio, catalogue and portfolio statement.

Teaching Aims and Objectives The aim of this lesson theme is to: Provide students with new ways to arrange and view different artworks. Guide students to interpret and describe new art and design concepts.

Lesson Theme Worksheets Worksheets 1A & 2A - Portfolio Organization Student Sample - Student Portfolio (Please refer to DVD) Portfolio interviews (Please refer to Chapter 3 - Part 3: Role-play)

Broaden students’ understanding of when and why they might need to present their portfolios.

Student Learning Outcome Using written English, demonstrate an ability to describe and interpret art.

Estimated Teaching and Study Time Students created this project during lessons and for their homework.

1 hour - Introduce lesson theme

Produce a creative piece of writing that reflects students’ work in their portfolios.

Be able to use new art terms and vocabulary to describe different artworks.

Materials and Equipment

1 hour - Students work through worksheet 1A 1 hour - Students complete worksheet 2A 3 hours - Interpreting student artworks & sharing portfolios.

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Total: 6 hours

Ask students to bring one of their own finished artworks to the lesson and their current portfolios.

Worksheets, whiteboard, projector and computer.

Some portfolio samples to show students.

You may also request students to formally present their current portfolios.

CH. 8 / ENGLISH FOR PROFESSIONAL PRACTICE

Please note the estimated time may vary according to your class size and learning level. Some of the steps and worksheets may be omitted according to your students’ learning requirements and teaching preference.

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Lesson Theme Instructions Worksheet 1A: Portfolio Organization Introduce students to Part 1 & Part 2.

Read through part 1 & part 2 with students and show one portfolio sample to students.

(Introduce some new art vocabulary) ----------------------------------------------------------------------------------------------------------------

Invite students to bring their current portfolios and one finished artwork to display during the class.

Read through step 2 with students.

Introduce some different methods for selecting artworks.

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Use the whiteboard to brainstorm some ideas with students.

Ask students to read step 3 – introduce how students can tailor make their portfolios according to meetings, interviews, commissions or scholarships. Introduce Example A and B, accordingly.

Instruct students to complete List 1.

Ask students to make a list of different situations where students might be required to show their portfolios.

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Educators can guide students to think about the following by brainstorming a list on the whiteboard.

Interview Meeting clients - (If you are a designer) Gallery curator meeting Scholarships/Grants Artist in residence Group exhibitions Public art funding awards Art and design commissions/Pitching new ideas to potential investors/clients

Introduce step 4: Discuss how students should read the instructions for how to submit their portfolios.

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Introduce students to how some artists create limited editions of their works, and how the price may vary according to the number of editions. Introduce how artists state edition details, for example: 1/10 or 1/3, etc.

Introduce step 5 - how to create an index for the portfolio to help people find a specific work.

Introduce Step 6: Talk about how asking people to give their opinions can help to develop students’ portfolios.

Introduce Step 7: Discuss how to leave the portfolio for a day or two and return to it with a fresh eye, after having finished arranging the works in it.

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Introduce Step 8: Ask students what else they could include in their portfolios: ----------------------------------------------------------------------------------------------------------------

Brainstorm some ideas with students: Artist/Designer - Resume/C.V. Artist statement Biography/Profile Portfolio statement

Catalogue of work (if applying to a gallery or for a scholarship

Worksheet 2A: Portfolio Preparation Activity 1: Instruct students to work in pairs and discuss the following questions: How will students present their portfolios to clients and employers in a unique way?

How can students promote their portfolios to other people?

Activity 2: Instruct students to place their artworks around the room; number the artworks.

Tell students to walk around and choose two artworks to interpret and write about. When students have finished, invite them to introduce their interpretations to the class.

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Explain that all interpretations are valid and that the artist can leave their works open to new interpretations.

Activity 3 - Portfolio Statement Instruct students to work in pairs and to write down their thoughts.

Ask students to answer the questions to help them to write their portfolio statement.

You may source and share some sample statements for students’ further reference.

Extra Suggestions Students’ portfolio statements could be displayed next to their artworks and an exhibition viewing could be arranged for guests to visit the display.

You could also arrange to publish some of the statements and artworks in a newsletter.

Instead of presenting their works in a formal presentation style, students could create a filmed interview (by working in pairs) – in which they talk about and introduce their artworks.

Making a short film – is a useful way for students to focus on improving their English speaking skills. Students can rehearse and listen to their voice and sentence patterns. This also engages students in a realistic project – that will be useful for their future career development.

