Klee facial expression flap phrases and picture gallery

I love Paul Klee and the way he uses building blocks of colour in his Art to convey emotion and meaning.... so what an ideal artist to use to allow the children to create their own "facial expression" art work .

I suggest that you use this picture, Senecio:

This Art and writing lesson follows on from the lesson blog post I posted  

Universal facial expressions ,emotions and different languages

.

We will be using the ideas in both these blog posts to celebrate Euroepan Day of Languages 2015.

Additional resources and lessons guides are available on the VLE  for the Janet Lloyd Network

1. Revisit emotions, facial expressions and target language phrases the children can say that add "sound and language" to the emotion.
2. You could hold a "physical face display " here with a card picture frame that the children use, by holiding up and using their face and the emotion and target language phrase to fill the picture frame and become the picture.You will need to model this first.
3. Take a look with the class at Klee's picture "Senecio"
4. Ask the children to follow Klee's model and to draw a picture of  the outline of a face.
5. Give the children coloured card or paper and ask the children to add blocks of colour made from the card on the face .
6. Each block of colour represents an emotion and acts as a flap under which the child draws a symbol or face to represent the emotion and writes the appropriate target language or target languages phrase linked to the emotion.
7. Create a class display of "Klee facial expression flap phrases and pictures"

Universal facial expressions, emotions and different languages

Everyone's face is different , but every face tells a story and can convey emotions. 

We will  be using this clip and the clip below from Marcel Marceau on European Day of Languages this year to celebrate faces, facial expression and how we can convey so many emotions using our faces.

Our theme is " How are you feeling?" and we will explore different languages and how the face is a universal tool to share feelings and emotions but how different languages use differnet sound patterns and words to express the universal message of  "facial expressions" .

I would suggest you only use part of the World Faces clip - partly because it is quite long and also because two of the adult faces appear with a cigarette in hand.

The Marcel Marceau clip below is ideal to explore how you can use your face to change the mood etc.You can discuss with the children how he conveys emotions without speaking and creates lots of different masks with just his face!

We will be creating a pack of resources and a lesson plan guide for network members so we can explore key phrases, their sounds in different languages and how to say and express facially these pharses.This can be accessed on the VLE - should you be a member- in the seasonal specials European Languages folder.

However the simplest approach that everyone can use is shared below.I have based this on  using any the target language that you may be teaching your children.You could teach a new language or combine familiar targte language and a new language or two! 

1. Select some key emotions
2. Select key phrases to express these emotions in the target language.
3. Play a short excerpt of the world Faces clip and ask the children to decide what emotion they think is being converyed by certain faces , when you pause the clip.
4. Can the children think of a phrase or a way of adding spoken language to the feeling they can see?
5. Share you selected phrases and facial expressions with the class
6. Can the children guess what emotion you are trying to convey.
7. Discuss emotions
8. Watch a short excerpt of the Marcel Marceau clip and ask the children to watch how his face can change so quickly.
9. Ask the class to practise facial expressions of emotions with some simple familiar target language phrases (greetings ,farewells, how feeling, birthday greetings, etc)
10. Observing another child in the class ,listening to their target language phrases and if necessary using a  bilingual dictionary to access the language can they read the facial expressions of another person in the class (e.g sad, happy,excited,tired.....)
11. If you can - why not teach key phrases in a new language and ask the children to explore the sound of these key phrases and how they can use the same facial expressions  from the familoar target language activity to explain the meaning of the phrases. 

Six Characters in Search of an Author

At University I was a member of Theatre Group and one of my most memorable productions was Six Characters in Search of an author by Pirandello.
(Six characters arrive at a theatre - each in turn melodramatic but with a story to tell , which in turn is part of a whole story......It is theatre within theatre. They are looking for a producer to tell their story.)

In its simplest from this can allow us to explore all 4 skills of language learning, to encourage accurate use of grammar and punctuation and to develop pronunciation, intonation and emotion in spoken language.

The activities below can be used with UKS2,KS3, KS4 and KS5 language learners.the task set by the teacher can challenge the language learners at the level they can operate in the target language.

