Embodied emotions in Medieval English language and visual arts

2013 ◽  
Author(s):  
Javier E. Díaz-Vera
Keyword(s):  
Visual Arts ◽  
English Language

Short Reviews

2016 ◽  
Vol 38 (2) ◽  
pp. 129-130
Author(s):  
Susan Teneriello
Keyword(s):  
Twentieth Century ◽  
Visual Arts ◽  
English Language ◽  
Modern Dance ◽  
Symbolic System ◽  
Dance Studies ◽  
Avant Garde ◽  
Body Imagery ◽  
Interdisciplinary Approaches ◽  
Critical Dance Studies

Gabriele Brandstetter's Poetics of Dance has remained unavailable to English-language readers until now. Widely considered a landmark book of dance scholarship when it first appeared in Germany in 1995, this provocative analysis of the early twentieth-century avant-garde in Europe is sure to continue to influence a new audience. The book's initial publication advanced the application of critical theory and interdisciplinary approaches to dance that now constitute the field of critical dance studies. Caringly translated by Elena Polzer with Oxford Studies in Dance Theory series editor Mark Franko, this work remains a unique analysis of modernity that illuminates dance as an “act of transmission,” a bridge through theatre, literature, and visual arts altering relationships to how movement is reproduced and how space is conceptualized. Brandstetter's central premise expands through reading body imagery as a historically specific context from which the iconography of pictorial patterns open up perceptual concepts. The interdependency between new models and vocabularies of modern dance and literature appearing at the turn-of-the-twentieth century brace the argument that avant-garde aesthetic debates and concerns moved through body imagery and figurations in space. The poetics of free dance (and later forms of Expressionist dance appearing in Germany) as it took shape in Europe foregrounds the dancer's movement as a transformative language and symbolic system of cultural deconstruction and renewal.

From the “Mutual Illumination of the Arts” to “Studies of Intermediality”

2019 ◽  
Vol 3 (2) ◽  
pp. 63-74 ◽  
Author(s):  
Claus Clüver
Keyword(s):  
Visual Arts ◽  
English Language ◽  
Theoretical Foundation ◽  
Binary Relations ◽  
The Past ◽  
Language Discourse ◽  
The Arts ◽  
Interdisciplinary Study ◽  
Applied Arts

This article offers an overview of the development of the interdisciplinary study of the interrelations of the arts and media during the past one-hundred years. From a focus on the binary relations of literature and the visual arts, music, and film these investigations turned into what came to be called “Interarts Studies” with a new tendency to include the interrelations of non-verbal arts and also to study configurations of a decidedly non-artistic nature. In the 1990s this would lead to the reconception of the arts as well as the applied arts and some non-artistic genres as media and their interrelations as intermediality. Simultaneously there began full-fledged attempts to construct a theoretical foundation for the study of intermediality (and transmediality) as a humanistic field, emphasizing media combination, intermedial reference, and intermedial transposition, especially adaptation. This article highlights developments in the German- and English-language discourse on these matters.

scholarly journals Use of Visual Arts in Facilitating the Speaking Skills of Students

2020 ◽  
pp. 1-10
Author(s):  
Aida Duropan
Keyword(s):  
Visual Arts ◽  
Visual Art ◽  
English Language ◽  
Phenomenological Approach ◽  
Language Teachers ◽  
Cultural Attitudes ◽  
First Semester ◽  
State College ◽  
English Class ◽  
Language Class