Creating interview films ensures that students present themselves in the best possible way, and they will rehearse more if they know they are going to be filmed.

A film screening can be arranged. This can prove to be more entertaining than watching ‘Power Point-style’ presentations.

The interview may also form part of their presentations.

Students could also establish their own Vimeo or Youtube TV channels – to showcase their works.

CH. 8 / ENGLISH FOR PROFESSIONAL PRACTICE

Invite students to hold an exhibition to show their artworks and portfolio statements, or invite students to share their statements and their artworks in an art-sharing session.

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Part 2

LESSON THEME: EXHIBITION PROPOSALS & APPLICATION FOR FUNDING Guide to Using the Instructions The instructions are based on working through worksheets 1B - 4B. You may follow the steps to complete all the tasks or you may select certain parts of the lesson plan to teach your students.

Please refer to DVD Chapter 8 - Teaching materials to print and download worksheets 1B-4B and supplementary worksheets 3B & 4B.

Lesson Theme Worksheets Worksheet 1B - Exhibition Proposals Worksheet 2B - Exhibition Proposal writing Worksheet 3B - Proposal Cover letters* Worksheet 4B - Group Presentations* * Worksheets 3B & 4B are supplementary to the following lesson theme.

Estimated Teaching and Study Time Students created this project during lessons and for their homework.

2 hours - Introduce lesson theme & students work through

worksheet 1B 2 hours - Students complete worksheet 2B & 3B 2 hours - Creating group work - Writing and proofreading workshops 1 hour - Prepare presentations (worksheet 4B) 3 hours - Role-play & exhibition presentation sharing &

peer review

Total: 10 hours Please note the estimated time may vary according to your class size and learning level. Some of the steps and worksheets may be omitted according to your students’ learning requirements and teaching preference.

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Introduction & Concept This lesson theme provides students with professional knowledge of how to compile and arrange a detailed exhibition proposal.

Students learn how to write exhibition proposals by working in groups to formulate an exhibition concept.

Teaching Aims and Objectives The aim of this lesson theme is to: Provide students with a professional understanding of how to write and compile a concise exhibition proposal.

Extend students understanding of when and why they might need to write proposals for exhibition funding and sponsorship.

Student Learning Outcome Using written English, demonstrate an ability to write proposals in English.

Present proposals using English to clearly communicate concepts.

Work in groups to compile a professional presentation.

Lesson Preparation: Materials and Equipment A3 paper, colour pens, pencils and scissors Worksheets, whiteboard, projector and computer Some exhibition presentation samples to show students

CH. 8 / ENGLISH FOR PROFESSIONAL PRACTICE

Prepare some exhibition invitations, catalogues, leaflets and promotional material from past shows.

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Lesson Theme Instructions Worksheet 1B: Exhibition Proposal Introduce students to Part 1 – Use the whiteboard to brainstorm some reasons for writing proposals.

Discuss the reasons with students & complete part 2 1. Funding 2. Sponsorship 3. Approaching Galleries 4. Awards

Read through Part 3 with students.

Discuss how artists and designer should research the organization or gallery before contacting and submitting proposals.

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Worksheet 3B: Proposal Cover letters

Instruct students to work in groups. Educators should encourage students to work with different members and also consider mixing students’ language proficiency levels.

Introduce and discuss writing cover letters – If you wish to introduce letter cover writing. Please refer to Worksheet 3B. (optional)

Step 1: Students begin to brainstorm some exhibition themes and ideas.

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You may wish to formulate a theme for students to base their exhibition theme on. This could be based on their current lessons and their current artworks. For example, It could be text-based art – and students could analyse ideas from artists working with words and text and then create text-based art installations.

Guide students to think about exhibition themes and instruct them how to complete steps 2-4.

Step 5: Discuss with students why they might need to gain sponsorship.

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Ask students to look at exhibition leaflets to find the sponsors.

Step 6: Give students some A3 paper to draw their poster designs. (Students may scan them for their Power Point presentations) Step 7: Ask students how they will inform people about their exhibition.

Step 8: Introduce students to why and how we send press releases.

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Write some samples on the board or source some recent press releases or invitations to share with students.

Worksheet 2B: Exhibition Proposal writing

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Introduce students to Part 1 - Demonstrate some sentence samples for students to understand and acquire new vocabulary. Emphasise how students can use the question to write the sentences. e.g. We propose to hold an exhibition based on the theme of “Place”.

