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Taller: Using Music and Art to Develop Speaking Skills

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Subido el 25 de enero de 2011 por EducaMadrid

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Taller "Using Music and Art to Develop Speaking Skills" por Dª.Mª Luisa Ariza Brigidano, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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I worked as a secondary teacher but what I'm going to share with you can be adapted to 00:00:00
any levels. First, I'd like to start with a little story, because I also like stories, 00:00:28
and the story begins with some baby mouselets playing around. They're just a few days old 00:00:39
and they're playing around, jumping, hopping, squeezing happily under the care look of their 00:00:49
mother. Suddenly, a huge dark shadow is over them and they freeze in their traces. They stop. 00:01:01
They are afraid. However, their mother is there and goes on looking at them. 00:01:14
They turn their little faces around and what they see is a huge tomcat staring at them, 00:01:24
his eyes big as plates, his whiskers long and menacing, his teeth yellow and dripping saliva. 00:01:31
They're completely frozen in terror, but their mother jumps between them and the cat and glaring 00:01:42
fiercely at the cat, starts barking loudly and with decision, the cat is completely surprised 00:01:56
and with its tail between its legs, turns around and shut off in panic. Then the mother said, 00:02:09
my little mouselets, have you learned anything today? They start thinking for a while and they 00:02:20
say, we don't know mother. And the little one says, I've learned something. What have you learned? 00:02:28
I've learned that I will never ever estimate the importance of learning languages. 00:02:36
Okay, so this is just for starting the lesson, but today I'm not going to talk about stories or 00:02:43
mice or anything like that, but about how we can use art and music to improve and to develop oral 00:02:51
skills in our students, okay? So if you start, if you help me please with the mouse. 00:03:00
When we prepare a unit or a lesson, we want it to be interesting. We want to cover the objectives 00:03:09
we have planned. We want to cover the content, vocabulary, grammar. We want to practice all 00:03:18
skills, reading, writing, listening, speaking, talking. We also like to cover all the learning 00:03:27
styles that can appear in our students, visual, auditory, kinesthetic, many more things. 00:03:36
And this is really complicated sometimes. 00:03:46
Has the book everything we need? Sometimes we use it as the main help we have, and most textbooks 00:03:50
are very, very good. We can find very good activities, very good ideas there, pictures, 00:03:58
illustrations, activities. But have all books everything we need? Do they have everything we 00:04:04
need? Do they have everything we need? Don't we sometimes feel a bit bored with turning pages 00:04:15
and doing the same thing? And if we feel so, don't our students feel so too? So 00:04:22
some light, some ideas. Where can we find some more things to improve our lessons, 00:04:32
to improve our classes, to be happier with what we do? Maybe, for me, music and art are part of 00:04:39
the solution. Today's elements and what our students work with are computers. They are used 00:04:49
to use media. They watch TV series and programs. They play video games. They use SMS very 00:05:00
frequently, is what they use today. They are getting used to virtual reality, and this is good. 00:05:11
It's real. We have to take it into account. But... Go on, please. Yeah, go ahead. Can you... 00:05:19
Music and art, what has it got? Music and art help us to develop creativity, relax, reflection, 00:05:28
imagination, appreciation. Sometimes they don't really appreciate things because they don't know 00:05:39
them, because they are not exposed to them. We can even develop that curiosity and dreams, 00:05:47
and we see how. So what I intend to communicate is that there should be a kind of balance. 00:05:55
We cannot forget today's elements in our students' lives, but if we forget that music 00:06:06
and art are there and they are part of being more human, maybe we are missing a very important part 00:06:14
in our lives and depriving our students of that possibility. 00:06:21
Activity one. This activity needs some background and some feedback. I've brought 00:06:27
some handouts because some of our students don't have the vocabulary they need. 00:06:36
Sorry? Okay, yes, you can... I've brought 40, but if there are more people who need them, 00:06:42
we can make more photocopies. This is just feedback. Many... Probably you know them, 00:06:48
and you have plenty of these photocopies at home, but I think some of our students need some 00:06:56
feedback to start working. So we can give them some vocabulary so that they can speak about 00:07:02
feelings. And what I did was I prepared some pictures of art from... The idea came from this 00:07:09
book, okay? I bought it in Spanish, but then I found it in English. Look. And it's interesting 00:07:17
because it was looking at body language in art, okay? So I took the idea from this book. I took 00:07:26
