Upper-Intermediate |
Interpreting Art

  • Are you good at art? Is there such a thing as "bad" art, or is all art inherently valuable?
    • Is art a skill that can be self-taught through training and should all citizens have access to it?
  • Should public funds be used to support the arts, and if so, how should that funding be allocated?
    • Should artists be financially compensated for their work, or should art be accessible to all regardless of monetary value?
    • Should art be used to educate and inform people about historical events or cultural practices?
    • Can art be used to create social change, and if so, how effective is it as a tool for activism?
  • If art can be a form of influence and propaganda, should it be censored or restricted in any way to protect certain individuals or groups?
    • Should artists have complete creative freedom, or should there be limits on what can be depicted or created (think: nazi art, CGI paedophilia, Charlie Hebdo)?
    • Should artists be held accountable for the messages or meanings behind their art, and the impact that their art has on society or individuals?

Warm-up | Discussion

Vocabulary #1 | Basic.
Relating to Art

1 opening a the established works, individuals, or theories that form the historical backbone of a particular discipline or genre
2 curator b the works of art which are always on display in a gallery
3 pieces c a work of art that the gallery has bought recently
4 permanent collection d the skill of arranging multiple elements in a pleasing way
5 gallery assistant e a large international art exhibition held every two years
6 canon f The person who selects and presents artworks for exhibitions
7 composition g works of art
8 stage/hold an exhibition h an event at which people can see an exhibition for the first time
9 handler i display a group of artworks to the public
10 new acquisition j The person who greets visitors and answers questions
11 Biennial The person who carefully packs and unpacks works of art
  • What art exhibitions have you attended?
    For each:
    • What were the topics addressed?
    • What notable memorable or influential art did you see?
    • How would you describe the exhibition overall?
      • Evocative? Visionary? Controversial? Moving? Impactful? Amateurish? Pretentious?
        • Was it worth the entrance fee?
    • Was the gallery accessible to a wider audience or only to artsy types? How / Why?
      • How could it have been improved?

Warm-up | Experiences

What can you guess about:

1. The poeple in the painting?
2. The relationships between them?
3. What's happening?

Listen to the audio guide commentary.

In which order do we hear about people 1 - 6?

Listen again. What does the commentary suggest about:

  • What aspects of the painting do you like or dislike?
  • Having listened to the commentary, do you feel differently about the painting?

Post-Listening | Reaction

Find five pairs of higlighted expressions with similar meanings.

Vocabulary | Describing Images

Use the expressions to describe: what your photo shows, the most interesting or significant details, how you interpret the painting.

Using Vocabulary | Describing Images

Pre-reading | Predictions

  • The exhibition features...
  • The exhibition / piece / artist references...
  • The piece represents...
  • It describes...
  • ...reflects on themes of...
  • The work reveals...
  • The monument depicts...
    The authors depiction... (+ comment)
  • [The artist] portrays...
  • [This artist] is known for...
  • The work quotes from... (copies directly)
  • The work exemplifies... (serves as an example)
  • The works rehash (reuse lazily)...
  • [Work X] renders [Work Y] Z
  • The collection interprets...
  • [The artist] borrows compositions of...

 

  • It is thought that...
  • The man is believed to be...
  • Have you seen these works before? Does the style remind you of the works of other artists?
  • What do you imagine the pieces/exhibitions may be about? What are the overall theme?
  • Some use more traditional forms of art, the others less so. Which type would typically pique your interest more?

Vocabulary | Design Classics

  • What are the two products below?
  • When were they made and what is the connection between them?
  • What made them good designs?

Vocabulary | Design Classics

  • What are the two products below?
  • When were they made and what is the connection between them?
  • What made them good designs?

Vocabulary | Design Classics

Vocabulary | Design Classics

  • Are there any other design principles which you believe are important? 
  • What are some products/apps that you use that are well designed?
  • What do you think of the designs of the products below? Which invention do you think was the best?
  • What are some products which are badly designed. Why do you believe they are badly designed?

Does the paperclib deserve to be regarded as a "design classic"?

Reading | The Paperclip

What info is given about:

Reading | The Paperclip

Grammar | Past Participle Clauses

  • According to a study which was conducted by Lloyds Bank, ...
    • = According to a study conducted by Lloyds Bank, ...

 

  • Defining past participle clauses
    • Of every 100,000 paperclips made in the US, 17,200 hold clothing together. 
      • Focus on defining subsection  
      • Comes after noun.

 

  • Non-defining past participle clauses
    • The one readers will have in mind is the familiar double U-shaped 'Gem' clip, made originally by Gem Manufacturing Ltd.
    • First patented by Johan Vaaler, the humble paperclip remains indespensable.
      • Adds extra details about subject.
      • In any position, separated from noun by a comma.

Upper-Intermediate | Interpreting Art

By Adam Wyett

Upper-Intermediate | Interpreting Art

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