Incorporating art into language education*by Miori Shimada (Keisen University) |
Abstract |
This paper introduces three ways to incorporate art into university EFL classes. It also discusses art activities which proved useful among small groups of elementary EFL university students in helping those students become more autonomous learners. The art activities include: coloring, collage, and PowerPoint self-introductions. Through these activities, students were able to reflect their own lives and share their thoughts with other students. The paper concludes that art activities would allow language students to explore their personal interests and foster their self-esteem, thereby contributing to motivation in the classroom. Keywords: EFL classroom exercises, art projects, repeater EFL classes, psychotherapeutic language activities |
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". . . art therapy is like play, and patients are able to feel the pleasure of making their art works. ." |
[ p. 61 ]
ParticipantsName | Nationality | Academic Year | #Years at the univ. |
C7 | Korean | 2 | 2 |
C8 | Chinese | 1 | 1 |
C9 | Chinese | 1 | 1 |
C10 | Thai | 1 | 1 |
C11 | Chinese | 1 | 1 |
C12 | Chinese | 1 | 1 |
C13 | Chinese | 1 | 1 |
C14 | Chinese | 1 | 1 |
[ p. 62 ]
Time frameClass 1 | Class 2 | |
Presentation order | Circular, clockwise | By rows, from left to right |
Presenter placement | Presenter remained seated | Presenter stood in front of the row |
Q & A session | After all presentations finished One question and at least one comment to any presenter |
After each presentation One question or comment to each presenter |
Name | Nationality | Year | #Years at the univ. | # Previous failures of the same course |
CL9 | Japanese | 4 | 5 | 1 |
CL2 | Japanese | 3 | 4 | 2 |
CL3 | Japanese | 2 | 4 | 2 |
CL10 | Japanese | 4 | 4 | 1 |
[ p. 63 ]
Time frame[ p. 64 ]
Class | #Stds. | Nationality | Coloring Activity | Collages | PowerPoint |
Class 1 | 6 | All Japanese | ○ | X | X |
Class 2 | 8 | All international | ○ | X | X |
Class 3 | 8 | All | X | ○ | X |
Class 4 | 4 | All Japanese | X | ○ | X |
Class 5 | 6 | All Japanese | △ | X | ○ |
[ p. 65 ]
Class 1 | Class 2 | |
Mid-term | No particular mid-term assignment (Sum up the scores of regular assignments such as: mini-reaction paper and the Q&A of each unit) | Written reaction (one page) based on the story of one unit which is similar to the final assignment of Class 1 |
Final | Written reactions (one or two pages) based on at least two stories of the textbook and read and read in front of the class with the colored pictures. Then answer the questions from the other students. | Create one original story with a visual image and present it in the poster session in the classroom. |
[ p. 66 ]
Rank | Comment | #Stds. making this comment |
1 | I enjoyed the activity. / It was fun | 10 |
2 | My English improved. | 6 |
3 | Each story had an appropriate length for the class time and was interesting. | 4 |
4 | It was interesting to hear the unique comments of my classmates. I felt like I could do it and will keep trying. | 3 |
5 | I was a little confused with this activity at first because I had never been taught this way. | 2 |
[ p. 67 ]
Rank | Comment | #Stds. making this comment |
1 | I enjoyed the activity. | 6 |
2 | I had more desire to communicate with my classmates. | 3 |
3 | My English improved and I made more effort. | 2 |
"Art has potential not only as a brain exercise or in psychotherapy, but also in language education." |
Main Article | Appendix A | Appendix B | Appendix C | Appendix D |
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