Name
Salvador Dalì - A CLIL Module
Topic
Surrealism and Dalì
Learning time
Designed time
9 hours and 25 minutes
Size of class
28
Description
The students are in the Tourism Section of a Vocational School in Italy and in 13th Grade they study History of Art and in particular some 20th century artists. They are going to visit an exhibition about the Spanish artist Dal in Pisa. The students' English level ranges from B1 to C1. The lessons have taken place in a classroom equipped with laptop, beamer and Apple TV; the students had some iPads they could use in groups. Both the content teacher and the English language teacher were there at all times.
Aims
- Understanding the main concepts of Surrealism; - Identifying some Surrealist Techniques; - Getting to know the life and works of Salvador Dalì; - Describing and comparing some of the most important paintings by Salvador Dalì; - Interacting with a museum guide and asking suitable questions when visiting an exhibition of Dalì's works; - Writing a review of the exhibition; - Searching information on the Internet about related topics (Surrealist cinema, other related artists such as Frida Khalo, the figure of Gala in Dalì's life etc.); - Re-elaborating the information and presenting it to the class.
Outcomes
Knowledge, Analysis, Evaluation, Application, Affective learning outcomes
Editor
luisella.mori
Edit
Getting to know Dalì
50 minutes)
  • Read Watch Listen
    10
    28
    1
    The students watch a short video about the life and works of Dalì. If needed, the video can be seen twice.
  • Discuss
    10
    28
    0
    The students discuss the video and identify core concepts together; they list significant terms to enrich their vocabulary.
  • Produce
    30
    1
    0
    Individual activity: at home, the students watch the video again and summarize it in 10 lines: personal opinions are welcome!
Notes:
Resources linked: 0
Analyzing a painting: The Accommodations of Desire
55 minutes)
  • Collaborate
    10
    2
    0
    In pairs, the students discuss Dalì's painting in pairs, and try to answer the following questions: - what can you see? - what objects can you identify? - can you imagine their meaning? - what adjectives can be suitable to describe this painting? - how do you feel about it?
  • Discuss
    10
    28
    0
    The students report to the class and discuss their ideas.
  • Read Watch Listen
    10
    28
    1
    The students read the description of the painting on the official website of the Metropolitan Museum in New York
  • Discuss
    10
    28
    0
    The students discuss and compare their ideas with the interpretation they can find on the MET website.
  • Read Watch Listen
    10
    28
    1
    The students listen to the audio track in the attached resource and fill in the gaps.
  • Practice
    5
    1
    1
    As a homework, students do the drag and drop exercise about the objects in Dalì's painting.
Notes:
Resources linked: 0
Analyzing a painting: The Persistence of Memory
40 minutes)
  • Collaborate
    10
    4
    1
    In groups of 4, the the placemat metaphor and discuss the painting: Which objects can you identify? Can you imagine the moment of the day? Are there any universal symbols? How does the painter modify them?
  • Produce
    10
    4
    0
    Each student in the group writes keynotes in his/her corner, then the secretary writes the idea the group agrees on in the middle.
  • Discuss
    20
    28
    0
    Each group reports to the class. Then groups discuss and compare this painting and "The Accommodations of Desire", to find similar features in themes, style, symbols (universal symbols / relevant symbols for Dalì), then they discuss everything as a whole class.
Notes:
Resources linked: 0
The Paranoid Critical Method
110 minutes)
  • Read Watch Listen
    10
    4
    2
    in groups of 4/5 the students read two different texts (see attached resources) about the so-called Paranoid Critical Method invented by Dalì.
  • Collaborate
    10
    4
    0
    The student discuss the text, then create a summary (max 3 lines) of Dalì’s method.
  • Discuss
    10
    28
    0
    Each group reports to the class and discuss their findings.
  • Practice
    10
    5
    0
    The students play the surrealist game called "Le Cadavre Exquis", whose purpose is to create automatic (not controlled by reason) poems. Each student has to take a sheet of paper. Write five/six words following this sequence: adjective noun verb (adverb - only if the group is made up of 6 students) adjective noun After writing each word the student folds the paper and passes it to the person who is sitting next to him/her - without looking at what his/her mate has written. Finally each group reads the poems and check if they need to correct some grammar elements (e.g. singular subject and plural verbs, prepositions...)
  • Discuss
    10
    28
    0
    Each group presents their poems and the students vote for the best one.
  • Investigate
    30
    1
    0
    As a homework, each student looks for an example of "automatic" painting or drawing created by one of the following artists: Man Ray, Joan Mirò, Yves Tanguy and Max Morise. Each student prepares a slide where he/she presents it to the rest of the class.
  • Produce
    30
    28
    0
    The students present their slides to the rest of the class, and at the end they vote for their favorite work of art.
Notes:
Resources linked: 0
Visit of the Dalì's Exhibition
130 minutes)
  • Practice
    90
    28
    1
    The students go on a guided visit of the Dalìs exhibition in Palazzo Blu in Pisa (but it could be another exhibition focusing on one or more Surrealist artists).
  • Produce
    40
    1
    0
    Individually, the students write their review of the exhibition. The review should give general information about the show, but also practical tips and personal opinions.
Notes:
This TLA focuses on a specific exhibition which took place in Pisa at Palazzo Blu in the winter of 2016-17, but it can adapted to different exhibitions.
Resources linked: 0
In-depth work on some different topics
180 minutes)
  • Investigate
    60
    5
    0
    In groups of 4/5, students do some research about different topics: - Surrealism and the cinema I (Dali’s dream in Hitchcock’s Spellbound) - Surrealism in Mexico: Frida Kahlo - The Dalì museum in Figueras - Gala: the muse - Peggy Guggenheim: the collector - Surrealism and the cinema II (Bunuel Un cien Andalu) - Illusionism and Apparition of a Face and Fruit Dish on a Beach
  • Produce
    60
    5
    0
    The groups organize a 10-minute presentation with 12-15 slides using Google Slides.
  • Discuss
    60
    28
    0
    The students present and discuss the different presentations. The presentations are filmed.
Notes:
Resources linked: 0

Learning Experience

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