(You will need an equal number of groups - so that one group can swap work with a second group and then the two groups can come back together and share their work with each other)

1. Share the idea of mystery characters with the class. Explain how these mystery characters want to tell their story and need a producer to help them put together their story.Can the class help you to write and perform the introductory utterances for the characters? 
2. Share with the class a picture stimulus. This could be with a mystery picture as above or allow the class to think of characters for themselves.With younger learners maybe we could look at characters we have been  exploring in story ,history etc (pirates.Romans, Kings and Queens, a family from a different time period etc).with older learners maybe we want to link the characters to our investigations of characters we meet in target language poetry and literature. 
3. Working in groups of six , ask each member of the group to focus on one particular character and to imagine how they might think, look and act (brave, bold, timid, angry, happy, young , old, role in the group).
4. Depending on the language level and skills of your pupils decide what types of sentences you want the pupils to create as utterances spoken by the characters - so for example with UKS2 and Y7 learners we would want them to write spoken utterances based on : name, age,preferences and personality.With more advanced learners you may want opinions and  personal past history or future hopes.
5. The pupils must write out their spoken utterances on a strip of paper or card. Each card from the group is gathered together and passed over to a second group.These two groups are now partner groups for the rest of the activities.
6. The second group of six children must now read the utterances as a team and decide which character might say the utterances. 
7. Now this second team must create a spoken dramatic performance as an introduction to the characters as if they were on set and speaking with the producer.They have to bring the utterances they have read to life.
8. The second group should then act out their introduction performances and vice versa. What do the original authors of the characters' utterances think about the characters as they have been brought to life by the second group? 
9. Finally can the original group that wrote the utterances , take back the characters and create a story board about each of the characters reflecting how the personality was brought to life by the second group? 

Adding Drama to Language Learning

Drama and Language Learning and reasons to explore language through performance

The aims of the new DFE POS for languages encourages us in both KS2 and KS3 to develop learners who can :

• Understand and respond to spoken and written languages from a variety of authentic sources
• Speak with increasing confidence, fluency and spontaneity,finding ways to communicate what...want to say
• Write at varying length for different purposes and audiences,using the variety of grammatical structures they have learnt
• Discover and develop an appreciation of a range of writing in the language studied

During this session at Ililc 2015 I intend to look at how we can develop communication skills in language learners from KS1,KS2 and KS3 and provide learners with a vehicle of self expression and creativity adding drama to language learning.I hope also to suggest APPS and use of IT to enhance the drama/language learning process and outcomes along the way too.

Drama and dramatic devices used in language learning promote:

• Better and more confident communication skills
• Inclusive participation
• Team work and appreciation of each others' creativity and performance
• An understanding of why intonation and pronunciation matter and how these can enhance character and covey meaning and emotion.
• Importance of the links between dialogue and actions to convey meaning
• Platforms upon which to develop independent creative writing
• Understanding of the importance of punctuation and accuracy in the choice and use of written language.
• Deeper and more creative understanding of text
• A purposeful reason to explore the skills of memorisation and  tools to support the recall of language

Early language learning

1. Voice Machines - sounds of the language and our voice machines (Audio Boom to capture those sounds!)
2. Sunflower song active learning of simple language- numbers 1-10 linked to Springtime and growing plants. (Story Creator to capture the sunflowers growing taller and taller)
3. Colour mimes and word association .Practising new language and finding ways to remember the sound and feel of new language. (Yakiyt for Kids)
4. Stretchy sound and letter string balloons  (Audio Boom balloons) 

Exploring instructions and simple language. 

1. Parts of the body and puppeteers - listening, responding.
2. Using Educreations APP to generate physical performance
3. Mirror mirror on the wall (Step Five )
4. Creative spoken language
5. Flowing mime machines with rhythm and beat accompaniment and spoken word.

Asking and answering questions,speaking in full sentences and engaging in conversation

1. Paper Puppets
2. Superstar sketches.
3. Puppet Pals APP to bring our conversations to life
4. "Fancy dress" Quiz Quiz Swap (I-FunFace APP)
5. Stage set triaramas  with cultural speaking and writing attitude .Use of I-nigma APP to create spoken speech bubbles for the characters.

Now let's get dramatic!

