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GENERAL ENGLISH · C2 PROFICIENCY COURSE · PROFICIENCY (C2)

ARTS AND
CRAFTS
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1 Warm up

In pairs or small groups, discuss the following questions.

1. Do you think that the arts should be considered a priority when it comes to government funding?
2. Is it inappropriate for public art installations to convey political messages?
3. How can the arts be used to investigate the past?

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2 Scanning for vocabulary

This section features an article about an artwork that explores migration (page three). Find expressions
or phrases which mean the same as the following.

Group 1:

1. (phr. verb, para. 1): deeply immersed in or having a lot of a particular quality

2. (n, para. 1): a person or source of inspiration, especially for creative work

3. (n, para. 2): the driving force or motivation behind something

4. (adj., para. 3): lasting or existing for a long or indefinite time; enduring

5. (n, para. 3): a person or thing regarded as being symbolic or representative

of a particular quality or concept

Group 2:

1. (n, para. 4): a person who works with stone and builds or carves structures
from it
2. (v, para. 4): clean, etch, or decorate a surface by propelling sand or other
abrasive material against it using compressed air
3. (adj., para. 4): characterised by a state of great disturbance, confusion, or
uncertainty
4. (n, para. 5): a mound of rough stones built as a memorial or landmark

5. (v, para. 6): place two or more things together, often in order to compare or
contrast them

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Find Home
Art and migrations

1. Humans, and our ancestors, abuse, sexual assault and self- Mediterranean marble, whose
have been migrating for more harm - more than half involving swirling patterns resemble a
than a million years. So, it’s children. The asylum seekers tumultuous sea. The marbles
not surprising that the themes had come from the Middle are travelling by ocean to arrive
of displacement, desperation, East and Asia. Many lived at Art Basel Hong Kong to be
and dreams of a better future on those islands, waiting for presented by Yavuz Gallery.
frequently wash up on the immigration processing, for
5. The installation’s structure is
shores of artists’ imaginations. nearly 10 years, the same length
inspired by yet another muse:
At Art Basel Hong Kong, an artist of time Odysseus was sea-bound
Homer’s purported grave on
is shining a light on the subject of and struggling to get home.
the Greek island of Ios, which
refugees and migrants who leave 3. The Nauru files reveal consists of piles of rocks placed
their home countries and take experiences that echo the by visitors. Like those cairns, Ms
to the ocean on deadly journeys suffering of migrants and asylum Pinchuk’s blocks will be stacked,
steeped in peril. Many muses seekers throughout the world. so that the engraved phrases
inspired Stanislava Pinchuk to "Reading them, I was surprised will form vertical and horizontal
dream up "The Wine Dark Sea" that in the absolute brutality stories.
- her installation of engraved and human rights violations, just
marbles that form a testament how perennial this story is," Ms 6. But the artist will not stack the
to the migrant experience. Her Pinchuk said. She realised that stones herself. The reason, she
first was Homer’s ‘Odyssey’. For many people regard Odysseus’ explained, is that "one of the
many years, the Ukrainian artist story of displacement as a totem key ideas of ‘The Odyssey’ is
- who emigrated to Australia of heroic literature. But, she hospitality, and that how we
and, eventually, to Bosnia and noted, they are often unwilling treat our guests says more about
Herzegovina - was searching for to accept the narratives of us than it says about our guests".
a way to interpret this epic tale, displaced people arriving on In that spirit, she invites a guest
which she considers the first their shores today. to arrange the stones; at Art
migrant novel. Basel Hong Kong, the guest
4. To illustrate this point in "The
will be Alexie Glass-Kantor, the
2. Then she encountered a darker Wine Dark Sea," Ms Pinchuk
curator of the fair’s ‘Encounters’
impetus: the Nauru files. In took phrases from the Nauru
section. By choosing which
2016, these 2,000-plus reports files and from various retellings
sentences to reveal, hide or
were leaked from Australia’s of "The Odyssey" and then
juxtapose, different people are
detention centres for asylum swapped the protagonists. After
given the opportunity to retell
seekers on the Pacific islands apprenticing with a stonemason,
the classic story of migration.
of Nauru and Manus. They she sandblasted or laser-cut
exposed incidents of physical the sentences into blocks of Source: New York Times, BBC

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3 Reading and use of English: part 5

Read the extract about the artwork again in more detail. Choose the answer which you think fits best
according to the text.

1. What was the artist’s first inspiration for her installation, "The Wine Dark Sea"?

a. the Nauru files

b. Homer’s purported grave

c. her experiences as a migrant

d. various retellings of "The Odyssey"

2. What do the Nauru files reveal about the experiences of asylum seekers?

a. They expose incidents of physical abuse, sexual assault and self-harm.

b. They are a work of heroic literature.

c. They are a testament to the migrant experience.

d. They echo the suffering of migrants and asylum seekers throughout the world and time.

