Beyond Van Gogh Presented by Suhair Shalabi ETAI

Beyond Van Gogh Presented by: Suhair Shalabi ETAI Mini-Conference – Afula Oct. 27 th, 2010

I think u know me, don’t U ! 2

If not him, then what about me! 3

And what’s the connection between 1943 and 1853 ? 4

? ? ? ? 2 genius people were born … 5

The 1 st is … & the 2 nd is … Howard Earl Gardner (1943 - ) Philosopher, educator, lecturer writer. , etc. 6 Van Gogh (1853 -1890) an artist

But what is the connection between them and teaching English? Before answering the question let’s see what did they give to humanity… 7

Van Gogh left beautiful pieces of art That express history, feelings, suffering, desires, dreams and so on 8

While Gardner… • has questioned the idea that intelligence is a single entity, that it results from a single factor, and that it can be measured simply via IQ tests. • And came back with his multiple intelligences 9

Gardner’s seven intelligences Intelligence 1 Linguistic sensitivity to spoken and written language, ability to learn languages, and use it to accomplish certain goals. Writers, poets & lawyers are among those having high linguistic intelligence. 2 Logicalmathematical capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically 3 Musical involves skill in the performance, composition, and appreciation of musical patterns 4 Bodilykinesthetic potential of using one's whole body or parts of the body to solve problems. 5 Spatial potential to recognize and use the patterns of wide space and more confined areas. 6 Interpersonal capacity to understand the intentions, motivations and desires of other people 7 Intrapersonal capacity to understand oneself, to appreciate one's feelings, fears 10 and motivations.

Still, what brought Gardner, Van Gogh and teaching English ? ? ? 11

Guess what It’s me! 12

Stressing different intelligences Applying Gardner to Van Gogh Class: 6 th grade, good at English. Book: Panorama. Domain: presentation. Target benchmark: present information on limited content, supported by visual aids. Materials: • paper, pens, pencils, colors, paint, crayons, brushes, etc. • Spoons, forks, grains, and other simple musical instruments. • A number of V. G’s paintings. • Costume, make-up, etc. 13

Objectives (SWBAT) Students will be able to… • Use the material they have in the stations. • Choose two different ways to work on the material. • Add their own knowledge to the task they have chosen. • Present the finished work in front of the class. 14

Procedure (A day before the activity): 1. Introduce the tasks/intelligences and explain. 2. Present the assessment rubric and the criteria. 3. Circle the 2 tasks you want to work on. 4. Arrange the pupils into groups. (The day of the activity): 1. Experience the intelligences (20 min each). 2. Present the creative work. 15

Intelligences, Activities, Actions & Materials Intelligence Name of activity Actions Materials Verbal-linguistic V. G in a story Create a story on one of V. G’S paintings Pens, paper & textbooks Musical Singing V. G Create a song for V. G Musical instruments, pen, paper & textbooks Bodily-kinesthetic Acting V. G Act the following scene Clothes, brush, paint, make up, etc. Interpersonal Interviewing V. G Interview V. G Pen, paper & textbooks Bodily-kinesthetic Painting for V. G Paint your own sunflowers Paint, paper & brushes Spatial V. G painting in puzzles Work on the puzzle pieces to reveal the painting V. G’s paintings cut into pieces Naturalistic Amazing sunflowers Prepare a CV for the sunflower 16 Written material about sunflowers

Rubric & Teacher’s Assessment Task Intelligence Level 1 Level 2 Level 3 1 Verbal-linguistic All words spelled correctly. No gr. mistakes. Coherent (easy to understand & clear) story Most of words wellspelled. Some gr. Mistakes. Maximum 2 unclear sentences Lots of spelling/gr. Mistakes; it’s not coherent 2 Musical Good rhyme & use of tools Accepted rhyme. Use of tools isn’t enough No rhyme at all; poor use of musical tools. 3 Bodily –kinesthetic Good speech: moving with self-confidence Good reading; poor movements; shyness Poor pronunciation; unstable movements; no self-confidence 4 Interpersonal Right syntax & different topics Shallow questions with good syntax Unclear confused questions & syntax 5 Bodily-kinesthetic Use colors, deal with space; clear & clean Unsuccessful use of Inability to use colors & space in some Inability to deal with parts; not enough spaces & cleanness clean 6 Spatial Complete all the paintings Completed half of the paintings Failed to complete the puzzles. 7 Naturalistic Succeed to fill the whole CV correctly. Fill half of the information/all of it with mistakes Failed to fill the CV 17

Stations (placed on cardboard in each station) No Activity Elaboration 1 V. G in a story Books pp. 37, 39, 40, 41, 42. choose a painting & write a story about when, how, why & where he painted it. 2 Singing V. G Use musical instruments & create a chant for V. G. you can use books pp. 38 -43. 3 Acting V. G Act the following scene or part of it. Use the stuff before U. 4 Interviewing V. G Imagine interviewing V. G. , What questions would you like to ask him. 5 Painting for V. G Try to paint your own sunflowers. Use V. G’s painting. 6 V. G’s in puzzle Work the pieces of each puzzle and make V. G’s painting 7 Amazing sunflowers Read the following information about sunflowers & fill the CV 18

Amazing Sunflowers It is a plant. It has yellow flowers. It grows from 1 to 3 meters tall and has 1 or more heads of flowers. The head of the sunflower reaches more than 30 cm and gives 1000 black seeds. The head moves to face the sun during the day. Sunflowers are rich in nectar and bees use it to make honey. Sunflowers seeds are rich in protein and calcium. Man makes oil from the seeds for cooking and making soap. People eat the seeds raw, cooked, roasted or dried or ground them to use in bread and cakes. The seeds and the roasted seed-shells are used to make coffee. Yellow dyes are made from the flowers, while black dyes from the seeds. Nectar ﺭﺣﻴﻖ , soap ﺻﺎﺑﻮﻥ , roasted ﻣﺤﻤﺺ , dyes ﺻﺒﻐﺔ , dried ﻣﺠﻔﻒ , oil ﺯﻳﺖ , during ﺧﻼﻝ , seeds ﺑﺬﻭﺭ , reach ﻳﺼﻞ ﺇﻟﻰ , ground ﻳﻄﺤﻦ 19

C. V. • • • My name is _____. I am _____(color). I am _____(height )ﻃﻮﻝ. My seeds are ______. I can carry _____seeds. My seeds are good for ____, making _____and ____. You can eat my seeds ____, ____ or ______. My seeds are rich in _____and _____. I give bees ______. I ______with the sun because I have to. ______loved me therefore ( )ﻟﺬﻟﻚ he drew me a lot. 20

Pupil’s self-assessment • I did poor/average/good in both tasks. • I enjoyed task 1/2/both tasks. • The tasks helped me feel I am good at ___________. • I like task 1 because________ • I like task 2 because_________. • I think my group did poor/average/good job. • I think I deserve low/average/high grade. • I think my group deserves low/average/high grade 21

Hope U enjoyed our work ASALAMU ALAIKUM 22