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Could be introduced and written in the next lesson based on the notes from worksheet 1. (Recap the content from worksheet 1) The proposal could be set as an assignment for students to complete.

Worksheet 2B: Exhibition Proposal writing Instruct students how to write and complete steps 1-7. You could focus on punctuation and grammar to help students improve their overall writing skills.

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Worksheet 4B: Group Presentations

You may write some samples on the whiteboard.

Instruct students to think about how they will present their exhibition proposal to the class.

You may choose to ask them to give a formal presentation or ask them to devise a role-play.

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Drama Ideas: You could create a selection panel scenario where the audience becomes the selection panel. You could also invite students to devise a role-play drama to present their exhibition theme to the class. The members of the group could take on different roles e.g.: artist, curator gallery manager, sponsors/investors, etc.

(Drama helps students to interact and pay attention to the group presentations.)

Extra Suggestions Instead of presenting their works in a formal presentation style – students could create a filmed group proposal where students talk about and introduce their artworks.

Making a short film – is a useful way for students to focus on improving their English speaking skills. Students can rehearse and listen to their voice, and sentence pattern.

This also engages students in a realistic project – that will be useful for their future career development.

Lastly, a film screening can be arranged. This format of presentation – can prove to be more entertaining than watching ‘Power Point-style’ presentations.

Students could also establish their own group exhibition on Vimeo or Youtube TV channel – to showcase their works.

You could invite another tutor or guest visitor to join the presentations and give feedback with you.

You could arrange to invite students to hold an exhibition in an allocated exhibition space within the school. Students could arrange an exhibition opening for their friends and family to join. This provides a realistic scenario where students will be required to share their artworks with their visitors.

CH. 8 / ENGLISH FOR PROFESSIONAL PRACTICE

Creating interview films ensures that students present themselves in the best possible way, and they will rehearse more if they know they are going to be filmed.

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Student samples: Please note that the proposals will vary according to different teaching aims and objectives.

Address

30th, October, (Year)

Dear Mr Cheung,

We are writing to you to propose a picture book illustration exhibition. This exhibition will be titled “Children’s Bubbles” .

We, the Hong Kong Society of Illustrators, which consist of over 50 experienced illustrators and over 30 associate members, are a non-profit organization founded in 1999. Our aim is to promote the professional stature of illustrators as well as fostering creativity in Hong Kong. Our members offer a wide variety of creative and illustration services in the fields of advertising, design, publishing, animation and education. Some members are also actively involved in other creative areas such as the visual arts, animation, action figures and comics

In this exhibition, we plan to give an insight into the works of 5 leading Hong Kong illustrators, which aim to demonstrate the high standard of works currently being produced and the variety of stylistic approaches. 5 illustrators’ books will be displayed in a picture book corner in the exhibition, which aims to encourage parents and family members to find pleasure in reading with their children.

Enclosed please find our proposal, which gives the details of the exhibition, and a CD of the sample artwork of the participating illustrators is attached for your reference.

We hope that you will consider sponsoring this innovative activity.

Yours sincerely,

K Y. Chan Chairman

Student Proposal Sample

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Title of the Exhibition: “When Soft meets Hard”

Summary Statement “When Soft meets Hard” is the theme for this exhibition. We propose to hold this exhibition to combine two art mediums together – which include: ceramics ‘to represent hard’ and canvas paintings ‘to represent soft’. It is a totally new concept to introduce these two types of media together to form different artworks. This exhibition will function as a charity event, and the profits earned from the entrance fee and the sold artworks will be donated to a designated Sichuan charity. The funding will contribute towards building new homes after the earthquake that occurred in May in 2008.

We have received the sponsorship from Hong Kong Art Development Committee with support of those HK$100,000 for this charity exhibition.

We hope to bring a new life to the disadvantaged children in Sichuan and share the happiness that creating art brings to them.

Project Description and Installation In this exhibition, we will exhibit a total of 512 artworks. The number of artworks shown echoes the date of the Sichuan earthquake, which happened on May 12, 2008. We will have our solo exhibition, to display the ceramics and the paintings.

The participating artists will collaborate to create sight-specific ceramic and canvas works. All the works will have the same message, which is – to bring ‘hope’, ‘joy’ and ‘peace’ to the children in Sichuan. Furthermore, all the artworks will be sold, to raise funds for a Sichuan charity.

