lunes, 8 de junio de 2020

AVANT-GARDE ART RESEARCH


Image: Marco Marilungo

AVANT-GARDE ART RESEARCH

Shared by Prado Sobrino:

This activity is aimed for 4th Year ESO students.

Each student has to investigate a precursor of the 20th Century Art Movements.

First we have to explain the main characteristics of avant-garde art, which is considered to be ahead of its time.

Students have to understand that this kind of art was going against the academic understanding of art, the imposed rules on what an artwork should look like and the way it should be produced. 

After that each student has to choose one avant-garde art movement from a list:

·        Abstract expressionism
·        COBRA
·        Conceptual art
·        Constructivism
·        Cubism
·        Dadaism
·        De Stijl
·        Expressionism
·        Fauvism
·        Fluxus
·        Futurism
·        Happening
·        Imaginism
·        Imagism
·        Impressionism
·        Incoherents
·        Land art
·        Les Nabis
·        Lyrical Abstraction
·        Minimal art
·        Orphism
·        Pop art
·        Precisionism
·        Primitivism
·        Rayonism
·        Situationism
·        Suprematism
·        Surrealism
·        Symbolism
·        Tachisme
·        Universal Constructivism
·        Viennese Actionism
·        Vorticism
·        Creationism
·        Nadaism
·        Stridentism
·        Ultraist

They have to make a research on the Internet about the art movement chosen and make:
  1. An art movement essay. This essay has to be well structured. It has to contains:
·       An introduction: a brief description and overview of the artwork.
·       A Thesis Statement: a comprehensive and inclusive description of the research problem in question.
·       Discussion
·       Formal Organization of Visual Content
·       Aim/Characteristic/Processes/Context of the Art Movement ( a historical, political and cultural framework)
·       Views and Critiques
·       Conclusion
·       Bibliography

* If they do not know how to do it this web can be very helpfull:

 

Paper Format

-Research papers should be in a 12-point Arial font, double-spaced.
-Number all pages.
 -Ample margins should be left for the teacher’s comments. All margins should be one inch to allow for comments.
- The cover sheet for the paper should include the following information: title of paper, your name, course title and number, and date paper is submitted.
-Staple the pages together at the upper left or put them in a simple three-ring folder or binder. Do not put individual pages in plastic sleeves.

  1. Artwork creation: After the research the students have to create and art work inspired by the art movement studied. They have to find an artwork that embodies the art movement’s values and visual characteristics and do a write up analysis in the presentation of it.
                                              
3.    Presentation
·         Each student will give a 5-10 minute presentation on the art movement.
·         The students have to create a visual aide (poster or PowerPoint) that highlights the important points of their research, like a visual summary of their essay. They can use power point or the presentation program they considered appropriate to make the oral presentation in front of their classmates.
·         To develop the oral presentation explaining the goal and main characteristics of the art movement researched the student can impersonate the greatest artist figure of the movement.
·         They have to show also the piece of art created as a comprehensive analysis of the art movement researched.
·         Remember the student that they will be graded on:
o    Using appropriate visual aides to support your research
o    Using the allotted time appropriately
o    How well you answer the above questions regarding the art movement you choose.
o    Clarity of presentation

Use the questions below to guide the students as they look for information and write the essay on the art movement to which they were assigned.

·        What :
o   What art movement have you been researching?
o   What is the purpose or the goals of the movement? 
    • What art movement or movements came right before this one?
    • Was your art movement a reaction against a previous style or a complement to it?
    • If your art movement was a reaction against previous styles, what did your artists object to in the previous movements?
    • What was considered to be the role, philosophy, goal or main intention in this art movement?
    • Which are the counter-arguments for this movement?
    • What movement came after?

  • Where:
    • Where did the movement take place?
    • Is it typical of the art of a geographical area?
    • Where did it start? Where did it spread after?