1. If a picture paints a 1000 words Anticipation Emotions displays (FotoBooth1 to generate our own emotions and feelings)
2. Silent Movies , back stories and a taste of great literature (Capture the performance on Camcorders and IPads)'
3. Going on an Autumn walk with poetry
4. "Six characters in search of an author performance  and  a PicCollage to create Story Boards written outcome.
5. 3D Art (Tiny Tap APP) (stage one, stage two, stage three.)

The aliens have definitely landed! Year 4 Spring term observations.

We have an alien family in our JLN SOW.We introduce Year 4 to the family in Spring and then the children meet the aliens  to practise language across all four skills and grammar  at points later in Year 4,5 and 6. We love our aliens and they never fail to disappoint! Here is part of the family at carnival later in the school year! I say part of the family as our young learners keep on making us new members of the family.I have met the family several times in the last couple of weeks and what is remarkable is that each teacher adds their own style to the introduction and practise of the language around the aliens! 

Have a look at the difference in approaches between Ana's Spanish Year 4 lesson on the family.Janet W's Year 5 beginners French lesson on our alien family ,Emilie's Bonjour Madame blog post on her alien family lesson and the use of a Voice recording APP and now here below Joanne's Year 4 lesson in Spanish on the "familia alien" - full of drama and performance!

   

As you may know if you have been reading my blog posts on observations, I am currently undertaking a routine series of observations of the language assistants and teachers who work alongside me in our primary schools.They deliver primary language learning on a weekly basis.It is such a rewarding and pleasurable opportunity to see what is really taking place in schools.

This series of blogs is an additional support mechanism for these colleagues,as they can't be in each others classroom and as a team  we meet once per half term for a twilight CPD,So you can hopefully see that these blogs (with a cup of tea and a biscuit back at home) offer them an insight in to each others classrooms and schools. 

Joanne's "Familia alien" lesson

• A warm up greetings song packed with actions and  whole class singing , as they gathered on the carpet for the Spanish 
• Personal information questions and answers - using "the guest" (that was me) as a person to get to know.Praise for children - particularly those who don't always  speak Spanish confidently to new people in the classroom.
• Incidental language all in Spanish and reminders to " sentaos" to a couple of children not quite sat down or "escuchad" and "miradme" and then an instruction to discuss with their talking partners the language they had met for the first time last week "la familia alien" .....
• Looking for links (e.g papa/ mama or hermano and hermana) and praise for correct use of definite articles with reward " a star-cash" for someone who really thought hard before sharing a correct article! 
• Now the whole class was moving around and being the characters with the actions the children had chosen for the characters last week .As many actions as there are syllables in the nouns reminded Joanne. A wagging finger for mama, hands behind the head and a yawn for papa, football kick for hermano and disco dancing for hermana  and  tiny moving fists and feet for bebe! Stereo -typical (as Joanne pointed out) but chosen ,owned  and liked by the children and acted out with gusto!
• Now we started to use the question " Quien es?" and full sentence responses were expected " hola soy el bebe alien" etcetra...always in character , always with actions,accurate pronunciatrion expected and reinforced  and always performed well.
• The children were so engaged that they just listened ,joined in and responded to incidental instructions without even noticing that these were in the target language.
• Today  "abuelo" and "abuela" joined the family! This was a big moment  in this particular school,because when Year 6 were in Year 4 they designed the grandma and grandad to complete the alien family for us.It was their idea! They are precious to the school!
• Joanne introduced "abuelo" and asked the children to look at the slide from the familia alien ppt and work out how to say "abuelo" before she shared correct pronunciation ... and what we heard was excellent!
• Then she asked the children to be language detectives think about what they thought grandma might be in Spanish .... and with their talking partners we could hear them say "Well it's hermano  and hermana so perhaps the word ends in "a" (etc).Back came the response "abuela" and now Joanne could introduce Grandma.
• Of course the class needed actions for the characters and decided on an action that conveyed what one of the children described "Ooh me back" for abuelo and for grandma the class decided on a knitting action.
• "Can we play a dramatic Pedro dice?" asked one child. What a good idea was Joanne's response.Off they went to their standing spaces and how did the children own the game! Performance filled,volunteers as Pedro dice who had to say whole sentences for the rest of the class.One volunteer won a "starcash" reward for excellent pronunciation,intonation,speed of recall, use of complete phrases and correct use of "o" and "a" for our new characters - abuelo and abuela. How proud was that person!
• Time for performance in groups.On their home tables,the children had to create a performance introduction to the familia alien for the rest of the class.Each child had to be a character from the family , keep and enhance the actions and add their own alien voice.Joanne clarified that what she was looking for, was clear confident introductions to the  familia alien.
• As support she offered children the familia alien photo sacks (small card pictures of each character to help with recall of the nouns) but only if the children felt that they needed to use them .
• As additional challenge  the children were encouraged to add their own sentences - names, ages, feelings etc....maybe even questions for other family members.
• And off they went to spend 10 minutes creating their  entertaining Spanish familia alien performances for the rest of the class! 
• Thank you Joanne and Year 4.The aliens have definitely landed!