3. What is the theme of "The Wine Dark Sea" installation?

a. hospitality

b. dreams of a better future

c. displacement and desperation

d. the human experience

4. What is the structure of the installation based on?

a. Homer’s purported home on the Greek island of Ios.

b. The cairns made by visitors to the Greek island of Ios.

c. The boats that migrants and refugees use to cross the sea.

d. The waves of the Mediterranean Sea.

5. Why does the artist invite a guest to arrange the stones of the installation?

a. To diminish the importance of hospitality.

b. To allow different people to retell the classic story of migration.

c. To symbolise the collective effort needed to tackle the issue of migration.

d. To give the guest a chance to showcase their artistic skills.

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6. What does the artist suggest about the narratives of displaced people in the text?

a. They are often ignored by society.

b. They are celebrated as heroic literature.

c. They are limited to one particular culture.

d. They are too similar to stories from ancient times

4 Focus on vocabulary

Complete the gaps using the given words.

derision effective existing permeate relationship

short sincere superior turning unfair

1. tangible (adj.) - real, ; able to be shown or experienced

2. flack (n) - criticism or opposition, especially that which is perceived as

or excessive

3. nigh on (phrase) - near in place, time, or

4. tongue-in-cheek (adj.) - expressing thought in a way that appears to be ,

but is actually meant to be humorous or ironic

5. sardonically (adv.) - characterised by bitter or scornful ; mocking;

cynical

6. rhetoric (n) - speech or writing intended to be and influence people

7. imbue (v) - inspire or with a feeling or quality

8. supercilious (adj.) - behaving or looking as though one thinks one is

to others

9. ephemeral (adj.) - lasting for a very time; short-lived

10. commodification (n) - the process of something into a commodity

that can be bought and sold

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5 Listening: part 2
In this section, you will hear a discussion about contemporary art. Complete the sentences with ONE
or TWO words from the listening.

1. Modern art gets its of criticism.

2. It is contemporary art’s duty to challenge traditional .

3. Some artists aim to ridicule within the art world.

4. The next area that contemporary art will deal with includes .

5. Banksy’s aim was to highlight in the art market.

6. The gallery owner wants to carry on significant discussions.

6 Talking point
In pairs or small groups, discuss the following questions.

1. Is commercialisation detrimental to the value and integrity of art, or can it bring greater exposure
and appreciation?
2. Do you believe that modern art is a niche interest for a select few?
3. Has marketing overtaken skill as the chief prerequisite of artistic success?

7 Focus on keywords
Match the words with the definitions.

1. fellow (n) a. a belief or doctrine that relates to the end of the world or the
establishment of a perfect society, especially as prophesied
in the Book of Revelation
2. abolitionist (n) b. a subgroup within a larger religious group or organisation,
typically with its own distinctive beliefs or practices
3. denomination (n) c. a store or reserve of money, funds, or resources, especially
belonging to a government, organisation, or individual
4. millenarianism (n) d. cause the birth of

5. idiosyncratic (adj.) e. a member of a group of activists who advocate for the

abolition of slavery and the slave trade
6. sire (v) f. summon or evoke something

7. call forth (v) g. a square or rectangular base or pedestal for a statue, column,
or another decorative object
8. coffers (n) h. relating to a characteristic, habit, or mannerism that is
peculiar to an individual or group
9. plinth (n) i. a member of a group of teachers of high rank at a particular
college or university or of particular academic societies

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8 Reading and use of English: part 6

You are going to read an article about a controversial statue in London (page eight). Five sentences
have been removed from the extract. Choose from sentences A- E the one which best fits each gap.

A) Over 100 years after his death, the interpretation of his life remains a contested issue.

B) The year after the photo was taken, Chilembwe would perish leading his ill-fated
uprising against British authorities.

C) The last known photograph of Chilembwe was taken in 1914, and this statue aims to
reimagine the scene in a novel way.

D) Yet, there is no doubt his ideas and support had a strong impact on Chilembwe’s own
worldview.

E) It will then be removed from its place on Trafalgar’s Square’s Fourth Plinth.

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Controversy after statue of Malawian rebel unveiled in London.

