Conocer, idear, desarrollar... Using art as a classroom resource es un curso, destinado a docentes de Educación Infantil y Primaria, que pretende explorar las posibilidades del arte como vía para la enseñanza del inglés.

Con la colaboración de:
Con la colaboración de:
Conserjería de Educación, Juventud y Deporte

Impartido íntegramente en lengua inglesa, el curso está diseñado para ofrecer a los profesores herramientas para la creación de recursos educativos a través del arte. Se pretende, además, que la iniciativa sirva de apoyo a cualquiera de las materias que se imparten en inglés en los niveles de Educación Infantil y Primaria.  

Durante el desarrollo de las distintas sesiones combinamos diferentes metodologías de aprendizaje, clases teóricas y prácticas junto con propuestas de trabajo y de generación de contenido basadas en el intercambio de ideas. Las obras del museo, se convierten de este modo en el nexo común en torno al cual reflexionar y compartir experiencias en relación a la lengua, la cultura inglesa, el patrimonio artístico y los vínculos interculturales.
 
Observaciones. 1. Actividad dirigida a profesores de la Comunidad de Madrid en activo. 2. Los profesores de centros concertados y privados y los profesores interinos deberán enviar por FAX (91 572 03 20) o por correo certificación actualizada de estar prestando servicios en su centro, antes de finalizar el periodo de inscripción. 3. Es necesario disponer de cuenta de correo electrónico en EducaMadrid a efectos de inscripción y seguimiento de la actividad. 4. Con el fin de compartir y difundir las aplicaciones didácticas más destacadas elaboradas por los asistentes, se recomienda incluir los datos del autor y la licencia "Creative Commons by-sa". 5. Los docentes admitidos en el curso que, sin causa plenamente justificada, no lo inicien o lo abandonen, no podrán participar en ningún otro curso durante los 12 meses siguientes.

¿Qué requisitos existen para la obtención del certificado? 1. Asistencia al total de horas de la fase presencial del curso. 2. Valoración de las actividades de formación según lo establecido en el capítulo II, artículo 5 de la Orden 2883/2008, de 6 de junio, BOCM Núm. 149, por la que se regula la Formación Permanente del Profesorado.

¡Importante! El curso se encuentra dirigido a docentes de Educación Infantil y Primaria que hayan obtenido la habilitación lingüística en idiomas extranjeros (especialidad inglés) y que desempeñen puestos bilingües en centros docentes públicos y concertados de la Comunidad de Madrid. También está destinado a inspectores de Educación e interinos en lista (sin centro).

¡Nota! Todos los inscritos pueden acceder al curso a través del aula virtual de la Comunidad de Madrid.

  • Fechas
    Del 5 al 26 de marzo de 2020

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Comentarios

laura martínez madroño
laura martínez madroño

MY RESOURCE: “ WINDOWS”

PAINTINGS:

La Clef des champs, René Magritte.1936. Sala 45.

Muchacha cosiendo a máquina. Edward Hopper. 1921.Sala 40.

MAIN THEME:

Subject: Art

Grade: Fifth grade

School context: privileged sociocultural environment

FINAL PRODUCT

Everybody will create a portfolio on their educational platform (classdojo) of pictures taken during this quarantine of people on their windows.

PROCESS

I have planned an activity in which I´d like to make children realize about their close environment in these strange days.

First I would spend some time showing them virtually all the paintings in the Thyssen museum that include windows.

I would like them to reflect on how important windows are being at this exact time in our lives and how we are able through them to have an opening to the world.

The activity that I would like to propose is taking pictures of people in their windows doing different activities ; reading, clapping, smoking,etc.

They will have to imagine what are those people thinking and also reflect on their own use of these openings to the world.

After taking these pictures on their own homes and surrounding I would ask them to choose two of them and to create a story around them explaining how they make them feel and what are the feelings around these art expressions.

Their tast would be to upload the final product to the educational platform for their peers to see and enjoy.

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Eva Orellana Moreno
Eva Orellana Moreno

Hello everyone!

I am very happy to see you finish this course under these circumstances. The change  to online method must have been hard for everybody but I hope not disappointing. We worked hard to make you feel as inside the museum as if we were standing beforte the Rodin's sculptures.

It was a pleasure sharing with you our contents and our little knowledge of art, English and education. You made me recall how much I love working with teachers in the museum. 

Congratulations!!

whenever you need it I am here for you!

Best wishes, 

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laura martínez madroño
laura martínez madroño

PARIS BORDONE

Retrato de una joven

-What do you see?

The first thing that caught my eye in the painting is that the woman is showing off her breast. That brings to my mind that we could be observing a courtesan in her chamber. She has beautiful red braided hair and her clothes could show quite a type of wealth. The chained monkey that appears behind the woman can reflect a type of attraction wealth people were fond of in that time. She is really beautiful and her pale skin can demonstrate she´s been in a privileged atmosphere during her whole life.

-What do you feel?

This painting transmits freedom to me. The woman is comfortably dressed, in a nice environment, with flowers and fruits around her… It makes me think of a domestic scene where she is really at peace and feeling great.