Aims: This study examined visual arts activities as means of enhancing speaking abilities of students. It also explored how the participants find the use of visual arts activities as strategy; how visual arts activities in English class were conducted; and what suggestions the participants can offer to improve the conduct of visual arts activities. Study Design: This study used the qualitative method particularly the phenomenological approach. Place and Duration of Study: The study was conducted in Davao del Sur State College, Digos City. It was conducted during the first semester of 2019-2020. Methodology: The 20 participants were purposively chosen. They were grouped into four focus groups. Interview guide-questionnaire based on the research questions was the main instrument used in obtaining the information. Results: The use of visual arts in English language class was interesting and effective. The student-participants found the strategy interesting because they were able to express their ideas by looking at the images. They were able to formulate sentences instantly. Importantly, giving clear instructions on what to do and allocating appropriate time to gather their thoughts; learners were able to formulate ideas and confidently share their answers to the class. The learners suggested that speaking activities through visual arts strategy may be improved if language teachers use colorful arts; consideration of time to think; regular conduct of the strategy; allow brainstorm with other students before they are asked to speak; and everyone should be allotted time to speak. The suggestions imply that the students favor and willing the use of visual art in their speaking activities. Conclusion: The appreciation of students on the use visual arts in enhancing their speaking abilities is a clear manifestation that visual arts is an effective tool in encouraging students to speak. The reason why students appreciated visual art is the motivation it provides. The visual effect of art to the students ignites and challenges them to formulate words. Thus, the use of visual art activities transform the students from uninterested to interested, from passive to active, from blunt to critical thinker. On the other hand, clear instructions to the students allow them to carry out the task according to the expected output. Moreover, time is a key element for learners to formulate well-thought answers. Hence, teachers may give provisions for time. Likewise, students clamor that visual arts should be colorful so that they could appreciate the art. However, they may not be relevant because the visual meaning does not depend on color. Interestingly, the results of study lead the English teachers to think of possible actions so that the conduct of speaking classes using visual arts may be improved. Authentic visuals arts which depict historical significance may be utilized. It may not only let the learners appreciate history but also develop cultural attitudes. Teachers may also provide and explain a speaking rubrics before the students do the task. This makes the learners informed and allows them to strategize. Lastly, teachers may also consider thematizing the visual arts so that learners become more interested and engaged.

scholarly journals Incorporating Visual Arts into English Language Teaching

2020 ◽  
Vol 8 (4) ◽  
pp. 52-56
Author(s):  
U Thulasivanthana
Keyword(s):  
Experimental Study ◽  
English Language Learners ◽  
Language Learning ◽  
Visual Arts ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Language Teachers ◽  
Learning English

Most English language learners in SVIAS consider learning English as a complex, tiresome, and uninteresting endeavor. They face unprecedented trials and tribulations in learning English as an additional language. Therefore, finding ways to stimulate learner involvement and motivation has become important for English language teachers. Current teaching methods, materials, and resources seem inadequate to fulfill the students’ attitudes, skills, interests, and needs. This experimental study examines whether integrating visual arts activities contributes to positive results for the students who would like to improve their English language skills. In addition to the experimental study, classroom observations were conducted. Arts can make learning exciting,unforgettable, and interesting. The advantages of incorporating arts in education have been extensively delineated in recent studies. Using arts in English language teaching helps to make learning exciting and unforgettable, decrease language learning anxiety, improve classroom atmosphere, increase memory and motivation, and build rapport with learners. This study aims to show the impacts of using contents visual arts in the English language classroom. The findings can assist English language teachers in promoting the use of contents related to visual arts in English class to cater to a range of preferences, strengths, and learning styles.

Modernist Objects

2020 ◽  
Keyword(s):  
Visual Arts ◽  
English Language ◽  
Fine Art ◽  
Musical Instruments ◽  
Djuna Barnes ◽  
Consumer Society ◽  
Literary Magazines ◽  
The Feminine ◽  
Mind And Body ◽  
The Mind

Modernist Objects is a unique mix of cultural studies, literature, and visual arts applied to the discrete materiality of objects. It places objects, how they emerge or withdraw, how they fashion us, and what status they hold, at the heart of what constitutes modernism. Three processes are consistently to be observed in modernist object experiments: objecting to realism, fashioning the human, and performing the ornamental. The cumbersome bourgeois semiotics of material possessions was itself taken on by writers as diverse as Beckett or Djuna Barnes as a material to be chipped away at, given new life or hollowed out. Writers and creators embraced the object in a way that culminated in such intimate extensions of the mind and body as constructivist clothing, literary magazines, musical instruments, and restorative sculptures. The most skin-deep artifice is shown here to have epoch-changing potentialities. Can a lost brooch define the feminine through an aesthetics of absence? Can the ever-accelerating succession of hats on the head of a lonely alien in Paris,or of manufactured appliances on the dress of a German baroness, loosen the maddening grip of consumer society? Can the bourgeoisie be placed in a position to camp gender (Boscagli) through the use of Japanese lacquer on the outer surfaces of a recliner? This book is characterized by attentiveness to works hitherto considered as minor alongside canonical ones, a careful reclaiming of women’s writing and fine art, and a methodological habitof extending transnational probes outside the realm of the English language.

