Artists are eyes of a society.

Project: "Artists are eyes of a society." 

Stages and Procedure: 

Stage 1: Introduction (Class Session 1) 

- Activity

  The teacher introduces the concept of art as a reflection of society using examples (e.g., the Renaissance, Impressionism, Social Realism). Students discuss: 

  - What does art tell us about a society? 

  - Can art influence society, or does it only reflect it? 

- Task: Students form small groups (3–4 members) and choose a historical period, an art movement, or an artist to study (e.g., Pablo Picasso’s Guernica, Frida Kahlo’s self-portraits, or Ukrainian artists like Maria Prymachenko). 

Stage 2: Research and Analysis (Independent Work) 

- Each group researches their chosen topic, focusing on: 

  1. Historical Context: What was happening in society at the time? 

  2. Artist’s Life: What influenced the artist’s work? 

  3. Artworks: Choose 1–2 key pieces to analyze in detail. 

  4. Societal Impact: How did the artwork influence or reflect societal values? 

- Language Focus: Groups write short summaries in English, focusing on the past tense and descriptive language. 

Stage 3: Creative Interpretation (Class Session 2) 

- Activity: "Bringing Art to Life" 

  Groups create a visual presentation or a creative project: 

  - Recreate a famous artwork with a modern twist. 

  - Create a digital timeline of the artist’s work and its societal influence. 

  - Act out a scene representing the historical period or the creation of the artwork. 

Stage 4: Presentation and Discussion (Class Session 3) 

- Groups present their findings and creative projects in English. 

- Students and the teacher ask questions to encourage discussion about: 

  - The relationship between art and its historical context. 

  - The emotional and intellectual impact of the artwork on them personally. 

 Conclusion and Reflection: 

- Activity: "Art as a Mirror" 

  Each group writes a reflection about what they learned during the project, focusing on: 

  - How art serves as a mirror of society. 

  - Their favorite discovery from the project. 

  - How the project improved their English and research skills. 

- Discussion: The class discusses whether modern art still plays the same role in society and compares it with historical examples. 

Final Output: 

- A collective exhibition or digital gallery of the group projects. 

- A shared timeline or infographic linking art movements with historical events. 

Assessment: 

- Quality of research and analysis. 

- Creativity and originality in the project. 

- Language use during presentations and in written reflections. 

This CLIL research project fosters an appreciation of art as a social tool while developing language and academic skills through an engaging, interdisciplinary approach.