A few years ago, when I was still in the "business" of languages and literatures, I was part of a long-term academic project that built programs integrating the teaching of languages and art. More specifically, I created activities aimed at students of Italian and Spanish that used art resources available in museums or online - images of art as well as text - geared toward a specific proficiency level. The project came from the idea that language is inevitably rooted into culture and it only makes sense - pedagogically and philosophically - to use art in the teaching of Italian or Spanish.
When I was developing those materials I took the initiative to consult with a few art professionals - an art history researcher and a curator (or maybe an educator? I wasn't paying much attention to that distinction at that time) from the Museum of Fine Art in Boston. Even though I was not required to, I wanted to make sure that the information I presented in the activities was factually correct. The criticism I received from the MFA was that the information may very well be correct, but that the notions of art in the activities were subordinated to language learning. I didn't pay much attention to that and, at the time, didn't understand why this should even be a problem - it was supposed to be that way, after all!
But I now understand the skepticism of the museum professional. In 2016, when I taught Italian again, I created an activity that invited students to visit the Kimbell Museum and enjoy and discuss one of my all-time favorite masterpieces - Caravaggio's Cardsharps. Since this was optional, only one student took advantage of it, but now with my art background, I realized how vulnerable this approach was to making art an illustration for linguistic or even cultural concepts. I believe my curriculum was successful, but - on the other hand - still convinced that art and language learning go together - would love to have more opportunities to combine and teach both.
I met with the current coordinator for the Italian program at UNT and we are delving in these issues. Even though students will not visit the museum, I am planning an off-premises activity with the visit of the artist. It will be based on the following art AND languages concepts: color, limits, emotion, representation and objecthood, transparency and opacity.
I am forging ahead with the children's activity book for MADI art - it seems to be an easily fitting outcome for my work with the museum. As about the touch self-guided one, it most probably will be a take-along puzzle of transparent acrylic sheets or origami.
Other than that, it may seem mundane but after much, much negotiations and phone calls, my most exciting result so far is to get DHL to complete their shipping. Whew! Please keep your fingers crossed!
As one who has studied art and language concurrently, I really appreciate you creating programming that incorporates both. I found my studies of language and art informed each other and contributed to me gaining a better understanding of both. I feel language programs are more willing to incorporate discussions of culture than art programs are to incorporating language so I am interested to hear of how you will incorporate language into the activity.
ReplyDeleteYes, I agree that the combo of art and literature/language is mostly appreciated and practiced on the side of language teaching. Frequently though even in that context art is just used as a topic to talk about in class (or as a feature of the culture in which the language is spoken) and not the concentrated focus of attention. In the lesson on Caravaggio, it was easier to make sure art is given its proper space since just by explaining Baroque art in general terms already the most important elements of Caravaggio's work are addressed - and everything else is an added adventure.
ReplyDeleteI won't really incorporporate language in art, since this is already a given: the students are studying Italian and the discussion will be in Italian (depending on their proficiency level, of course). I would say, it is the other way around, I will be incorporating art in their program. In the case of UNT students, this is especially easy from the standpoint of language since the group consists of students at the the advanced level (so, great general vocabulary) and their curriculum already includes topics from Italian culture. In the museum world, this would equal "adult audience". For SMU and UD, it will be a bit more tricky to combine both, since the language proficiency level of the group is not as advanced, but the topic of MADI art lends itself easily to vocabulary commonly studied at the beginners' level: geometric shapes and colors, as well as prepositions (in describing the works of art, for example). We'll see how it turns out!
Egads! Sorry to read about the hassles you have had with DHL. That sounds like a hair-pulling experience! I am glad it worked out though my fingers will remain crossed! :)
ReplyDeleteLanguage and art.... that is a connection I have been thinking about a lot lately. I think of learning about art/art history and attending museums like I think of learning a different language, which is why I think people who don't know "the language of art" feel frustrated when looking at art or going to museums. Same with museum-going; it is kind of a different language that you have to learn in order to navigate an art museum comfortably. So, I think of art museum educators as, well, educators who teach how to read/speak/listen in this other language and who also act as translators. Does that make sense to anyone else?!? :)