scholarly journals USING VISUAL ARTS TO ENHANCE ENGLISH POETRY COMPREHENSION FOR ENGLISH LANGUAGE AND LITERATURE STUDENTS

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Irene Kusumawardani ◽  
Dian Novita
Keyword(s):  
Foreign Language ◽  
Visual Arts ◽  
English Language ◽  
Research Study ◽  
Traditional Approach ◽  
English Poetry ◽  
Library Research ◽  
Language And Literature ◽  
Figure Of Speech ◽  
Verbal Imagery

Poetry as a genre of literature is required subject for students of English Language and Literature in Higher Education in general. However, compared to other genres such as drama and prose, poetry is often found as the most challenging subject to teach and to learn. Even though English poetry has been taught in many non-native countries for many years, traditional approach which is textual has dominated the teaching of poetry in classroom. Based on the experience and knowledge, the writers found that the problem of learning English poetry for foreign language students is due to its complex language and infamous interest amongst the students as well as the teachers. Therefore, the teaching of poetry should enliven the learning atmosphere and envision the figure of speech of the poem, which are commonly found to be difficult to be done by the students. According to D.H. Kehl, there is somehow interconnection between poetry and visual arts. Poetry and visual arts have almost the same characteristic in conveying arts. Poetry use verbal imagery while painting use visual imagery. Considering the existing connection of the two aspects, this library research study proposes the use of visual arts in order to enhance students’ comprehension of poetry given in classroom.

scholarly journals Critical ESP Textbook Evaluation: The Case of Visual Arts Textbook

2017 ◽  
Vol 11 (1) ◽  
pp. 219-236
Author(s):  
Amin Karimnia ◽  
Fatemeh Mohammad Jafari
Keyword(s):  
Foreign Language ◽  
Visual Arts ◽  
English Language ◽  
Descriptive Analysis ◽  
Structured Interviews ◽  
Textbook Evaluation ◽  
Qualitative Descriptive ◽  
Iranian Context

Summary Since textbooks are one of the integral components of the learning process, their evaluation is important to improve their correspondence to the learners’ needs and goals. Particularly, in societies in which English is used as a foreign language, ESP textbooks play a crucial role in developing students’ skills of English in job-related situations. The present paper discusses the quality of ESP textbooks by performing a case study of an English for Specific Purposes (ESP) textbook “English for the students of Visual Arts (Painting, Graphics, & Sculpture)” developed and published by SAMT as the pioneer in developing ESP textbooks in Iranian academic setting. The study tries to investigate the overall suitability and pedagogical value of the ESP textbook and the features which make it distinguishable among its global counterparts. The study was carried out by drawing on a model proposed by McDonough and Shaw (2003), with an intention to evaluate the present quality of the Visual Arts ESP textbook critically. Both visual and content-based aspects of the book were thoroughly evaluated to identify their general pedagogical value by using the method of qualitative descriptive analysis. In that way, the Visual Arts textbook was analysed on the basis of the framework and guidelines suggested in the available checklist. In addition, semi structured interviews with graduate students, English instructors, subjectspecific instructors, and experts in Visual Arts Courses such as Painting were performed to clarify their opinions about the need for ESP and to analyze their perceptions of English language in general and English for special purposes in particular. The findings of the present study have revealed that there is a fundamental necessity for revision and development of future ESP textbooks in Iranian context. Moreover, the findings imply that traditional materials and frameworks are not responsive to students’ needs and genre knowledge in majors of the Visual Arts.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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