Imagination and language

Today, we worked a lot with imagination, and we did so in small groups. I think it was quite interesting. We ended the day, by starting the movie "Prince Charming".
 

Use Imagination 

1. Do you agree with the statement that imagination is a tool for learning and a “mental muscle”? And what would you suggest to do in terms of teaching and learning to develop it? (p. 1)

I agree, since imagination is such an important part of the mind, and especially for younger people, when they can relate to their imagination it will become more interesting to learn.

I also agree on imagination being a mental muscle, since you can learn things about yourself and practice seeing things in other ways by using your imagination.

Imagination is a big part of playing as well.

Combine the ugly duckling with bullying and use your imagination to relate and maybe to come up with some solution (and maybe another ending for the story).

Give them a picture and tell them to use their imagination - what do the see, what's the story? Or just some lines, like "Once upon a time" and "They lived happily ever after" and they have to come up with the story on their own.

It makes the pupils more independent when they have to make up their own stories and use their own relations and personal interests.

2. What do you think of the picture of imagination being a 7th sense? (p. 1)

The idea of imagination being a sense is a quite nice idea, since everybody has it, and we just have to develop it.

Problem: if it get's too much, psychotic condition, when they can't tell the difference between reality and imagination.

3. Comment on the assertion: playing and imagination are the ways in which pupils learn (p. 2 line four)

I agree, especially the younger ones; when you got a well developed imagination you can describe things in other ways, and maybe it's even good for developing the skill of discussing things from another point of view (for instance in Social Studies) - aknowledging other peoples point of view.

4. Decide your attitude to the statement that imagination is a tool for empathy, co-composing, and creativity (p. 2)

Empathy, because you have to use your imagination to understand other people and their situations.

Cocomposing, because you can use your imagination to combine different ways of experiencing things.

Creativity - it's a given. You have to have imagination to be creative.

5. Do you think that our pupils could learn from the activities described on p. 2 where the theme is family, and where the pupils have produced plays about family life in drama workshops?

Well, it's always easier to do stuff, when you have your own experiences to relate to. The plays are all about family life, which (hopefully) most of the pupils can relate to.

It also gives them an insight in what their parents and/or siblings do, when the pupils are not present.

6. Make a stand on the assertion that they have identified themselves with and expressed themselves on the theme, they have demonstrated and developed language skills and linguistic awareness. Their wealth of ideas and inventiveness have made them visible for themselves and each other. (p. 2)

Through your imagination you also have to show who your are, and you get to see who other people are. You can't take on a role, unless you have some imagination.

Use language

  

7. Take a stand on the comprehensive language concept described in the text consisting not only of verbal language but of various language functions and language forms such as body language (gestures and facial expressions), figurative language/imagery (the pupils leave their visual marks), sound language (spontaneous songs, musical expressions) or music as language (p. 1)

8. Try to account for the asserted connection between the development of verbal language and things, activities, and the development of imagination this causing the verbal language to be linked up with recognition, awareness and experience (p. 1)

If you haven't seen a tree before, you can't imagine a tree.

Try to imagine a color you haven't seen before.

9. Comment on the claimed fact that it is combinations of many language forms which are vital for the development of both intellect and imagination with the pupil (p. 1)

For instance imagery - look at the fairy tales (her eyes are like a deep lake).

Intellect: to know the eyes aren't like a lake.

10. How does the text define the practical musical dimension in the teaching and learning process including aesthetic production and experience? (p. 2)

The work with the different languages and their possible productive expressions gives a foundation for the aesthetic experience.

11. What are the main ingredients in the educational and character-building process which is quite central for the pupil’s cognitive and affective development and for his versatile participation in culture and society (p. 2)

 Imagery, verbal language, musical language and body language are the main ingredients.

12. What does the text say about the connection between aesthetic learning and the interplay between pupil and his surroundings? (p. 2)

Why does the text contend that aesthetic learning can never be regarded as an isolated phenomenon? (p. 2)

 

13. What is said about the aesthetic expression and different forms of expression? (p. 2)

 

14. Please, account for the main characteristics of the Story Line Method / the Scottish Method. What are the principles? (pp. 3-4)

 

How would you characterize the intended learning environment?

 

Pros and cons?

  

Would you like to use this method in your English teaching?

Why – why not? (pp. 3-4)