  • When:
    • What was the time period during which the movement took place?
    • Did any historical events influence the movement?        
  • How:
    • How was the relation with to mainstream society?
    • How those historical events influenced the art movement?
    • How is this art movement relevant to the Art History? What idea will you take forward from it?

  • Who: (Research on Individual Artists)
    • Who give the art movement its name?
    • Who are the major artists in the movement?   Select three representative artists (Do not forget to include feminine artists also), write a brief biographical sketch of each, and find three representative works of art by each. If possible, print out examples of their works. If not, write a one-paragraph description of each work you have selected.
Do not forget to write the name of the artwork, the title, the subject, the artist’s full name, the date, the period, the country,…
    • Who was the leader of the movement?
    • Did the artists of this movement create each piece of art by themselves or did they employ others to help them?


  • Why:
    • Why do you think artists created this movement? 
    • Why they choose this name for the movement?
    • Why an artist made a specific decision? These kind of questions help to place you in the mindset of the artist and gain further insight into the art movement itself. To answer this it is useful to try to imagine how it could have been otherwise.

  • Visual Characteristics and Process:
    • What type of art came out of the movement (drawing, painting, sculpture, etc.)?
    • What is the main style and characteristics of the artist’s work?
    • What was the preferred subject matter of the movement (people, landscapes, historical events, etc.)?
    • How was the artwork made? Were there specific techniques/skills used to create the art?
    • Describe how the artist has used line, tone, colour, pattern, shape and texture to create the work.: Was there a specific color scheme used (warm, cool, earth tones, etc.)?
    • Explain how the formal elements of a work of art affect the representation of the subject matter and expressive content
    • Explain how the artist’s formal choices affect the viewer.
    • Why did the artists choose to use this?


  • Conclusion and Personal Response:
    • What is your opinion regarding the artwork from this movement or time period and has it taught you anything?
    • Do you like/dislike the artist’s work? Why?
    • How the world would be different without this art contribution?

  • Provide all Sources: Bibliography

  • Some helpful websites to start the research

The shock of the New, by Robert Hugues:
Ep. 1 “The Mechanical Paradise” https://www.youtube.com/watch?v=J3ne7Udaetg&t=2023s
Ep. 2 “The Powers That Be”. https://www.youtube.com/watch?v=3JEx6CDW6-o
Ep. 3. “The Landscape of Pleasure” https://www.youtube.com/watch?v=nIhc8qsJXIA
Ep. 4. “Trouble in Utopia” https://www.youtube.com/watch?v=C04JZsoqs1A



Tips for the students to remember:

-Find credible information sources that are related to the issue in question.
- Do not copy and paste, read the information and re write in your own words. Remember that copy without the author permission is a criminal offense called plagiarism and it is punished by law. So it is really important to cite the sources you used in your essay properly.(See the image bellow).
*An useful website regarding plagiarism is provided by Cornell University, http://plagiarism.arts.cornell.edu/tutorial/index.cfm.
* A “Quick Guide” for the Chicago Manual of Style footnote and bibliography format is found http://www.chicagomanualofstyle.org/tools_citationguide.html.
-Make the well-organized notes regarding the topic of your research paper. It’s up to you what methods of note-taking to use. But still, take notes as many as possible to simplify the writing process.
-Before beginning to write a research paper, you should develop the outline that will help you finish the paper considerably faster.
-Make a list of keywords. Since it is the art research paper, use some art terms, artistic concepts, name of representative artist, etc.
- After the first reference to the artist by his or her full name, you may refer to the artist by his or her last name (e.g., Vincent Van Gogh becomes Van Gogh).
- Don’t use words that you don’t understand, look up what the word means or ask a teacher.
-Always write in full sentences.
- Write your research paper in the correct verb tense.When describing works of art, write in the present tense. While references to the life of the artist and the historical period surrounding the work should generally be in the past, formal analyses should always be in the present, as should as any descriptions of the works themselves.
- Move from discussing larger elements (such as the effect of the composition of a work) to discussing the specific details (such as the effect of the brushstrokes).
-You need to link the art movement to your own work to show development of ideas for it.
-Add details to show how the art movement has influenced your piece of work.
-Always choose a relevant piece of the art movement to analyse, consider the images you have seen in class.
-Re read your work once you have finished to check its right.