Carnival conversations in speaking and writing with triaramas used as stage sets

I am getting ready for the first of several local network meetings where we will look at some of the new POS learning objectives and put these in to real language teaching and learning contexts.

Our theme is "Celebrating Carnival" and our learning objectives look at how a young learners develops the skills of communication in the target language.We are considering how we move from 

asking and answering questions

to 

engaging in conversations
and

 describing people places and things orally and in writing

The activities described below will allow children who are moving on in their language learning - so in their late second,third or fourth year of learning to practise their use of questions and answers and to move on  to possibly develop conversations accurately.

We are basing these activities on our "Aliens at Carnival"  power point where we will investigated the language required to share some simple facts about a target language carnival -(the sounds , the sights,  the fun , the fancy dress etc).

We are going to create stage sets and put our "aliens on the stage" as puppets/ actors, which the teacher and the children can decide to make "live" ( spoken) performances between alien characters or "freeze frames" (written speech bubble) frozen conversations between two characters.

Here is a step by step guide top how I made my "stage set"

I printed off the stage set ,using a slide from our alien ppt.I think you just need to find a similar background colourful picture if you can't access the ppt

I cut the picture down to a square shape,folded the picture  to make the Triarama and inserted a cut from the bottom right hand corner to the centre of the square

With blu -tac(or with glue ) I crossed over the bottom left and right triangle to create the stage in my triarama.

I now printed off the ppt slide a second time, but this time on card and cut out two alien characters that I wanted to talk to each other on my stage set.I made sure that there was a small strip of empty card below their feet , so that I could fold this over and stand the characters upright on set and secure  the characters to the set with blu-tac.Blu-tac  so that I can change the characters and therefore move from questions and answers to a conversation and maybe introduce other characters too and asides and and additional opinions!

And now I thought of the text I wanted to write on two card speech bubbles.These are secured with blu-tac to the characters om the reverse of their heads so that I can change the questions and answers and again create a sequence of questions and answers that would in turn create a dialogue which could lead to a conversation .

Why do I like this and how might I take this further in KS2 learning?

• Well this strikes me a s a learning device that can be used with children in KS2 who know basic questions and answers based around likes and dislikes.
• It's a physical way of developing role plays that can be dynamic and can be changed and questions and answers altered,adapted  or given to other characters   
• It can also be an opportunity to offer more independent speaking and writing opportunities to children to describe people,places and thing and to add opinions  
• There is the opportunity here to set the scene, so one pair writes the speech bubbles and gives these to a second pair.The second pair reconstructs the dialogue using the  characters they have and creates the dynamic conversation using their characters and their triarama  stage set.

And in to KS3?

This could be an opportunity in Y7 to revisit the carnival and look again at the alien story of the carnival , but this time to write a past tense dialogues, asking what was seen, heard, eaten , likes, dislikes etc or a near future dialogue about what the characters are looking forward to seeing etc! 

Flights of imagination with language learning

I really love to think out of the box and hope that some of the activities I create allow children tom explore the world of their imagination in another language and learning arena. It works for me because it helps me to allow learners to make the link that language is language and is a vehicle to explore the World! 

Over the last year I have posted the following blog posts  which demand that language learners explore their own imaginations through target language learning with a practical language learning purpose. Hope that the list below helps somebody out there to do something similar with their learners! 