-What (personal) story/memory/idea/image does this painting bring to your mind?

At this point where we are spending so much time indoors I think the feeling of being home is reflected here in a powerful way. She feels protected and free, free to be wearing what she wants and surrounded by the things she likes.

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laura martínez madroño
laura martínez madroño

Why the museum is important for schools?

I think art in general has been traditionally left out when talking about primary school. It hasn´t been given a space and it hasn´t been made a priority when talking about educational plans. Children really enjoy art when it´s something they can explore at their own pace. Bringing kids to a museum can be the perfect activity where kids discover their likes and tastes, something a bit trickier when we are constrained to a classroom space.

Would you like to be part of a community of practice for the improvement, research and innovation in the bilingual education? ¿What is your idea?

I think the bilingual program has still a lot of room for improvement but it´s in the right path. I can see how the bilingual community is getting better at delivering the classes in the second language and not losing any content. This way of thinking about education opens a new space for children and teachers to explore new methods and methodologies which is what has to be the bilingual program about.

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Natalia Martín Díaz
Natalia Martín Díaz

¿Qué me ha parecido este curso?¿Qué he aprendido?

When I signed up for the course I did it because it would give me the opportunity to visit the Thyssen museum in a more pedagogical way than I have done before. The first session completely captivated me and I really enjoyed it. The attractiveness of the course, was mainly the visit to the museum and when being at home, the contents of it are not lived with the same intensity. However, I must say that a magnificent job has been done in adapting the course to the online route, a task that should not have been easy.  I have learned to manage the museum platform, to see the paintings on its website (I had never done it before) and therefore, it has given me the opportunity to use it as a resource in my classes. I have also learned to introduce art to my classes in such a way that not only can I get students to strengthen concepts of subjects, but I can also encourage them to be interested in both the authors of the paintings and the stories that each of the works tells.

I have enjoyed a lot doing this course even though it hasn’t been in the Thyssen Museum but in my living room. 

Thank you very much.

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Eva Orellana Moreno
Eva Orellana Moreno

Thank you Very much Natalia for praising the first session! As the educator in charge for the one, I feel honoured. 

It is always a pleasure to welcome teachers in our halls and open their eyes to how amazing the museum can be when teaching art, languages or any subject. This is the third year we perform the course and we always try to make it as likeable as possible. Evenmore this year, under the circumstances we were really sad to have to transform it into an online course because we know it's very different to be in there. But I really believe this was a very good opportunity to see how we can overcome ourselves and make it work. I am sure you, as newly created "Online-teachers" have face the same situation yourselves. 

In my own job as arte teacher in a school I also had to adapt my contents and i wanted to make something about the museum for my students so I planned a game by using the Virtual Tour of the Museum (online https://static.museothyssen.org/microsites/vv_permanente/index.htm?_ga=2.223130718.491594326.1587109329-1962520820.1553518223) and a guide that I developed. It was an activity they could do with their families and i think they really liked it. As you, they had never seen a museum through an online platform. 

We tried to learn as much from our other online courses (they offer several in the museum) and applied as much as we could. The great work Angeles did from her own confinement was capital for the results you could see ;) Also without your own implication we couldn'd have done it. We are aware of how this situation is affecting all of us. You teachers, had also a great challenge. 

Thank you for making it till the end!!

 

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beatriz pajares
beatriz pajares

MY RESOURCE: “ Dancing with paintings”

PAINTINGS:

  • Swaying dancer ( Dancer in Green) ,  Ed. Degas - Room 33
  • Mata Mua ( Erasé una vez) , Paul Gauguin  -  Galeria L
  • The Village Fete (Fiesta campesina) , David Teniers II - Room 22

MAIN THEME:

Subject: Physical Education

Grade: Fourth grade

School context: Medium socioeconomic environment

FINAL PRODUCT

In groups students will create choreography, choosing music and their clothing style.  

PROCESS

I have planned an activity in which I´d like to relate movement and art, two aspects that really motivate students.

The activity will be related to the three paintings I mention before.  The three of them represent people dancing in different situations.

Comparing the paintings we will foster students to reflect about how dancing is a very popular free time activity that has cultural, religious or social meanings.

In the Swaying dancer we can talk about what is ballet, what social classes usually dance it, where is it represented, what kind of clothing is necessary, what kind of movements are required, etc.   

The village Fete represents a free time activity in which appears people dancing in an open space, most of them are farmers celebrating, they belong to a different social class and they probably know the dance because of their traditions and habits.

Finally we will analyse the last painting in which dance is also a part of a religious ceremony or tradition. The movement and clothing in this one are very special, and are also influenced by the geographical place, beliefs, etc.

After analysing the painting we can compare with the types of dances we can see nowadays, what are their meaning, their movements, their style, what is the purpose of the dance, etc.

The final part of the activity will be done in a big space, like a gym in which student divided in groups will create a choreography, will choose a music and a special clothing to represent it.  They need to reflect about the meaning of their dance and explain it to the class.

The choreography could be recorded with a camera or electronic device, so we can involve some other students, families or classes at the school.

