One Painting, One Lesson

Teaching with Art: A 45-Minute B1 Lesson on Landscape at Le Pouldu

Eva Buyuksimkesyan

May 12, 2026

Canva image

Level: B1

Age group: Teenagers & Adults

Time: 45 minutes

Skills: Writing and Speaking

I’ve been thinking about writing about using art in the language classroom since my workshop at TESOL Spain. The power of images that promote critical and creative thinking is priceless, and in the age of AI, maybe we should give more importance to activities where students are able to find their voice, develop creativity, and see what is hidden between the lines or behind the brushstrokes.

Here’s a lesson plan I designed recently that I’d like to share.

I wanted the lesson to be about a place that can be described so I chose Landscape at Le Pouldu by Paul Gauguin, painted in 1890.

The lesson is suitable for B1 (B1+) level, teenagers and adults. The focus is mainly on spoken and written production.

A little context that can be shared with students briefly: Gauguin painted Landscape at Le Pouldu while feeling trapped in Paris. He came to this remote Breton village to escape city life. A few years later, he left Europe and moved to Tahiti.

Stage 1 : Warmer

Before showing the painting, ask students to discuss in pairs:

Do you prefer the city or the countryside? Why?
If you could live anywhere in the world, where would it be?
When did you last spend time in nature? What did it feel like?

Stage 2 : Lead-in

Now show the painting and give students 60 seconds to look. Then ask them to call out single words or short phrases. Write them on the board. Ask a few simple questions to make them notice the details:

How many people can you find in the painting?
What season do you think it is?
Is this painting cheerful, peaceful, or a little sad?
Where in the world do you think this is?

Then give the context: Gauguin, 1890, Brittany, the escape from Paris.

Stage 3 : Brainstorm to Build a Word Bank

Students look at the painting again and write down words and phrases under four headings; individually first, then comparing with a partner:

What you can SEE (objects, colours, shapes)
What you might HEAR (wind, silence, animals…)
How it FEELS (emotions, atmosphere)
Words to describe the sky and land

After 4 minutes of pair work, ask students to read their lists and write everything onto the board.

At this point, you may want to focus on level appropriate vocabulary and certain grammar rules such as prepositions of place: in the foreground, in the distance, on the left, in the background because students will need these for the writing task.

Stage 4: Group Work

Put students in groups of 3–4 and give each group a role card. They will have 6 minutes to discuss their questions and prepare 2–3 sentences to share with the class.

The four roles are:

The Wanderer — You are the person in the field. Where did you come from? Where are you going? How do you feel?
The Villager — You live in one of those white houses. What is your daily life like? Do you like where you live?
The Painter — You are Gauguin. Why did you choose this exact view? What feeling did you want to capture?
The Visitor Today — You’ve just arrived in Le Pouldu for the first time in 2026. What surprises you? How does it compare to this painting?

After 6 minutes, each group shares. Other groups listen and ask one follow-up question. Remind students to use speculation language before they start: he might be… / she could be… / maybe he wanted to…

This task is valuable because every group looks at the same painting but answers completely different questions, which helps students see that different perspectives exist.

Stage 5 : Writing

Students choose one of two options and write 60–90 words individually:

Option A (Descriptive): Write a short description of this painting. Use vocabulary from the board. Tell them what is in the painting and how it makes you feel.
Option B (Creative): You are the person walking in the field. Write a short diary /journal entry. Write where you are, what you can see, and how you feel.
Option C (Grammar): Write a short “postcard” (50–70 words) as if you are the person in the painting. Use at least three adjectives and one sentence in the Past Continuous (e.g., “The sun was shining when I arrived...”).

*Keep sentence starters on the board for students who need support:

In this painting, you can see…

In the foreground there is…

The colours make it feel…

I am standing in a field near…

After 6 minutes of writing, students swap with their neighbour and underline one word or phrase they liked. No corrections; just positive feedback.

Or,

This activity can be done on Padlet. Students post their paragraphs and read at least three and comment on one post.

Stage 6: Speaking

Students move to a new partner and discuss:

Would you like to visit a place like this? Why or why not?
Is there a place that makes you feel the way this painting looks — peaceful, open, quiet?
Gauguin left Paris for the countryside, and later left Europe completely. Do you understand why? Would you ever do the same?

Stage 7: Wrap-up

Hand students post-it notes and show the following instructions on a slide on the board and ask them to complete one sentence before you leave. Add their notes on the reflection wall (you have already arranged) (Padlet can be used here as well)

One new word from today they want to remember
One sentence about the painting using a word from the board
One question they still have about Gauguin or the painting
Next time, I want to learn about...”

Homework: Optional

Create an Audio Guide

Record a 60-second museum audio guide for this painting.

This may help you:

“Welcome to Gallery 4. You are now looking at... painted by... in the year... Notice how the artist has used... This makes us feel...”

A Few Final Thoughts

I’m planning to share more lessons like this. If you try this one with your students, I’d love to hear how it goes.

#LessonPlan #ArtInTheClassroom #B1 #TeachingIdeas

If you are interested in using art in ELT classrooms, check the following sites for more inspiration:

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