• Just what is happening? A triarama with speaking and writing attitude
• Watch,look,think of descriptions and imagine the magic of Christmas based on a silent film clip  
• French poem about autumn from Maurice Careme using drama and grammar to create your own Autumn performance walk
• The power of books and creating interesting imaginative sentences
• Exploring physical and emotional descriptions of famous art using techniques from If a picture paints a thousand words
• Simple past tense and mood swing poems
• Investigating a French poem sept couleurs magiques
• Poems from our own imaginations on the seaside with an authentic poem stimulus the seaside
• Mystery and drama in the cafe based on video clip of famous "Dejeuner du matin
• Imagining and creating the simple text to fit the book title.What's behind the book title?
• Language learning and drama
• Conveying emotions through Art and drama with UKS2

Using drama and grammar to go on an Autumn walk through a French poem

L’automne

L’automne au coin du bois,

Joue de l’harmonica.

Quelle joie chez les feuilles !

Elles valsent au bras

Du vent qui les emporte.

On dit qu’elles sont mortes,

Mais personne n’y croit.

L’automne au coin du bois,

Joue de l’harmonica.

Maurice Carême

This beautiful poem I find is lyrical and there is a hidden thread within the words of the music of Autumn.It's a piece of poetry that we can use in target language learning to explore nouns and the imagery of dance and music to create a magical picture of  Autumn.  

Walk through the nouns

1. Share with the children the fact that you are on an Autumn walk and the wind is blowing and the leaves are blowing around.
2. Ask the children to read through the poem and find the nouns in the poem and write them down on a rough piece of paper (just like they were collecting Autumn leaves)
3. Which nouns in the target language have the children found? How did they do this? What helped them to find the nouns (e.g definite articles or words that looked very similar to english nouns)?
4. Are there any hidden nouns that we need to look ? Use the clues of "du" and "au" to find the hidden nouns.(With more advanced learners explain the use of "du" and "au" and how it has been formed and how it conceals the definite article).
5. Engage the children in an imaginary Autumn walk.Explain that you are going to say each of the nouns they have found in the target language and you want the children to close their eyes and listen to the sound of the words and see a visual image of the word and the object or item or scene it describes
6. Now ask them to create a visual image of their own of each noun- they need to stand up find a space and create a movement and a facial expression to portray the nouns as you say them. Ask the children to repeat this and say the nouns with you and give the nouns "life" like the poet does in the poem.

Step into the Poet's World

Read the poem with the children and ask the children to listen for the key nouns and  “step” into the poem through their physical reactions to the nouns.

• Talk with the children about the types of weather they expect in Autumn. Ask them to help you find the sounds in the text where they can hear the  wind as it blows through the wood?
• Focus now on the use of the noun “l’harmonica”. Discuss with the children the sort of the sound a harmonica makes. If possible access the sound of the harmonica. Can they hear the squeal and sound of the wind as it plays? What type of wind do you think is chasing the leaves in the poem? 
• Look at this key sentence in the poem: “Quelle joie chez les feuilles, elles valsent au bras du vent!”  Explore the magic of the image in this line..........

1. Ask the children in pairs or on their tables to investigate the language they can see in the sentence when they read the sentence. 
2. First they must locate the cognates, the nouns and verb.
3. Then they must look up the key language they are not certain about. 
4. Finally can they create a visual translation of the sentence- a picture, a cartoon or a physical performance? Give the children a time limit of 15 minutes to unpack the sentence, understand the sentence and to create their visual translation. Watch or view some of the visual translations and practise the spoken form of the sentence with the children each time volunteers share their work.

Adding music, dance and movement to the poet's world 

Read in French and then explain to the class the meaning of the sentence : On dit qu’elles sont mortes, Mais personne n’y croit”.Ask the children to help you find the magic that brings the leaves to life in the poem. Allow the children time to realise that the wind is music to the leaves.

Can the children explore the rhythm and the beat of the sentence “Quelle joie chez les feuilles, elles valsent au bras du vent!”  and create the "drum beat of the dancing leaves"?

  Share the world of the poet with others!