London’s heated debate

i. A new statue in London’s Trafalgar Square has sparked debate. At centre stage is the life of Baptist preacher John
Chilembwe, a Malawian national hero. After completing a religious education in the United States, Chilembwe
returned to his East African homeland, where he was killed leading a rebellion against British colonial authorities
during World War I.

ii. The statue, named "Antelope", was completed by Samson Kambalu, an associate professor of fine art and
a lifelong fellow at Magdalen College, Oxford University. Like Chilembwe, Kambalu was born in Malawi.
1
. The photo shows Chilembwe standing next to a British missionary, John
Chorley, for the opening of Chilembwe’s new Baptist church. "Chilembwe is wearing a hat, defying the colonial
rule that forbade Africans from wearing hats in front of white people, and is almost twice the size of Chorley,"
said the UK government in a media statement describing the statue. "By increasing his scale, the artist is elevating
Chilembwe and his story, revealing the hidden narratives of underrepresented peoples in the history of the British
Empire in Africa, and beyond."
2
iii. . "I am a Chewa myself like him," Kambalu said. "I’m also a contemporary artist. I
learnt from him how you translate aspects of African heritage into the modern". Unusual for his time, Chilembwe
studied in the United States at the Virginia Theological Seminary in Lynchburg, Virginia. Chilembwe had arrived
there after coming under the spell of Joseph Booth, an English missionary who played a key role in the spread
of various Christian denominations in Nyasaland and South Africa. Booth spent much of World War I preaching
3
pacificism outside of Africa, so he had no role in Chilembwe’s uprising. . While
studying at what is today the Virginia University of Lynchburg, Chilembwe was exposed to the ideas of African
American thinkers, as well as the ideas of America’s Founding Fathers and the militant abolitionist John Brown.

iv. Returning to Malawi, Chilembwe soon found an idiosyncratic voice as a preacher. Historians have debated to what
extent millenarianism and other religious ideas influenced his thinking. British authorities accused him of wanting
to sire a theological state in the Malawian highlands in the aftermath of the rebellion. While being pursued in
the aftermath of the uprisings, he was shot and killed. Malawi gained its independence in 1964 and embraced
Chilembwe as a national hero. His image was unveiled on its currency and the launch of the uprising is an annual
national holiday.
4
v. . "Putting up a statue of John Chilembwe, whose bloody rebellion targeted
civilians and who preached beside the decapitated head of one victim is obscene," said Father Marcus Walker, the
rector at Great St. Bartholomew’s in London, in a tweet. While that claim is believed to be historically accurate,
Chilembwe himself was not directly involved in the killings or most of the rebellion’s military operations, instead
opting to spend most of the revolt inside his church. By then the rebels had realised their rebellion had failed to
call forth a broadly popular uprising. Giles Udy of the Keston Institute, which is dedicated to the study of religion
in communist countries, pointed out that the grandchildren of those killed during the rebellion are still alive, in a
tweet criticising London Mayor, Sadiq Khan for permitting the statue. For his part, Kambalu took to Twitter to
deny that the statue was meant as a monument.

vi. While the controversy has subsided online in the weeks since the statue’s unveiling, it will remain in place until
5
2024. The Fourth Plinth was completed in 1841 and was originally meant to
house a statue of the monarch and head of the Anglican church - King George IV. However, this never happened
due to a lack of funds in the national coffers. The plinth has been the site of rotating works of art since 1999.

Sources: Forbes, Religion Unplugged

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9 Homework/optional extension: reading and use of English: part 4

Complete the second sentence so that it has a similar meaning to the first sentence using the word
in bold, which cannot be altered. You must use between three and eight words, including the word in
bold.

The artist only unveiled her work after the announcement. DID
1
Not until the announcement her new work.

I have no idea why sculpture is not taught in schools. LOSS

2
I am why sculpture is not taught in schools.

Everybody in the audience stood to applaud the actor’s performance. STANDING

3
The actor for his performance.

What explanation can we offer for this sudden decrease in funding? ACCOUNT
4
How funding has suddenly decreased?

There is a remarkable similarity in how the two artists paint. ALIKE

5
The two artists way they paint.

I really enjoy reading, but sometimes I feel like doing something more active. TIMES
6
As much I prefer to do something more active

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Transcripts

5. Listening: part 2

Host: Welcome back to Culture Connection. Today I’m at the opening of a new exhibition
of contemporary work, here at Rivington Gallery. Joining me is gallery owner, Otto
Perretin.

Otto Perretin: Thanks for having me.

Host: Now, modern art receives its fair share of flack and I’m interested to hear your
thoughts on whether you believe it actually has a tangible value.

Otto Perretin: It’s a question that haunts every gallerist and it’s nigh on impossible to answer! I
believe that contemporary art should challenge our traditional notions of what art is,
and in doing so, open up new avenues for artistic expression. The great irony is that
anything that prompts us to question whether it’s art or not must be art! This irony
can be traced back to tongue-in-cheek philosophies such as Duchampianism, which
sardonically questioned our feelings surrounding art.

Host: So, in a way, the value of contemporary art lies in its ability to push boundaries.

Otto Perretin: Yes, exactly. Many contemporary artists seek to reject and ridicule established power
dynamics within the art world, and this postmodernist rhetoric shows up in various
"white cube" spaces. However, I do agree that contemporary art is imbued with a
supercilious air, and it’s important to continue addressing issues of accessibility and
inclusivity.

