ENGLISH SEMINAR

EDM-211

SUBMITTED BY: VRINDHAA SHARMA

B.ED 2ND SEM
(1902437)
TOPIC – INTEGRATIION OF VISUAL ART IN
TEACHING OF ENGLISH
 INTRODUCTION
Arts integration is an approach to teaching that integrates the fine
and performing arts as primary pathways to learning. Arts integration
differs from traditional education by its inclusion of both the arts
discipline and a traditional subject as part of learning (e.g. using
improvisational drama skills to learn about conflict in writing.) The
goal of arts integration is to increase knowledge of a general subject
area while concurrently fostering a greater understanding and
appreciation of the fine and performing arts. The John F. Kennedy
Center for the Performing Arts defines arts integration as "an
approach to teaching in which students construct and demonstrate
understanding through an art form. Students engage in a creative
process which connects an art form and another subject and meets
evolving objectives in both."
 CONT…
In any English class it's important to vary the activity type to
maintain interest. You will always be dealing with different types of
learners, some prefer solving puzzles and singing songs, and some
enjoy working in groups while others prefer working on their own.

With very young learners and young learners it's especially

important to cater to the different learning styles in your classroom
as when learning stops boredom can quickly take over. Here are
some tips on how to successfully integrate arts and crafts into your
lessons without becoming overwhelmed by a sea of cut up paper
and losing your learners under piles of glue and sellotape.
 AIMS OF INTEGRATION

• To integrate arts and crafts in the English

classroom without losing sight of a learning
objective
• To cater to a range of learner styles
• To successfully give instructions for a craft activity
in order to include all children
• To reflect on having an organised approach to
craft activities in order to be time efficient.
HOW CAN WE INTEGRATE ART IN TEACHING
ENGLISH?
•Prepare as much as possible before the lesson without removing the creative element of the
activity. Carefully consider the different stages of making the craft and decide which stages the
children can do themselves, which they can't, which stages will allow them to be creative and
which won't.

•Always ensure you have sufficient tools for all the children in the class. If a child has to wait a
long time for glue or scissors there is less time for learning and they will get bored.
•See if you can use templates for part of the craft to help the very young learners. If drawing a
dog is necessary for the craft but not the main focus of the activity then consider providing a
photocopied template for each child.

•Always prepare your instructions and have models of what you want the children to make at
different stages of completion to demonstrate clearly what they need to do. With your very
young learners you could do the activity stage by stage making sure that they have all completed
one stage before moving on to the next. You can avoid quick finishers getting bored by asking
them to help the others.
 CONT…
• Make your instructions as simple as possible. This should be done in English so they become part
of the language learning process. The more you use simple instructions such as ‘cut, stick, fold'
etc the quicker the children will pick up and retain this vocabulary. You will not be helping them
by giving instructions in their first language. You should however ensure that everyone has
understood what they have to do before moving on. If your instructions are too complex they
will get lost and you will lose their interest.

• Consider what language the children will be using and more precisely what language you would
like them to be using pre, during the craft activity and post-making. You don't necessarily have to
insist on language work for all three stages, the object could be made to be used for a language
exchange afterwards, but you mustn't lose sight of the fact you are in an English class and not an
art class.

• Vary the type of craft supplies you use - be innovative. Use modelling clay, paper, coloured card,
shiny card, wool, string, sticks, pasta shells, fabric, beads, cereal packets, plastic bottles, buttons,
leaves, pebbles, bits of ribbon, pipe cleaners, newspapers, magazines... Collect and store your
craft supplies so that you don't waste time searching for bits of string at the last minute.
 CONT…

• Always have an activity whereby the children can actually use what they've
made. Don't let the craft itself be the end of the learning cycle. Give the
learners something meaningful to do with their object. This could be acting
out a few phrases in English with a finger puppet or telling a story using a
book they've made.

• Don't underestimate the value of letting a child create something that they
can personalise. The moment they walk out the door carrying their English
bookmark or their English pirate hat they are transferring what they've done
in class to their home environment. If they leave the classroom able to
enthusiastically tell someone about their object, why they made it and what
they did with it they are much more likely to leave with a positive image of
learning English.
THANK YOU