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Title: A Visual Arts Trip

This is an example of acoomodations that have been made for ESL students during a field trip to the Textile Museum. Strategies can be applied generally to any field trip.

Grade 11 Open ( it can apply to 9, 10, 12 also)
· THV.02 -demonstrate an understanding of art of the Western World, Canada and other world cultures
· CRV.01- produce art works using a variety of materials, tools, processes, and technologies in ways that are appropriate to the content of their work
· TH1.02- identify and describe materials, techniques and stylistic qualities in works studied that could use or incorporate when creating their own works

· TH1.01- explain how the application of the elements and principles of design supports the concepts and ideas expressed in their creative work
· CR1.03- use personal imagery that relates to the themes and issues explored in their work
· CR1.02- select elements and principles of design that best express their ideas
· CR2.03- produce fine art, applied design, or craft works that explore specific themes or issues, using appropriate subject matter, techniques and designs
· CRV.01- produce a work around specific objectives and challenges
· CRV.02- demonstrate the ability to take varied and creative approaches to using materials, tools, processes and technologies in studio activities
· CR1.02- use tools, materials, processes, and technologies safely and appropriately

ESL students will be paired up with more proficient speakers for linguistic suport(ESl students were level two-three).
The practical activities will be done individually.

The field trip is part of a unit on pattern and rhythm in visual imagery.
When the field trip took place there were two exhibitions at the museum:"A Terrible Beauty"- an installation by Jennifer Angus who created amazing decorative patterns using thousands of insects and "Dance of Pattern"-an exhibition of various textiles from around the world containing a wide range of geometrical and colour patterns.
many of the ESL students could identify pieces of textiles from their native countries ( Africa, Asia, South America.
The field trip consisted in two parts-viewing the exhibitions and one practical activity consisting in creating a design inspired by the insect exhibition, developing a motif to be cut out as template and then applying multiples of the motif in iron-on-fabric.

The practical activity was considered formative and marked for completion.

Prior to the field trip the teacher informed the students about the field trip and explained the main aspects regarding this activity. The curator from the museum was also notified about ESL students and was asked to talk slowly and clearly and use visual aids for terms that would have been unknown to the students. Moreover, the ESL students were paired up with more fluent English speakers who offered linguistic support when necessary. The peer assistance was offered during the curator’s presentation and the practical activity.
The teacher spent some extra time before going on the trip, providing the ESL students with a glossary containing terms that were most likely to be used during the field trip. The glossary contained a series of words with their explanations, pictures (from a picture dictionary and science book on insects). The teacher also explained all the words using definitions, visual aids, re-phrasing and concrete examples. Concepts like –embroidery, woven, reflection, pattern, translation, twist, collage- were exemplified through definitions, pictures and real examples. Processes were be briefly demonstrated using final products (pieces of textiles that had been manufactured following the explained procedures) and short, hands-on demonstrations.
During the field trip, the teacher made sure that ESL students understood what was explained, offering clarifications if necessary. Connections were also made with the students’ cultures as many of the exhibited pieces may belong to their national heritages. If the teacher observed that some of the students did not understand exactly the explanations, he/she asked the curator to repeat, rephrase, or offer appropriate support. During the practical part of the field trip, the teachers assisted the ESL students answering any questions and making sure that the peer partnership was working. The teacher observed activities closely and was ready to provide assistance whenever needed. Here is a sample of a glossary that was handed to ESL students prior to the field trip. As mentioned before, definitions were accompanied by pictures and verbal explanations.


Cicada-large insect with transparent wings, common in hot countries, that makes a continuous high sound by rubbing its legs together.
Gnat-small fly with two wings that bites
Termite- an antlike insect that lives in organized groups, mainly in hot countries
Grasshopper- insect with long back legs that can jump very high and makes a sound by robbing its legs
Beetle- insect with a hard case covering the wings on its back, in different shapes and sizes
Ladybug- small flying insect, usually red with black spots
Moth- flying insect with a long, thin body and four large wings, flying mostly at night, attracted by large lights.


Weave- to make fabric by crossing threads or strips across, over and under each other by hand or in a machine called loom (show)
Embroidery- patterns that are sewn onto fabric using threads of different colours- embroidery- fabric decorated in this way.


Pattern- regular arrangement of lines, shapes or colours as a design on various materials
Rhythm- strong regular repeated patterns, sounds, movements, colours or designs
Symmetry- exact match in size and shape between two halves
Aesthetic- concerned with beauty and art; understanding and appreciation of the beautiful things
- made in an artistic way and beautiful to look at
Collage- a picture made by sticking pieces of paper, photos, fabric and other materials onto a surface
- the act of doing this
Stripe- long, narrow line of colour
Checkerboards- a board with squares of alternate colours
Diamond- shape with four straight sides of equal length and with angles that are not right.
Twist- bend or twist into a particular shape- sometimes the position is not natural
Reflection - an image in a mirror or any shiny surface
- the process of sending back light or sound from a surface
- careful thought about something
Rotation - the action of an object moving in a circle around a central fixed point.
- a complete movement in a circle around a fixed point.
Translation - changing into a different form.

Ragans, Rosalind. Instructor’s Guide and Teacher’s Resource Book. Art Talk. Mission Hills: Glencoe, 1988.

Roukes, Nicholas. Art Synectics. Worcester: Davis Publications Inc., 1982.

Sparkes, Roy. Exploring Materials with Young Children. London: B T Batsford Limited, 1975.

Walker, Sydney R. Teaching Meaning in Artmaking. Worchester, Davis Publications Inc., 2001.

Wilde, Judith and Richard Wilde. Visual Literacy. A Conceptual Approach to Graphic Problem Solving. New York: Watson-Guptill Publications, 2003.
Picture Dictionaries
Dictionaries and Thesaurus
Insect pictures
Various reproductions of works of art containing decorative patterns

Submitted by: Radu Prelipcean

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