some pictures, in fact, from this book, which you will see in a moment. So can you help me, please? 00:07:33
Sure. Okay, so this is the first set of pictures, and show them all because I'm going to, you know, 00:07:39
to let you... Okay, first of pictures. Okay, next. Okay, so what I did was I scanned and printed 00:07:49
different pictures, most of them with the ideas from this book, and I made pairs and fours. 00:07:58
First of all, I told my students to elicit some adjectives of feelings, okay? So if you don't mind, 00:08:06
you can do it too. So you can have the pictures. 00:08:18
If we can turn back, back, back, go back. For example, this, the first one, what feelings can 00:08:22
you say they express? Anger. Anger. Grief. Grief. 00:08:29
Sorrow. 00:08:39
Anger. Anger. 00:08:41
Grief. 00:08:45
Sorrow. Fear. Fear. Next. 00:08:49
Anger. 00:09:03
Anger. Power, maybe power. And the other one? Relax. Calm. Quietness, maybe? Okay. 00:09:03
Sorrow. 00:09:29
Pain. Grief, maybe? Mourn. And this is, this is, the other one is very, very interesting. 00:09:33
Very interesting because there are many, there are some people, and I think there is a fortune 00:09:43
teller, and there is a boy, a rich boy, and the other girls want to steal the money from the boy. 00:09:50
So it's very interesting, but you can find more information from the book. And students, 00:09:57
we would like to find more information. So most of them want to read the book and find 00:10:02
more information. Who is the painter? Who painted that? Okay, we can guess. And if we go on, 00:10:08
these are comics, different style of art. So what feelings, sensations do you have with this? 00:10:18
Mystery, maybe? Mysterious? She gets mysterious. 00:10:26
Maybe. Surprise. Gossip. Curiosity. Okay, so you can also find out about the artist 00:10:33
in future projects, but at the beginning, for lower level just, we can elicit names of feelings 00:10:42
with them. Okay, if you, we go to the next. What I did was just practice making pairs 00:10:48
with different criteria. For example, the criteria could be find the person with the same 00:10:55
feeling that you have, and asking, for example, do you feel sorry? Do you feel angry? Do you feel 00:11:01
happy? Do you feel relaxed? And they can find that pair. But there is another possibility. 00:11:10
Find someone different and find what you have in common. Then we can make, you could make, 00:11:16
but I don't think it's necessary. You can make in pairs, and then in fours, 00:11:24
you can organize yourselves in groups of four people with different pictures. Okay, I don't 00:11:32
know if you have similar pictures now, but the perfect thing would be to make groups of four 00:11:38
with four different pictures. Okay, if you are near a person with a picture which is different 00:11:44
from yours, you can do it now, because it's very, very easy. But even though it's easy, 00:11:51
it's a complicated formula to be explained, but very easy to practice. Can you do this? For 00:11:58
example, if you are sitting next to three more people with different pictures, you have to, 00:12:04
you have five minutes to find a sentence which answers this question, one of them. 00:12:10
Also, you can personalize the activity and say one of us. You look at the four pictures and say 00:12:20
one of us is happy, one of us is relaxed, one of us is angry, one of us is terrified. Then 00:12:25
you, in your groups, compare two. Look at the four pictures and say two of us, if you personalize, 00:12:37
or two of them. Two of them are one person, two of them are close, close shot, no? How do you say? 00:12:46
Close-up, it's a close-up. You see the picture very near the face. Two of them have more than 00:13:00
one people. You can also practice the structure, all of them. All of them are blue, all of them 00:13:07
are in the outside, all of them are in the inside, all of them are bigger, all of them are small, 00:13:16
they can find what they have in common. And none of them, none of them are landscapes, 00:13:21
none of them have animals, if you don't have animals, okay? Or none of us, if you personalize 00:13:30
and you identify yourself with one thing of the picture, okay? And when you have the picture in 00:13:38
your hand, maybe you want to know more about the person who painted it, or you can even 00:13:46
say why. So if you work in pairs, you say, why are you so happy? Why are you so tired? 00:13:55
And they can make short conversations, personalizing and taking the place of the 00:14:02
person who is depicted in their picture, okay? Little conversations in pairs. Or maybe, 00:14:08
why do you feel so? What happened before? What will you do? How can I help you? So you can just 00:14:14
start little conversations using the vocabulary and the structures you have been using during 00:14:20
the unit. These activities are inserted in different units. So you can apply them when you feel 00:14:25
it's necessary to practice those skills, okay? So we can go on. 00:14:31
Why this? Okay, so this is some theory. We have one brain, but two sides of the brain, 00:14:39
okay? We have the left side and the right side. The left side of the brain 00:14:46
