ART IN THE GERMAN CLASSROOM

MARCEL P. ROTTER, UNIVERSITY OF MARY WASHINGTONACTFL, 2016

WHY ART?ACTFL Standards

COMMUNICATIONCOMMUNICATE EFFECTIVELY IN MORE THAN ONE LANGUAGE IN ORDER TO FUNCTION IN A VARIETY OF SITUATIONS AND FOR MULTIPLE PURPOSES• Interpersonal Communication • Interpretive Communication• Presentational Communication:

CULTURESINTERACT WITH CULTURAL COMPETENCE AND UNDERSTANDING• Relating Cultural Practices to

Perspectives: • Relating Cultural Products to

Perspectives:

CONNECTIONSCONNECT WITH OTHER DISCIPLINES AND ACQUIRE INFORMATION AND DIVERSE PERSPECTIVES IN ORDER TO USE THE LANGUAGE TO FUNCTION IN ACADEMIC AND CAREER-RELATED SITUATIONS• Making Connections: Learners build,

reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

COMPARISONSDEVELOP INSIGHT INTO THE NATURE OF LANGUAGE AND CULTURE IN ORDER TO INTERACT WITH CULTURAL COMPETENCE• Cultural Comparisons: Learners use the

language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIESCOMMUNICATE AND INTERACT WITH CULTURAL COMPETENCE IN ORDER TO PARTICIPATE IN MULTILINGUAL COMMUNITIES AT HOME AND AROUND THE WORLD• School and Global Communities: Learners

use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

WHAT ART FOR WHAT LANGUAGE LEVEL?

• Beginners • Mimetic, narrative, realistic artifacts• Focus on geometric forms, colors, spatial and interpersonal relationships, narrative,

• Intermediate• Impressionistic, expressionistic, symbolic artifacts• Focus on symbols, relationship of viewer to artifact, opinion, artist’s biographical aspects,

societal context• Advanced

• Abstract and performance art• Focus on technique, concept, void

Also consider maturity level

FROM THE FAMILIAR TO THE UNFAMILIAR

1. Mimetic, narrative, realistic artifacts, familiar situations2. Impressionistic, expressionistic, symbolic artifacts3. Abstract and performance art

F. G. Waldmüller: Nach der SchuleSource: DW – Kunst im DaF Unterricht #9

SPATIAL RELATIONSHIPS

Also:• Colors• Personal

relationships• narrative

Source: DW – Kunst im DaF Unterricht #9

PARTNER EXERCISE

• Distribute images (postcards, prints) to students, each pair receives one. One partner describes the images, the other• draws what s/he understands and

imaginesor• identifies which image it was from all

used images on the table/floor• Variation in a gallery → → → → → → →

Source: Ab ins Museum, p.50

LET’S TRY IT OUT!

FROM THE FAMILIAR TO THE UNFAMILIAR

1. Mimetic, narrative, realistic artifacts, familiar situations2. Impressionistic, expressionistic, symbolic artifacts3. Abstract and performance art

SYMBOLS AND METAPHORS

Source: DW Unterrichstreihe Nr. 7

INTERACTION

“Arbeitet mit einem Partner: Der Mann bietet euch einen Platz auf dem Stuhl an. Wie und warum tut er das? Achtet auf die Gestik. Achtet auf sein Gesicht. Was sagt er zu euch, damit ihr euch setzt? Verfasst einen kurzen Dialog zu den Bildern zwischen dem Mann und einem Passanten. Präsentiert ihn gemeinsam vor der Klasse!”Source: DW Unterrichstreihe Nr. 7

FROM THE FAMILIAR TO THE UNFAMILIAR

1. Mimetic, narrative, realistic artifacts, familiar situations2. Impressionistic, expressionistic, symbolic artifacts3. Abstract and performance art

FRANK STELLAARBEIT MACHT FREI, 1958Discussion topics:• Memory and Forgetting• Why do artists who deal with

traumatic events decide to forgo details or realistic depiction

• How do Holocaust memorials worldwide differ? Which represent the un-representable?

• How do memories of war differ in Germany and the U.S.? Source: Haus der Kunst, Arbeitsblatt “Postwar Kunst zwischen Pazifik und

Atlantik, S. 11.

HOW TO GET YOUR STUDENTS TO COMMUNICATE ABOUT ART?• Offer different styles and media (Realism, Baroque, Impressionism,

Expressionism, abstract art; painting, photography, sculpture)• Let students choose what kind of art they would like to talk about

(provide image bank, free search in Internet, museum visit)• Let students produce different Textsorten

• Presentational: • Interpersonal• interpretive

ÖSTERREICH. MALERISCH

• Presents a series of pictures• Is organized by theme rather than chronologically

(Mädchen und Frauen; Im Gespräch; Szenen; Abstraktes)

• Lets students either assign titles from a “word bank” or find their own titles

• → gives students a greater overview

EXAMPLE: SZENEN

1. Bilder betiteln2. Titel zuordnen3. Bilder beschreiben4. Welche Sinne spricht das

Bild an?

WE ARE GOING TO A GALLERY!

• The best place to talk about art, is in a gallery• For many students, it’s the first time they visited a gallery or art

museum• Handout

EXAMPLE OF TEXTSORTEN

Source: DW Unterrichtsreihe #3 Fenster

INTERPERSONAL MODE: ARTIST AND CRITIC

Source: Ab ins Museum, p..

WHAT IS ART? WAS IST KUNST?

Try to define it! • What’s the difference to craft, and design?• What is not art?• Can you cite examples?

RESOURCES - INTERNET• Deutsche Welle: Unterrichtsreihe Kunst im DaF-Unterricht http://

www.dw.com/de/kunst-im-daf-unterricht-eine-unterrichtsreihe/a-19277234 • Österreichisches Kultusministerium http://

www.kulturundsprache.at/site/kulturundsprache/unterrichtsmaterialien/landeskunde/landeskundematerialien/article/3064.html

• Haus der Kunst, München – Arbeitsblätter http://www.hausderkunst.de/lernen/andere-lerninhalte/lerninhalte-arbeitsblaetter/

• 14 KOSTENLOSE DAF Bildende Kunst Arbeitsblätter - ISL Collective https://de.islcollective.com/resources/search_result?Vocabulary_Focus=Bildende+Kunst https://de.islcollective.com/resources/search_result?Tags=Kunst&searchworksheet=GO&type=Printables

• WebMuseum (Die Bilder sind nach kunstgeschichtlichen Perioden geordnet.): http://www.ibiblio.org/wm/paint/

• Kunst im DaF Unterricht https://pamvotisdeutsch.wordpress.com/2011/09/20/kunst-im-daf-unterricht/

RESOURCES - BOOK

Vetter, Susanne; Wachter, Steffen. Ab ins Museum! Die Art+Weise einen Museumsbesuche zu planen. Leipzig: Passage- Verlag, 2013

ISBN-10: 3954150123ISBN-13: 978-3954150120