I selected this poem because of the magic of the wind and the music and dance themes that run through the poem. The poet wants us to understand that the wind is bringing what appear to be dead leaves to life. Can the children help you to create these visual images and bring the music and the dance to the poem? 

• As a class read the poem and look for repeated lines and words
• Read the poem and stress the repeated lines and words
• Look and listen for the rhyme
• Give all the children the music magic and suggest that they all have imaginary musical instruments. They must help you now to read the poem with stress and intonation that brings the music of the poem to life and add the drum beat of the sentence where the leaves come to life and dance “Quelle joie chez les feuilles, elles valsent au bras du vent!” .
• As a class now re-read and stress the repeated lines ,words and rhythm
• Ask for volunteers to perform the poem as a mime whilst the rest of the class create the music of the poem by reading it aloud with the stress, intonation and rhythm you have already explore.  

Heute bin ich ......

Well the German book fest continues.We have the good fortune within our network to have two or three schools that deliver German as their primary foreign languages. so often we can neglect this and concentrate on French and Spanish. Over the last couple of days I have been able to browse German bookshops here in Germany and I have come up with some real finds!

Around about this time in the term with our  in Year 5,we begin to develop the children's ability to say more about how they are feeling and to extend their ability to say why they feel happy sad etc.





Here is a book that probably all primary (not just language) teachers - no matter what language would love to explore.It really engages the imagination and has the most wonderful chalk drawings.

It's called "Heute bin ich ..." by Mies van Hout

and it explores our feelings and links these feelings to drawings of lots of exotic fish.

Take a look here!

 You really need to buy the book and have the book as a turn the page adventure to appreciate how creative you can be with this text and its  visual element .

So how would I like our schools that teach German to use this book to enhance the SOW that they follow and to allow the children to be creative with the language and the pictures?

Remember the ideas below explore how we can link language learning to Art and physical performance but we also need to create opportunities for the children to use the new more exciting adjectives in extended sentences and responses too

• Each fish is a different shape, colour and has a different expression. Explore the adjectives physically or as shapes and colours on individual whiteboards - as a listening,identifying the key adjectives and responding with a facial expression or a quick drawing
• Create calligrams as fish shapes of the adjectives ,that the children feel portray the emotion.
• Create a class fish-tank display of the adjectives based on chalk drawing and German writing
• Change the animal and the adjectives and create your own  chalk picture display of the new words in the style of the new animal(s).

  .

If a picture paints a thousand words ...

Thinking of ways to explore descriptions of people, their hair, eyes, faces, emotions?
Well why not use this video clip that I was alerted to via Twitter @i100 this morning!
Watch how the portrait of a woman's face has changed over 800 years of painting

How do I think this could be used? Here are just a few simple ways ....

Name the portrait!

• Give children target language name cards- 3 per child. Practise and use the target language names of course and then  play the video and ask the children to raise the name cards when they see a face that they think suits the target language name. 
• Now ask the children to work in groups of four and create 12 faces -using facial expressions for the 12 name cards they hold between them. They must introduce themselves using a full target language sentence.
• Ask the children to find portraits of characters through the ages that they can label with their target language name phrases and then create their own short videos with portraits and names

Look closely and what do you see!

• Practising describing eye and and hair colour?Well then ask the children to write as many eye and hair colours phrases as they can  on a piece of paper. The children cut the phrases into phrase strips and one child goes first on the table or in the group to share their phrases with their classmates. 
• Ask the children to read out the phrase they hold (it could be an eye colour or a hair colour) and tell the group what they think the phrase is in English . Does the person who wrote the phrase agree?
• Now play the video and ask the children to watch for a portrait ,where they can see or identify the eye colour or hair colour phrase strip they are holding.They must raise the strip in the air to acknowledge this . Pause the video every so often and see what phrases the children are holding up. Are they all correct ? Do they match the  portrait?
• Increase the challenge by giving the children pre-prepared phrases which have an eye and a hair colour  - the portrait must match both descriptions for them to hold up their phrase strips.