FEEDBACK

The course has been really interesting and I´ve enjoyed been part of it.

The workshops and activities have been very motivating and offer us a good way to connect and deal with art and different contents or objectives at the same time. Why don´t you think about a second part of the course? ;)

Thanks for your effort making it possible, considering the difficult and hard situation we are going through.

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Eva Orellana Moreno
Eva Orellana Moreno

HI Beatriz! how interesting is your resource!
 although I would like to answer about your feedback. You have mentioned the possibility of making a second part of the course. I wouldn't like nothing more than spending a few more weeks with you, but after a couple of years with this experience we have found that these sessions worked properly. I believe your craving for more and more museum is great! it means you have enjoyed it. Although I have to say this year has been quite a different experience when we had to change it into an online course.  I understand the need ob being there, in the place, in the museum rooms,  because I feel It myself. The thing I can say is that I hope the resources we could provide were interesting enough. 

Please be sure that we are here for you whenever you need it! 

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Ana Delgado Guzmán
Ana Delgado Guzmán

WORKSHOP: MY RESOURCE

1. INFORMATION ABOUR THE PAINTING I HAVE CHOSEN.

        Title: Swaying Dancer (Dancer in Green)

        Author: Edgar Degas

        Floor and Room: Room 33

2. DRAWING NOTES.

  • I see a group of ballet dancers.
  • In the background, the ballet dancers dressed in orange are waiting their turn to dance.
  • The ballet dancers dressed in green are making complicated turns while dancing, according to the position of their bodies.
  • Hobbies and free time activities.
  • The selected painting suits with my students interest and needs for two main reasons. On one hand, they are going to talk about activities that they like doing (they will be motivated to talk about their hobbies); and on the other hand, the final product will be a "poster painting" and they love this type of tasks.

3. DESCRIBE THE RESOURCE.

         Main theme:

  • Subject: English Language.
  • Grade: Third Grade (Primary)
  • School context: Medium-low socioeconomic environment. 
  • English topic: Hobbies and Free Time Activities.
  • Grammar structure I like ...+ing

         Final product: Poster painting about their hobbies or favorite free time activities.

         Materials: Cardboards, pencils, rubbers, crayons, felt pens, glue, scissors and different     types of papers (magazines, newspapers, tissue papers...)

         Description of the process:

  1. Whole class activity: Everybody sits down on a circle and looking to the selected painting. We will start with a brainstorming answering the teachers questions (What are they doing? Where are they? How are they? Do you think they feel happy? What are they wearing?)
  2. Pair activity: I will group my students in pair and they have to practice this short dialogue A: What do you like doing? B: I like ............ My objective here is they learn and acquire the grammar structure in a natural way.
  3. Individual work: They have to draw a rough draft about his/her hobby (the hobby they told the partner in the previous dialogue). They have to think as well the materials they want to use in the final product (the poster painting about his/her hobby)
  4. Individual work: Draw the poster painting about his/her hobby using the selected materials.
  5. Whole class activity: Every student will introduce their poster to the class. It is very important to remind them to use the structure I like .....
  6. Whole class activity: Students (with the teacher´s help) will hang on the posters on the school hall. This "exposition" of his/her painting posters will motivate the students.

FEEDBACK OF THE COURSE

Taking into consideration the complicated and hard situation that we are leaving nowadays (pandemia and state of emergency) I think the house has adapted quite well to the on line modality. I appreciate the great  effort of teachers in the tasks and resources proposed. I think the on line modality has offered a lot of possibilities to bring the museum to our teaching practices and our real classrooms. Exploring the museum through virtual tour has increased my desire to visit the real museum again, so I am looking forward to visiting the Thyssen Museum as soon as possible.

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ALICIA GIL SÁNCHEZ
ALICIA GIL SÁNCHEZ

Title of the painting: Autumn

Author: F.Edwin Church  (Pintura Norteamericana S XIX)

Church was established in the 1950 as the great American landscaper.

I  see the atmosphere, the misty and warm light in the background and the changes of colour.

The vegetation presents a gradation from green to red that is reflected in the waters of the 

river.When I saw this painting  for the first time, I enjoyed a lot because it reminds me the

beginning  of the new season, after the wonderful light of summer.

I feel melancholy that seems to invade us with the arrival of this season.The reduction of light 

and the change of weather influences the behaviur.When the summer ends, the free time

and "the wonderful life" ends to and  it´s difficult to begin he routine again.

I feel  serenity and reflection when I see the picture.The variety of colours are fantastic.

This painter transmits me the real beauty of the autumn.I think that he´s "fascinated"

with this season and  it´s  one of my favourite paintings  of the Thyssen Museum.

4th Session.

Thank you very much for this wonderful course.I´ve joined a lot with the virtual visit to the museum and the wonderful  stories based on the pictures in the museum.I´d like to be involved in the development of  some projects with more teachers.The material you´ve prepared has been very useful and ,at the same time, a fantastic way to motivate us in the knowledge of many contents.The story of "Alice in wonderland" in combination of some pictures of the museum is fabolous.Thank you again for all the descriptions and cultural aspects of the pictures.Thank you again for all the things.

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