Curso online: Using art as a classroom resource
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.
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.
Thank you Alicia for the compliments on the "Alice in Wonderland" activity because I am very proud of it myself. If you want any more info about how this activity was developed or some ideas to continue working on it, please don't hesitate to contact me.
my best!
Sonia Delaunay
Vestidos simultáneos
https://www.museothyssen.org/coleccion/artistas/delaunay-sonia/vestidos-simultaneos-tres-mujeres-formas-colores
The paint represents three women really closed to each other and vey different at the same time, the key point of the picture are the dresses, which are really diverse. Trough the use of colors, lines and geometrical shapes different types of women the artist gets us into her own world of movement and color.
In my opinion, through the painting Sonia Delaunay identifies and represents the importance of women in the artistic, cultural and social environments, not very considered at that time.
The painting transmits a big idea of movement, energy and colour. What makes me think about how Sonia could be, having a great amount of projects and ideas, making them real but not only through paint, but also though clothes, cars or furniture.
1-Why the museum is so important for schools?
Museums are centers of learning and they have evolved through the years.I think that they are public places where the students can learn a lot through guided discovery, observation and manipulation.Visiting them fosters cultural identity.Students feel motivated and exciting (most of them) when they go with schoolmates and they have a wonderful experience most of the times.The Ministery of education has published a planning guide for the creation of educational and cultural programs in museums.
2-.Would you like to be part of a community of practice for the improvement,research and innovation in the bilingual education?
Of course I`d like to be part of this community.I´d like to develop a project, at the beginning of the course, programming three visits to different museums.I´d like to involve my students in the importance of the museums , as institutions that conserve a collection of objects of artistic,cultural, historical or scientific importance.Students have to know and value these institutions.I´d like to know more teachers interested in the developing of activities integrating the museums in the school.
Homer, Winslow: Beach Scene (1869). Oil on Canvas.
As the title of the painting itself suggests, I can see a beach scene where children are playing with the sea water. The information provided by the museum explains how the composition is structured through three broad and horizontal bands of almost identical size. On the closer one, I can see the reflection of the children on the wet sand, making the image feels real; in the middle band, the sea with children playing in the seaside, stormy water and some waves, as well as two tiny white points (sailing boats perhaps); and in the further one, I observe a blue sky with some clouds.
I have a mixture of feelings looking at the picture: hope, optimist and nostalgia. I have chosen this painting for a sentimental reason: I am from a coast city, Malaga, so now that I'm living in Madrid, breathing the sea breeze is one of the things I miss more. Furthermore, the children playing in the seaside remind me those summer days when I was little and I spent hours and hours with my cousins and friends at the beach playing with the sand and the sea. Perhaps, the state of emergency that we are living nowadays where we are confined at home, so I can not escape to the coast, has something to do with my picture choice. But as I said before, looking at Beach Scene bring me hope and optimist, because this hard time will pass and I will feel the smell of the sea breeze again.
Thank you for your answer, Ana. I agree with you that landscapes are powerful triggers for memories and nostalgia because they play an important role in the process of identity formation. For example, my identity as a Galician expat is deeply connected to the landscapes of my childhood, filled with green hills, leafy forests and the endless ocean, and whenever I see a painting by Urbano Lugris (Vista da Coruña, 1959), I am instantly drawn back to those places.
In case you are interested, I would like to share with you a publication that has just come out featuring some of the activities Ángeles and I implemented in our Spanish Composition Through Art course at CSUSB. These activities were designed to help our students connect emotionally with some of the museum's paintings while perfecting their writing skills. I hope you find them inspiring!
https://www.museothyssen.org/conectathyssen/publicaciones-digitales/publicacion-artefactos-escribir?_ga=2.67710353.1869087917.1585298361-776196669.1494958896
¿Why the museum is important for schools?
Museums are a perfect places to deal with different contents in the curriculum and deal with them through art. Is so important to learn in different and real spaces and to make the students integrate the contents and appreciate all the opportunities and servicies around the community.
Art is one of the most damaged areas in the educational laws, and one of the most important developing critical thinking, that´s why in mi opinion museums are a really good way to maintain and support education and cultural awareness,
¿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?
Of course, I would love to be part of the community for improving both of us, the museum and the teachers. Having the opportunnity to interact in different ways, could be created a good relationship.
Hi Beatriz,
Thank you for your answer. If you really find interesting to be part of teacher’s community, you will surely like to know about our project called Musaraña. Although it is not a community focused on bilingual education, It is a growing community of teachers in which we organize many events for free. We all together learn artistic methodologies for teaching and share our experiences. Feel free to browse all the resources generated in the web space created specifically for the Musaraña community:
https://www.educathyssen.org/profesores-estudiantes/musarana
Best regards
Hi Beatriz,
I would like to share my thoughts around this idea that you wrote:
Art is one of the most damaged areas in the educational laws
As an art teacher myself (ED. Plastica, as it's said) i found it very sad when I see the contents that the Comunidad de Madrid makes for us. But I am devastated when among colleagues in teaching (in Secondary School) they knowingly avoid the artistic contents of the subject to focus on the "geometry" part. Is not that this area is meaningless, but as a student, I remember stunding geometry in maths and not in art. Now, they have changed the curriculum and it's mandatory to see all these geometry contents as part of "drawing" in te Arts subject. Due to time management, teachers usually keep up with the "technical drawing part" and ignore the artistic part because, what is that goind to do for the students in their future productive lives?:(
Of course I know this issue is not exclusive of Secondary School but i found that you, as Primary School teachers are more free to explore new paths int Art teaching. I extremely reccomend to seize this opportunity and make it last!
Be happy about the possibilities taht Public School usually offer for art teachers and use as many museum resources as possible!
WORKSHOP MY RESOURCE
- A boy and a girl playing cards at a table. The boy is trying to cheat.
- There is a candlestick in a simple and dark room.
- Geometry.
- I believe this painting suits my students' needs and interests on the one hand because as I wrote in the reflection they are totally motivated by activities where they are involved, especially games, and even more if they are realted to aspects of real life. On the other hand, in this activity they would be able to aquire vocabulary and develop grammar, their speaking and interaction and creativity.
In conclusion, as a brief feedback about the course, obviously it has been a pity the inconvenient to make it online because of the main charm of it was the fact of going to the museum, appreciating the collection and getting involved in something more dynamic. However, it is worth mentiong the capacity and great effort of the teachers to turn it into this modality without losing the interest and quality. This way I have had the chance to explore a lot the museum media ressource and learnt deeply about a lot of the paintings. In special, I would highlight the activity of choosing a selection of paintings in order to carry out a storytelling tour. Thank you very much for this experience and your participation, I would absolutely recommend it!
Hi Esther,
Thank you very much! You are the first person to finish the course. Congratulations! I really like your proposal. It can be very interesting for students to think about the rules of games by writing their own rules and creating their own card game. If you ever get to realize this idea with your group of students, you don’t hesitate to send us photos of the result. We can publish it on our educathyssen website, surely your students will like it. Thank you for completing the course and for leaving your opinion in these comments.
I hope to see you again.
Best regards,
Ángeles.