Image:CustomWritings.com


CREATING A STOP MOTION MOVIE





Shared by Blanca González: 

The objective of the activity I want to propose to my pupils is to create a story on images. The final work, depending on their possibilities, will be a comic or a stop motion short movie.


During this Easter holidays I asked them to read a comic, ‘Asterix in Spain’ as a way to introduce the next unit.

On first place we are going to analyse from page 5 to page 8. They have to summarize what happens as if it were a storyboard.

Afterwards I´ll explain the different types of shots in comic and in stop motion.

shots in comic:

shots in stop motion:

Next, they should classify the different frames that there are on the three previous pages analysed.

Then they must invent a story and make the storyboard.

Later, they will choose between a comic or a stop motion to carry out their creation, like these ones:



I’ll propose these applications they can use to create:





TEXTURES



 



Shared by Blanca González: 

The activity is focussed on vocabulary about textures.


It is an adaptation of an activity I did with one of my classes before this stop. The goal is learning material’s names and the adjective defining the texture we can relate to it.

As nowadays we are working by Teams, I will give them two photographs made with Wordart:
1-  A cloud with adjectives.
2-  A balloon with materials.
They will have to match at least ten materials with 10 adjectives. To encourage them to take the words they don’t know I’ll give them a higher mark if they choose words that nobody else have.

Later they will make a collage with those materials on a heavy paper, (It could be with printed photographs or with real pieces)
They will have to upload a photo of their composition so everyone in their class can see it.


At last they must write a description of somebody else collage.

Perhaps if I have time enough, I’ll do a kahoot where the question will be an image and the options will be four adjectives or on the other way round.

lunes, 26 de marzo de 2018

WELCOME




CLIL FOR  ARTS 







Scaffolding is a great way to engage students in a lesson from the very beginning. Scaffolding helps building skills and competences by helping learners to understand the contents and the language using different estrategies that support them to build skills and competences which will be transferred to other 


In order to make scaffolding  effectively, we should always have in mind the objective of our lesson, the students’ needs and the task sequencing, and focus our scaffolding where the help is needed to achieve intended learning outcomes.


Remember that Scaffolding means helping learners to build and develop skills and competences, and it helps teachers to attend diversity and foster creativity and autonomy within the classroom.


   “I’ve seen teachers burn out because of the effort they put into planning, so it’s important to start slowly, to take small steps, bite-size pieces and ideally work in a team –with language and content teachers.”
David Marsh: Extract from a Foreword in: 
101 Scaffolding Techniques for language and teaching and learning,
 by Donna Lee Fields. Octaedro Editorial. Barcelona 2019.











Donna Fields was at the Centro de Formación del 
Profesorado teaching the course: Scaffolding for CLIL Secondary. 










                                                      Click on this image to see her presentation



Download the activities carried out during the face to face course
  

If you click on your subject, you can see the activities created by @educacyl teachers after the face to face session course held by Donna Fields:




 Visual Arts



Play the video below for a quick look at our face-to-face course: CLIL for subjects: Social Science, Arts and Music.





On the padlet Mandy McLoughlin puts Social Sciences, Arts and Music under the CLIL spotlight.



Contents

1. Inquiry-based learning in the Social Sciences 
2. Input and scaffolding in Arts
3. Using music to promote productive skills
4. Teaching new language and recycling
5. Assessment
6. Critical creativity

All the activites and tools proposed can be easily adapted to your subject as they are meant to work on cross-curricular bases.
From CFPI we want to provide bilingual teachers with a range of resources to teach subjects in English within the CLIL approach.

WELCOME