In the second part we had a look at some more routines I have used in class. This part was not that interactive as the first one. In the final third part we looked at some artworks and engaged in a free exchange of ideas on the routine they would use or which topic they could associate the artwork with. There were interesting ideas put forward. For example, when I showed them Then what or What after, a painting by Louay Kayyali, a Syrian visual artist, one of the participants offered the idea of using the Sentence, phrase, word routine. This is a routine that is targeted towards reading and capturing the essence of a text. It may be an oxymoron to use it with an image instead of text, but it is a splendid idea. What this participant did was to turn a receptive routine into a productive one. Asking students to cut down their expression to a single sentence, phrase or word, calls for them to focus their attention better to the meaning they want to communicate.
At the end of the workshop I asked them to reflect on the following questions of the “I used to think…now I think…” routine:
- What did you use to think about art and creative thinking in English language teaching before this workshop?
- What do you think about it now?
These are answers to the two questions:
I feel really grateful that the people who attended this workshop participated with warmth and were eager to contribute their ideas and comments even though what I showed might not apply to every individual teaching context. Here is the link to the workshop materials.
This post originally appeared at
Re-blogged here with kind permission of the author Chrysa Papalazarou