Host: That’s a valid concern. What about the preservation of contemporary art, given its
ephemeral nature?

Otto Perretin: Yes, that’s another challenge that contemporary art faces. Due to the transitory
nature of some installations, conservation efforts typically involve documenting and
preserving the piece through databases and photographs. But with interactive
installations, it becomes even more complicated. I think this is an area that
contemporary art will tackle next.

Host: What are your thoughts on the Banksy performance piece where the painting was
shredded halfway through the auction?

Otto Perretin: Well, I think that Banksy was using art as a tool to point out flaws in the art market. By
shredding the painting, he was commenting on the commodification of art and how
the market can determine its value. Ironically, the performance piece increased the
value of the work! It’s an example of how contemporary artists can use their work to
enact change and push back against established power dynamics.

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Host: Thank you for your insights. It’s clear that contemporary art is a complex and ever-
evolving field that raises many important questions.

Otto Perretin: Yes, it certainly is. We’re always excited to showcase new and thought-provoking
works here at our gallery, and we hope to continue sparking meaningful conversations
about the value and purpose of art.

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Key

1. Warm up

5 mins.
Students should share their views on the following art-related questions, which connect to topics that will be
looked at in the lesson. Encourage students to share their views and develop their ideas, correcting any mistakes.

2. Scanning for vocabulary

5 mins.
Students should be guided by context in order to arrive at the correct answer. Check the pronunciation of unusual
words and phrases and elicit examples.
Group 1:

1. steeped in 2. muse 3. impetus 4. perennial 5. totem

Group 2:

1. stonemason 2. sandblast 3. tumultuous 4. cairn 5. juxtapose

Sources:
https://www.nytimes.com/2023/03/22/arts/design/artists-stanislava-pinchuk-jakkai-siributr.html
https://www.bbc.com/culture/columns/art

3. Reading and use of English: part 5

10 mins.
This section is designed to replicate part 5 of the Reading and Use of English exam. In the exam, there are eight
questions.

1. a. 2. a. 3. c. 4. b. 5. b. 6. a.

4. Focus on vocabulary

10 mins.
Explain to students that they should attempt the exercise unaided at first, checking the pronunciation of difficult
words, and asking them to give examples using the vocabulary.

1. existing 2. unfair 3. relationship 4. sincere 5. derision

6. effective 7. permeate 8. superior 9. short 10. turning

5. Listening: part 2

5 mins.
Students should listen for words in the sentences below. The answers appear in the order of the questions.
Source for listening: https://www.thecollector.com/defending-contemporary-art/

1. fair share 2. notions 3. power dynamics

4. interactive installations 5. flaws 6. sparking

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6. Talking point

5 mins.
Students discuss questions connected with the listening and ask them to use as much new vocabulary as possible.
Monitor and assist as needed.

7. Focus on keywords

10 mins.
Ask for synonyms of some of the vocabulary and check pronunciation.

1. → i. 2. → e. 3. → b. 4. → a. 5. → h. 6. → d. 7. → f. 8. → c. 9. → g.

8. Reading and use of English: part 6

10 mins.
This exercise is mainly about context, but students can find clues in the use of pronouns, contrast words, verb
tenses, and cause-and-effect structures.

1. C) The last known photograph of Chilembwe was taken in 1914, and this statue aims to reimagine the scene
in a novel way
2. B) The year after the photo was taken, Chilembwe would perish leading his ill-fated uprising against British
authorities
3. D) Yet, there is no doubt his ideas and support had a strong impact on Chilembwe’s own worldview
4. A) Over 100 years after his death, the interpretation of his life remains a contested issue
5. E) It will then be removed from its place on Trafalgar’s Square’s Fourth Plinth
Sources:
https://www.forbes.com/sites/zengernews/2022/12/31/controversy-after-statue-of-us-trained-preacher-unveiled-
in-london/?sh=6f9964997b14
https://religionunplugged.com/news/2022/12/1/malawian-rebel-and-us-trained-preacher-immortalized-in-london-
statue

9. Homework/optional extension: reading and use of English: part 4

10 mins.
This exercise can either be done as homework or in class. Ensure students understand the instructions before
attempting the exercise. Students might want to read both sentences and then highlight or underline what is not
included in the second sentence. They should also think about what kind of structures the word in bold might fit
into. Consider the passive, phrasal verbs, tense changes, reported speech, relative clauses, and linking expressions.
There may be some alternative words that make sense for some of the answers. Use your discretion to decide
whether they are correct.

1. had been made did the artist unveil

2. at a loss as to why/to explain/to understand
3. was given a standing ovation
4. can/do we account for why the
5. are remarkably alike in the
6. as I enjoy reading, there are times when/that

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