CH. 8 / ENGLISH FOR PROFESSIONAL PRACTICE

Please refer to the detailed display layout plan for your further reference.

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Fig.1 Proposed layout plan at Butterfly Arts & Craft Gallery

Promotion Campaign We will prepare the catalogue with all the artworks printed on it.

We will produce a range of exhibition merchandise to promote the event.

Figs. 2

Figs. 3

Exhibition Schedule and Entrance Fee This event will be held from January 1st to Feb 28th, 2010.

Since this is a fundraising exhibition, we propose to have the entrance fee as below.

HK$50 for adult HK$10 for student or age under l 2 and above 65 Conclusion By organizing this charity exhibition, we aim to raise awareness of natural disasters such as earthquakes and raise funds for the Sichuan children. We hope to deliver not only funding support, but also our love and concern for Sichuan children, helping them to create a better future.

The artist’s world is limitless. It can be found anywhere, far from where he lives or a few feet away. It is always on his doorstep.

Paul Strand

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BIBLIOGRAPHY Acton, Mary. (2004).

Learning to Look at Modern Art. London: Routledge.

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Design Synectics: Stimulating Creativity in Design.

Massachusetts: Davis Publications.

Barrett, Terry. (2002).

Interpreting Art: Reflecting, Wondering, and Responding.

New York: McGraw-Hill.

Stewart, G. Marilyn & Walker R. Sydney. (2005).

Rethinking Curriculum in Art. Massachusetts: Davis Publications.

Barrett, Terry. (2008).

Why is that Art: Aesthetics and Criticism of Contemporary Art. New York: Oxford University Press.

Sullivan, Graeme. (2009).

Art Practice as Research.

California: SAGE.

Bennathan, Joss. (2000).

Developing Drama Skills.

Oxford: Heinemann.

Berger, John. (2008).

Ways of Seeing.

London: Penguin Group.

Bergstrom, Bo. (2009).

Essentials of Visual Communication.

London: Laurence King Publishing.

Bono de, Edward. (2004).

How to Have A Beautiful Mind.

London: Vermilion.

Cottrell, Stella Dr. (2005).

Critical Thinking Skills: Developing effective analysis and argument.

London: Palgrave Macmillan.

Haring Keith, Fairey, Shepard & Thompson Farris Robert. (2010).

Keith Haring Journals.

New York: Penguin Group.

Haseman, Brad & O’ Toole John. (2011).

Dramawise - An Introduction to the Elements of Drama.

Victoria: Pearson Heinemann.

Jeffrey, Ian. (2008).

How to Read A Photograph: Understanding, interpreting and Enjoying the Great Photographers.

London: Thames & Hudson.

Pipes, Alan. (2003).

Foundations of Art and Design.

London: Laurence King Publishing.

Wolf, Maryanne. (2008).

Proust and The Squid.

London: Icon Books.

Teaching Resources: Clarke, Georgina.( 2010).

Leonardo da Vinci Level 4.

London: Penguin Active Readers.

Gelb, Michael. (1999).

The how to Think like Leonardo da Vinci Workbook.

London: Dell Publications.

Hadden, Peggy. (2004).

The Artist’s Quest for Inspiration.

New York: Allworth Communications.

Kliment, A. Stephen. (2006).

Writing for Design Professionals: A Guide to Writing Successful Proposals, Letters & Brochures.

Norton: New York.

Langan, John. (2005).

English Skills for Academic Studies.

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Lyons, Hamp, Liz and Heasley, Ben. (2006).

Study Writing: A Course in Writing Skills for academic purposes.

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DVDs Art and Copy – PBS - Doug Pray Art 21 – PBS - Series 1-5 How Art Shaped the World – BBC Leonardo da Vinci - BBC - Produced and directed by Sarah Aspinall and Tim Dunn Maya Lin: A strong clear vision – PBS - A film by Freida Lee Mock The Human Mind – BBC - Executive producer: Jessica Cecil The Genius of Design – BBC - Series Producer Tim Kirby

Useful Websites: Art 21: www.pbs.org/art21/ BBC Skillswise: www.bbc.co.uk/skillswise Turbine Generation: (Internationally linking schools, galleries and artists through contemporary art) http://turbinegeneration.tate.org.uk/ Asia Art Archive: www.aaa.org.hk

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ACKNOWLEDGEMENTS I would like to acknowledge and say thank you to everyone that has contributed towards the ‘Language@Art – English Communication Tool Box Project’.

