ILFRACOMBE ARTS COLLEGE
FRENCH AND ART STUDENT EVALUATION QUESTIONNAIRE
Please tick one box for each answer.
1. Using French in Art has been
Interesting
OK
Boring
45%
50%
4%
2. How did you find each of these activities? Please tick 1 box for each activity.
Activity
Learning new vocabulary in your French
lessons linked to Art lessons
Practising the vocabulary in your Art
lesson with your Art teacher
Using French in questioning to practise
clothes vocabulary in Art lessons
Using French vocabulary with a partner to
match phrases and pictures on the parts of
the body lesson
Beginning to construct a painting in French
using previously learnt vocabulary
Easy
1
2
3
4
63% of students found it easy or very easy.
hard or very hard.
63% of students found it easy or very easy.
it hard or very hard.
59% of students found it easy or very easy.
it hard or very hard.
56% of students found it easy or very easy.
it hard or very hard.
74% of students found it easy or very easy.
it hard or very hard.
Very Hard
5
4% found it
15% found
15% found
11% found
7% found
3. How interesting did you find these activities?
Activity
Learning new vocabulary in your French
lessons linked to Art lessons
Practising the vocabulary in your Art
lesson with your Art teacher
Using French in questioning to practise
clothes vocabulary in Art lessons
Using French vocabulary with a partner to
match phrases and pictures on the parts of
the body lesson
Beginning to construct a painting in French
using previously learnt vocabulary
Interesting
Boring
1
5
2
3
4
70% of students found it interesting or very interesting.
7% of students found it boring or very boring.
59% of students found it interesting or very interesting.
11% of students found it boring or very boring.
37% of students found it interesting or very interesting.
11% of students found it boring or very boring.
56% of students found it interesting or very interesting.
11% of students found it boring or very boring.
85% of students found it interesting or very interesting.
4% of students found it boring or very boring.
4. What did you gain from using French in Art (what was positive about it?)
Many students thought the project helped their French and that it made French more fun.
Many also thought that it was a good introduction to French art and how pointillism was done in
France.
“It was a good experience.”
“It was interesting to hear my art teacher speaking French.”
“We had fun in Art.”
“It was interesting using a different language in another subject.”
“I enjoyed seeing how different styles of colour are used in French art.”
“I learnt all the clothes and the parts of the body.”
© Crown copyright 2011, Department for Education
These materials have been designed to be reproduced for internal circulation, research and teaching or training purposes. They can be
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5. What do you think we should do differently with this project next year?
Many thought we could do a similar project in the future to link languages with other areas –
suggestions were Food Technology, Drama, History, Geography and Music
“I would like to do more art in French.”
“We needed more time for the art side.”
“Less talking and more art.”
“I would like to use different art equipment.”
“I think we could use a greater variety of French, e.g. animals.”
“We should use different methods in Art, e.g. drawing.”
“My friend and I thought the Art teacher should speak some English too, as we didn’t always know
what to do.”
“We should leave it as it is for next year.”
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
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Teacher Evaluation of LinkedUp CLIL Project
School
Ilfracombe Arts College
Name:
Curriculum
Year
Modern languages and Art
7
Areas:
Group(s):
Title of
Teaching art through the medium of French
Project:
Mr C Wallis and Mr P
Teachers:
Date: February 2011
Swailes
Please comment on the impact this activity has had on the pupils involved:
The students have reacted very positively to this project and appeared to enjoy the French
lessons where they gained all the language they would need in the Art lesson. Although
some commented on the difficulty of having to understand the French in their Art lesson,
most were able to understand all the instructions and the theory of how to create a painting
using the techniques of pointillism. Over two lessons they created their own version of
Seurat’s “La grande Jatte”, sketching their pictures first before putting paint on the “canvas”.
A third lesson was used for those who needed to complete their paintings so that all
students had a finished product.
Students have also reacted very positively to French lessons subsequent to the project.
Please comment on the impact this activity has had on you and any other staff
involved:
I was impressed by the positive reaction of the students to the idea of preparing them for Art
lessons in French. They learnt the vocabulary for clothing, colours and parts of the body in
French over two lessons, and were able to describe a painting in terms of what people were
wearing and the colour of the clothes, and could indicate various parts of the body, so that
they could transfer these skills to the description of “La grande Jatte” in the Art lessons.
Mr Swailes taught the vast majority of the two Art lessons in French and most of the
students reacted positively to it. He was impressed how quickly the students understood
what to do and how to do it, and by how much they created in the first lesson. When they
started to use paints using the techniques of pointillism, they expressed themselves in many
different ways and became very creative. He was impressed by their use of vibrant and
often juxtaposed colour, and thinks Seurat would have been too.
Any suggestions for improvement (e.g. What was the most effective part of this
activity for you and why? What was the least effective and why?)
Many students thought we could extend the idea of a linked up project to other subject areas
and suggested cooking, drama, history and geography, and music as possible future
projects. Although we reserved 5 lessons for the completion of the project, a sixth was
necessary to ensure all students had a finished end-product. Students could not wait to put
pen and paint to “canvas” once they were in the Art lesson, but a balanced input is essential
before they start, so they are aware of the techniques which they have never met before and
which they had to emulate.
Any other comments?
We have already begun discussions with the Food Technology department for our next
project and look forward to successfully creating Spanish dishes through the medium of
Spanish.
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
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