works with certain areas, okay? It is logical, sequential, quickly rational, analytical, 00:14:53
objective, looks at parts. While the right brain in the same person 00:14:59
is random, intuitive, holistic. He likes synthesizing, subjectives, and looks at holes. 00:15:07
So we usually work with a part of the brain which is, you know, more important in ourselves, 00:15:14
but I think that it is better if we work and make our students work with both sides. That's why 00:15:22
I prepared an activity that I called Grammar and Music. This is a grid. I don't know in English, 00:15:29
but in Spanish, I studied scientific bachillerato, and we did a producto cartesiano. 00:15:38
So it's also similar to battleships, okay? So I prepared a grid, and in the 00:15:46
vertical lines, now, present, past, future, sorry, present, past, future, and conditional. 00:15:56
Very easy. And in this column, simple, continuous, perfect, imperfect, continuous, okay? 00:16:04
So at the beginning, we just practice and give examples of one row, okay? And then we continue 00:16:12
finding examples along the year. But for example, in bachillerato, we do this in one or two sessions 00:16:24
on the blackboard. So what I tell my students to do is to, you can go to the next one, please, 00:16:32
to prepare a grid with the formula. This is mathematics. This is left brain. Formula. So 00:16:40
present, subject, plus verb, where the verb is the base form, okay? Just the base form. 00:16:48
So he, she, it is the verb and the S, little s. So this is the formula. So if I give the students 00:16:57
all the formula, I think for them. But if I tell them to do it by themselves, they think, they 00:17:04
deduct what they have to do. So they have to write affirmative, negative, and interrogative forms. 00:17:11
This is just mathematics. Formula. Apply the formula, okay? And what they have to do is to 00:17:18
choose and translate an irregular verb. For example, I'm thinking in lip, which is regular. 00:17:25
Break, for example, break, okay? So they copy all its forms. Break, broke, broken, and inform, 00:17:34
breaking, okay? So they have formula, okay? This is the key. S is subject, verb is base form, 00:17:44
and the part in the commas changes, is the only thing that changes according to the tenses, okay? 00:17:52
B is the thing that changes. In this other half, changes, and perfect continuous changes. Then what 00:17:58
they have to do is prepare, do their own grid, okay? This is just mathematics. Formula. And how 00:18:05
can we transform this mathematics into left brain activity, into right brain activity? 00:18:12
What do you think? If the activity is called grammar and music? Can we go on? So after they 00:18:19
have prepared their own verb, their own formula, and they have to do it as many times as they need 00:18:27
to make it perfect. So I tell them to do it with a pen, not with a computer, so that if they make 00:18:32
a mistake, no TPEX, they have to repeat the whole grid again. I think it's the best thing, 00:18:38
repeating until they do it correctly, that they learn, because they have to internalize, 00:18:47
this has to be mechanical, okay? And then, in order to remember, they find lyrics, or just 00:18:52
the title of songs, where they can find the structure, so that they remember, okay? So I 00:19:01
have all these songs prepared, but I prepared it a long time ago, and it was on a tape, and 00:19:08
it's very difficult to use it on a tape now. But if we go to a webpage, which is called goear.com, 00:19:14
goear, you just click on it, and you find the example, okay? As I would like to show you more 00:19:21
activities, we won't listen to this kind of music today, but for example, this present perfect 00:19:27
continues, I'll be watching you, can you tune it? Okay, great, thank you very much, I'll be watching 00:19:34
you, and for example, I will survive, it was very popular, I will survive, okay? 00:19:42
And this one, do you know this one? 00:19:54
I am sitting in the morning, I think it's a classical, it's so old, but we still use it in 00:19:56
class, most of us use it, okay? For many purposes, okay? So if they can complete the grid with lyrics, 00:20:10
perfect. For me, it was grammar and music, but this is my grammar and my music, they can do it with 00:20:17
them, with theirs, sorry. For example, queen and grammar, so all titles or parts of lyrics of queen 00:20:22
or, you know, Tokyo Hotel, although I don't think they have so a wide range of grammar examples in 00:20:32
their music, but I don't know, maybe, the important thing is that they find their own examples that 00:20:40
are relevant for them, and they ring a bell when they have to remember. In my class, we had a test 00:20:45
every single, sorry, Friday, it took 10 minutes, I asked them for five different tenses, and they 00:20:52
have to write an example from them, okay? They have to write, and that was all, for example, past perfect 00:21:01
continues, third person singular, and they have to write just a sentence, just the verb, not a 00:21:07
whole sentence, to make it more mechanical, and some of my students draw the little grid and put 00:21:12
a cross in the place their time should be, so it was helpful for the students who had brain-dominant, 00:21:18
