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Teaching Language

Although I enjoyed and still do enjoy the process of learning, I was but a very moderate pupil at school. I was not deemed to be academic enough to go to a top university, nor musically capable to enter a music academy. However, I showed some talent in the art room and was keen to pursue my studies in fine art. So off I went to do a Pre-Diploma course at Loughborough Art College followed by Fine Art - Painting at Leicester Polytechnic. Although not a great student, I choose to provide a few examples of my early work in  'Essays into Art' by way of showing artistic development.

Although I achieved an Upper Second degree in painting, I recognise that I can’t paint expressively. However, it was the expressive nature of the arts that has always attracted me. It’s the same with music; I can play to a certain standard and if I can understand what the music is expressing I am very easily moved by what I hear. That is not the same thing as just listening to music playing.

What is it about these two art forms that interests to me to the extent that I feel the need to be actively involved with them? It’s communication by language. Understanding the language, grammar, syntax of a functioning art form, trying to employ what I am learning, is what drives me to want to express myself visually, musically and pedagogically. I trust the ideas expressed in these, my essays are original, however.

There is some truth in George Bernard Shaw’s dictum, ‘Those who can, do and those who can’t, teach’. But there is also a truth is saying, ‘Those who can teach, do’. As mentioned in my introduction to this website, I am by nature a teacher and, no matter whatever the discipline involved, I’d like to tell you something about what I have learnt about that makes a good teacher. Amongst those who ‘can do’ are those for whom the execution of their activity comes all too easily; and recognising the problems others have in learning the required skills or knowledge is not what they are good at. I am all too aware of my own limitations in whatever activities I undertake, consequently I recognise (and hopefully understand) the problems of those whom I teach. It is essential that teachers recognise the difficulties faced by all their charges, whatever the level of attainment required.








More details can be currently found on :


In providing English language lessons to non-Anglophones, your essayist,  ‘i am art1st’    is able to continue developing his interests; (Français, bien sûr) but also the workings of the human mind as it reads, hears, absorbs, understands and interprets information; be it conveyed by the spoken or written word, semiotics, visual images, paintings and those organised, abstract sounds we call music.

This website starts by declaring, ‘First, I Am an Artist!’ However, entwined with this proclaimed identity is my experience gained from teaching ‘language’. Language is integral to my search for understanding what I believe to be essential truths; be those truths expressed through ‘Essays into Art’, ‘Essays into Music’ or ‘Teaching Language’.

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As time permits, more and more articles concerning the learning and teaching of language(s) will be added. However, we start here :


1/     The Compass Points of Art

2/     French Vowels and English Consonants


3/    139 Old Norse Words That Invaded The English Language

        (excellent article copied from Internet)

4/     The Telling of a Story

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Apprendre Anglais avec un Prof Anglais

As I now live in France, I teach English to school pupils, university students and some private individuals even older than me. Good results are achieved working with secondary school pupils; however, my teaching seems to be most appreciated by young adults needing to perfect their use of English for professional reasons.