I was always very proud of my hanging files of laminated images of clothing, climate, and food which I used when I taught French as a foreign language. Back in the day. I never thought twice about showing a print of a Matisse painting to practice creating dialogues on hobbies.
However, although I decorate my class room with various prints, postcards and original student art and photographs; I hardly ever use them as a springboard to discussion in my intermediate to advanced ELL courses.
Until I read the following:
Blog post on using visual art to teach and practice the expert stances and strategies of reading nonfiction! https://t.co/feaLnO3pLW
— Jeffrey Wilhelm (@ReadDRjwilhelm) January 3, 2017
By the way, over the years Jeff Wilhelm’s ideas have greatly inspired my teaching which, of course, benefit my students’ learning.
We are currently reading American Born Chinese by G.L.Yang, and Wilhelm’s lesson plan on visuals and identity seemed taylor-made for our discussions on growing up. The students completed a see, think, wonder chart, and I was surprised at how much guidance they needed in ‘close’ reading of an image even though we’d already practiced noticing detail in photographs.
My takeaway was obvious. There is a need for more analysis of visuals. I have chosen several images to promote thinking and writing on how culture shapes who we are. I am looking forward to a lively discussion. My students from countries such as France, Spain, Angola, Russia and South Korea are well aware of the small changes they have had to make in order to fit in to an American international school.