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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Vhils, the graffiti artist

Date of Publication


Target Group


Domain Area

Arts & Music

Learning Scenario

Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





Please include information about the general characteristics, the technological solution adopted, the needs addressed, the adaptability to groups of learners most in need of language preparation, and the methods for the validation.
The videoclip is a mixture of documentary and interview, allowing for different adaptations regarding linguistic skills and features. It provides an overview of modern art in Portugal which can be applied to multiple students’ needs. The video offers a variety of vocabulary regarding arts and their interpretation in a modern, urban and hasty world. Apart from this, it is appealing and engaging since it promotes values of multiculturality. The video has a support text on the same page written by professional journalists, which can be used for different purposes, as a complement or as an activity enhancer for homework or classwork.

Case study

The video is not very easy to understand because it has some background sounds that interfere with the recording. Therefore, I advise you to validate them with more advanced levels, such as C1 and C2.
You can also work on the artist's biography before watching the show and the vocabulary related to city spaces, for example, urban, streets, murals, graffiti, (abandoned) buildings, wall, hole, social intervention, public space, excavation, styrofoam. Also, discuss the surroundings of Lisbon, the south bank, and what can be considered visible and invisible in the spaces of a city; the professions linked to the structure of cities (architects, engineers, bricklayers, construction workers, artists, Mayor, etc.)
You can also work on the concept of contemporary art. And the languages which come from this concept: galleries, exhibitions, artists, independent art, etc.
It would be interesting to ask students about their countries, whether they can see this kind of art in big and medium-sized cities and what they think of these interventions.
Students can also be asked if they can connect with or recognise themselves in the interventions of the artist or other artists.


Please produce a check list / guidelines on how to use the resource
These guidelines provide information about the resource as a listening activity.
Step 1 – The lecturer creates a listening activity which might include multiple choice questions or gap-filling according to the what is being said in the video.
Step 2 – Instead of using a handout the lecturer can resort to a Google forms to apply the questionnaire. The students read the questions.
Step 3 – While the video is shown the students answer the questions or fill in the gaps online.
Step 4 – The activity is corrected as a group.

The resource can also be used as a long warmer for a debate on the meaning of modern forms of expressions in art.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


The resource has been validated for use at the secondary level in Portugal, but can be used in Higher Education when approaching Portuguese as a foreign language in different learning scenarios. It is easily accessible and adaptable, because it is available through the Portuguese state television website. When studying modern art students may be motivated to contact with one of the most well-known contemporary Portuguese and European artists of this age and also when simply studying Portuguese culture. The resource is rather flexible and can be used in different learning contexts, thus allowing for the lecturer to monitor student’s progress in multiple forms.
Website of the Teaching Source: