Pratique du Shadowing: Why Study Art? | TateShots - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
1
There's a deep desire in us to make pictures I mean we've been drawing for 30 thousand years The teaching of drawing is teaching people to look.
2
That's what it's doing.
3
It was really when I was at art school that I started to see the relationship between history, philosophy politics and art. Prior to that I thought that art was just making pretty pictures.
4
Actually, art is connected to, you know, life.
5
You can't teach art in the same way you can teach French.
6
French exists whether whether you do it or not but when you're doing art, the centre of doing art is in yourself.
7
Most of the literate subjects do not ask that of them, so this develops an entirely different realm of skill.
8
Creativity is critical thinking and without it, how are you going to really open up and ask harder questions?
9
And art opens all of those kind of passages and possibilities to think beyond what we already know.
10
In a child's education, the doors need to be open to other universes other modes of thinking, and art is a non pre-described, dangerous world full of possibility, and I think it's a vital space for children to have in their formative years of their education.
11
From a top down level you don't have innovation if you don't have art.
12
It's as simple of that.
13
It doesn't matter if you're gonna study history or geography or science, you still need to be creative because the people who are the outliers in those fields are the most creative people.
14
To have art in schools be eroded, which is happening at the moment, is disastrous for Britain, I think, because our best industry is the creative industry.
15
Art and cultural production is at the very centre of what makes a society what it is, and for an entire new generation not to know what is the cultural and visual history of ourselves is kind of denying our own identity.
16
Art is a reflection of the society that we are the kind of mirror that art holds up, the way that art helps define the identity of a nation, that you can trace that back historically, it's deeply embedded in humanity.
17
What art education does to people who are not going to be artists is giving them the opportunity to build certain aspect of themselves that otherwise will be either ignored, undeveloped or repressed.
18
It's all about kids finding out who they are, and they're all different.
19
That you can be whatever you want to be is something that art's only taught me.
20
It can access a part of your brain, body, spirit, mind that nothing else can.
21
Nothing is more stimulating, exciting, consoling than looking at a brilliant painting.
22
Art in schools shouldn't be sidelined, I think it should be right there, right up in the front because I think art teaches you to deal with the world around you. It's the oxygen that actually makes all the other subjects breathe.
23
There's a great quote by John Ruskin: 'Art shows us what it is to be human' and really that's why art should be on the curriculum.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Why Study Art? ». Cette vidéo contient 23 phrases et 529 mots à répéter en shadowing. La partie parlée dure 3:37. Le locuteur parle à un rythme régulier d’environ 146 mots par minute, confortable pour le shadowing. 88 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.
Vocabulaire clé de cette vidéo
Les 12 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| excite verbe | /ɪkˈsaɪt/ | exciter |
| literate adjectif | /ˈlɪtəɹət/ | alphabète, lettré |
| outlier nom | /ˈaʊtˌlaɪə(ɹ)/ | cas isolé, exception |
| repress verbe | /ɹəˈpɹɛs/ | réprimer, opprimer |
| stimulate verbe | /ˈstɪm.jəˌleɪt/ | stimuler |
| disastrous adjectif | /dɪˈzæs.tɹəs/ | désastreux |
| geography nom | /d͡ʒiˈɑɡɹəfi/ | géographie |
| creativity nom | /kri.eɪˈtɪv.ᵻ.ti/ | créativité |
| historically adverbe | /hɪˈstɔɹɪkli/ | historiquement |
| curriculum nom | /kəˈɹɪk.jə.ləm/ | cursus |
| reflection nom | /ɹɪˈflɛkʃən/ | réflexion |
| trace nom | /tɹeɪs/ | trace |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| find out verbe | découvrir, savoir |
| hold up verbe | retenir |
| open up verbe | ouvrir |
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is connected · be eroded · be sidelined |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | people who are · eroded, which is |
Prononciation à surveiller
Le locuteur utilise 10 contractions et formes réduites, comme don't, you're, can't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Mots longs — placez bien l’accent: geography /d͡ʒiˈɑɡɹəfi/, creativity /kri.eɪˈtɪv.ᵻ.ti/, historically /hɪˈstɔɹɪkli/, curriculum /kəˈɹɪk.jə.ləm/
Les sons difficiles pour les francophones :
- /r/ anglais — langue recourbée, sans frotter la gorge: literate /ˈlɪtəɹət/, outlier /ˈaʊtˌlaɪə(ɹ)/, repress /ɹəˈpɹɛs/, disastrous /dɪˈzæs.tɹəs/, geography /d͡ʒiˈɑɡɹəfi/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme excite, literate, outlier.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.