HKAS students are a constant inspiration and have helped me to find new ways to teach English within the context of Art. I am grateful to them all for inspiring me to create this publication.

For their commitment and continual administrative support to complete the Language@Art project, I would like to thank: Anita Yau, Chris Cheng, Shirley Sing, Susanna Yu and Dez Leung.

For Library support and ELC maintenance, I would like to especially thank Loretta Chau, Ivan Ho, Doreen Tan and Boris Cheng and all School Facilities Assistants.

For their Academic support: Kiki Lau and Toby Yau. Project Promotion: Patricia Chan and Communication Team

Language@Art Development Many Hong Kong Art School lecturers have encouraged me to develop innovative ideas, and I am grateful to them all, particularly: Wylie Chan, Arthur Chan, Phoebe Chan, Olive Leung, Wai Fong Suen, County Tam and Nelson Tam. For the design of a unique and vibrant learning space, I would like to thank Arthur Chan for designing two superb English Language Corners: Wylie Chan, Olive Leung and Nelson Tam for their creative contributions.

Language@Art Design Identity Development: thank you to Gobriel Lo, Olive Leung & Susanna Yu. For their genuine commitment to establish the ‘Language@Art Project’ and for providing continual guidance and support throughout the project, I would like to sincerely thank Felix Leung and Karen Lam. Thank you to Connie Lam, Annie Ho, Kathy Ng, and all the Hong Kong Arts Centre teams, for providing the opportunity for students to visit the Pao Gallery and arranging a diverse range of exhibitions, gallery visits and tours.

We are grateful to all participating artists and guest speakers that have contributed towards enriching students’ art experience.

We are sincerely grateful to the Education Bureau for providing this opportunity to establish the Language@Art project.

Kate A Berry English Language coordinator Hong Kong Art School (a division of Hong Kong Arts Centre)

Design & Production Credits Author: Kate A Berry Publisher: Hong Kong Art School (a division of Hong Kong Arts Centre) 2 Harbour Road, Wan Chai, Hong Kong First Published June 2011 Designers: Muuute www.muuute.com Illustration: Chung Wai Ki Production: Thank you to Editor: Alex Shung, for contributing his professional and valuable teaching experience to complete the editing of this publication.

Administration: Karen Lam, Chris Cheng, Shirley Sing, Susanna Yu and Dez Leung.

DVD Production and Editing: Thank you to Shing Lau for filming and editing the DVD. Artist and Student Credits Chapter 1 Fig 3 & 4: ‘Guess by Mosaic’ by Fung Chiu, Jessica Lee Pui Yan & Issac Lai Kwok Leung Chapter 2 Fig 1: Student creating a Mind-map – Art and symbols lesson Fig 2: Mixed-media - Title: ‘Lips’- Josh Law – 2011 Fig 3: Logo design – Title: ‘Nucleus’- Jessica Lee Pui Yan - 2011 Fig 4: Ceramic sculpture – Title: ‘Wish’ Rosita To – 2011

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Chapter 4 Fig 1: Eliza Leung Fig 2: Rosita To Fig 3: Ho Tze Wing Fig 4: Fung Chiu Fig 5: Mike Chow Hin Kwan Fig 6: Tammy Lo Fig 7: Fung Chiu - Art vocabulary Fig 8: Candy Li - Reading Journal Fig 9: Connie Lo - English learning record Fig 10: Cheng Sing Man Apple - Title: Lonely, Oil on canvas, 2011 Fig 11: Fung Chiu - Title: Wait, Gouache on paper, 2011 Fig 12: Sarah Chan – Title: Distance Intamicy, Digital image, 2010 Fig 13: Fung KI - Title: Making of Fung Ki’s film Fig 14: Artist- Rachel Cheung - Title: Fables and Spells Ceramic artwork 2010 Fig 15: Jessica Lee Pui Yan - Line Photographs Fig 16: Joanne Wu – Page Composition Illustration Chapter 5 Fig 8: Joanne Wu – Framed Words Chapter 6 Shell Music Design Proposal by Ann Wong, Dexter Lee & Tai Wong Chapter 8 Exhibition Proposal Letter: by Mimi Lui Exhibition Proposal: by Connie Tsang Other Illustration Page 1 - Free of thought, 2009 Page 25 - Creative Mind, 2011 Kate A Berry