Anticipation Emotions 

• The clip had the most evocative music and if you watch closely many of the portraits and the music are interlinked, sharing the facial expression and the emotion suggested in the music.
• Ask the children to watch  some of the video with you and when you pause the clip to suggest an emotion that the portrait is relating to its audience.Either asking children to recall key emotions language or using bi-lingual dictionaries create and English /target language checklist of emotions on the flip chart.
• The children can use this checklist as a point of reference for the second part of the activity. This time play part of the clip and conceal the screen from the children and ask them to listen to the music- can they anticipate the possible emotions on the screen when you pause the clip and reveal the portrait , just by listening to the music.What emotion does the music convey? They must tell you this in the target language!

Portrait gallery selfies!

• Using photos of themselves and music that they enjoy , can the children generate a portrait gallery of "selfies" with written and read aloud facial descriptions that can be share with the whole class on the IWB? 

Art and language learning , my blogs so far ....

This blog post is my own mental note and list of  the Art and language learning blogs I have written so far- to help the associates, colleagues within the network and me  plan purposeful and language rich learning opportunities:

3D Art and verbs using Renoir the Boating Party - Drama and Art /spoken activities (personal information , feelings, 1st, 2nd and 3rd person singular questions and responses)
3D Art and verbs stage one
3D Art and verbs stage two
3D Art and verbs stage three

KS2 Matisse Cut Outs Art and colour - dance,drama, spoken language , reading and writing
Matisse Cut Outs

Conveying emotions through Art - using the target language
conveying emotions

Rousseau and shape jungle animal sentences for jungle display  (noun verb adjective and animal descriptions) 
shape sentence jungles

Poster Power Poems (revisiting familiar language : weather,people, reactions,emotions, activities etc) - using the visual evidence in a poster to create spoken activities and performances (based on the Tour de France but activities can be used with lots of different posters etc)
Poster power poems

Preposition Picnic: creating our own sculptures using foods and cutlery/crockery and prepositions-using all 4 skills
Preposition picnic

Sentence calligrams- creating our own suitcases of Summer clothes - full sentence descriptions of items for a class display
Sentences ,objects and calligrams

Abstract Art - how we can use art to revisit and practise basic core vocabulary- colours, numbers 
Abstract art and beginners language

3D Clay and conversations - using clay sculptures to generate dialogue and conversations
3D clay scene questions and answers

If a picture paints a 1000 words. Portraits of women's faces through the ages used to practise eye, hair colour, target language names and emotions. Linking Art , Drama , music and language learning,
If a picture paints a 1000 words  

3D scene questions ,answers and clay figures

What a brilliant idea I have just come across.
Take a look below!
It's creative, imaginative and a wonderful way to bring together questions and answers to create simple exchanges of language. The site on which I found this wonderful idea is a site called "Val d'Arve news" as part of the Ecole Val D'Arve. Thank you so much! Here's the link to the Val d'arve news.

What do I like about this?

Well for a start it links art,literacy and dynamics of people's conversations and situations with target language knowledge.

It's an opportunity to practise accurate independent writing of questions and answers at whatever stage your language learners may be.

It's a great way as well to set up some real life drama snap shots too - like physical instagrams.

It's also a tool that we can use in KS2,in KS3 if we work with the Art and Drama departments and possibly to create our own "Wallace and Grommit" or "Morph" sketches using APPs and IT in KS2,3,4 and 5

How should we approach this?

• Firstly ask the children to work in pairs to generate questions and answers that demonstrate the dynamics in a relationship between for example : 

a mother and a child

two friends

a husband and wife

a teacher and a pupil

a policeman and a lost person

etcetra!

• Ask them to consider what might be the potential questions and answers between these people and and how would the people sound and what actions would they use?
• Ask the children to draw their dialogues as cartoon sketches ( sure a lot of us already do this)
• share with them some of the scenes and clay models on the Val d'Arve site. 
• Now make it 3D with clay models and sets - just like the teacher here in the Ecole Val d'arve has done!

Take a look at some of their clay models (how they convey the dynamics of the situation and the people) and scene sets (how they have cultural references in the back drop) and how they have added their speech bubble questions and answers (which add the text we need to interpret the event)!Brilliant. Thank you for the ideas Ecole Val'd'Arve!

des bonhommes en terre

Hope this inspires you too!