left brain-dominant hemisphere, okay? So it was very practical. So if we go on, 00:21:25
this, another thing, for example, this is Tom's Dinah, the Susanne Vega song, and one of my 00:21:33
students understood the music and made a picture, I think it's wonderful. So, but this picture, 00:21:42
I've used it in both ways. First, they had to interpret the music and make a picture. I like 00:21:48
this very much, that's why I keep it, I treasure it. But another thing I did with the picture was, 00:21:56
I presented the picture, I told my students, okay, what can you see? Where was this picture drawn, 00:22:02
where was this picture taken? Imagine you are one of the persons in the picture. 00:22:11
Who are you? Why are you there? How do you feel? What is happening around? What do you hear? 00:22:19
What do you smell? Why are you there? What will you do after that? And they talk about that, 00:22:27
they can make a conversation in the bar, and then they listen to the song, and they compare 00:22:35
their predictions with the song, okay? So, and why have I done this? Okay, because this is a very, 00:22:41
very difficult part of grammar, grammar. The present conditional, present perfect, sorry, 00:22:53
conditional perfect, sorry, here, okay, so it is conditional, and it's perfect. So it is very, 00:23:03
very difficult to find examples of this tense, and it's very difficult for our Spanish to 00:23:09
pronounce it, very, very complicated. And it was also complicated for me to find a good example 00:23:15
for my students to copy. And I found one that I'd like to share with you, I don't know if it is 00:23:22
relevant for all of you, because although I love it, maybe you can use it with all ages, okay? So 00:23:28
if you help me, and we click here, okay, but I, you can also minimize the screen and listen, 00:23:36
concentrate on the lyrics. And the stories are really interesting, and with older students, 00:23:45
can lead to very controversial, you know, conversations and debates, okay? So you have 00:23:51
the lyrics here, so that you can, you can use them if you want, if you have enough students to 00:23:58
make use of them. Okay, so what I've projected here is what the Hungarian girl says, because 00:24:05
nobody understand it's in Hungarian. So she said that she didn't do anything, but nobody understands 00:24:13
her, that's why she was, you know, sentences to death penalty, okay? And that's why I've given it 00:24:19
to you, okay? Okay, so the next activity I did with my students was, okay, I'll give you a list 00:24:27
of not very good things you may have done in your past life, for example, and I make strips, I found 00:24:38
a wallet with money, and I kept it. I cheated in an exam, or I told a lie to my best friend, 00:24:46
I played truant, and I missed the English class, I stole a toy from a shop, I jumped on an old lady. 00:24:54
So these things are not very, you know, recommendable, but I made groups, I gave them 00:25:00
different strips, they can even add more things, because everybody has something they wouldn't 00:25:06
like to confess, but it's confession time, okay? So they can add more strips to these things, 00:25:12
and the students using the lyrics of the song, they say, why did you do it? You shouldn't have 00:25:18
done it, you shouldn't have done it, so they use the model, you shouldn't have done it, 00:25:23
it's very difficult, if we teach the formula, but it's very easy, you learn it. Why did you do it? 00:25:28
You shouldn't have done it, and they have to justify, they have to give a reason why they did 00:25:35
these things. And finally, all of them in groups of maybe, I think three is best, but four or five 00:25:40
may be okay, he, you know, defends himself or she, if you had been there, if you had seen it, 00:25:48
if you had been in my place, you would have done the same, and this is what I want to get, you would 00:25:57
have done the same, you would have also stolen that purse, you would have also cheated in that exam, 00:26:02
you would have also, okay? So it's very easy for them to pronounce when you have a model, 00:26:08
and music really helps for that, okay? So this is grammar and music, with a very, very concrete 00:26:13
examples for a perfect conditional, which is really difficult for us Spanish, okay? They had 00:26:20
a good time, and they really learned it, okay? And with the music, okay? Go on. Okay, the next activity, 00:26:26
next activity, and I think one of the ones I like best is making a picture alive, okay? 00:26:37
And all this you have here, and I think I have the, yes, I have also the handout, 00:26:47
are names of pictures, but you know, I forgot to put spaces between them, and maybe you can sort 00:26:55
them out, because they're very complicated, so they have names of pictures, when you sort them out, 00:27:04
you must find out what they have in common, but even they all have something in common, 00:27:12
there is another one out, so you have to do two things, first of all, sort them out, 00:27:19
there are names of pictures, then find what they have in common, and then you must say, okay, this 00:27:25
doesn't belong, okay? I don't know, are there enough handouts for everybody? 00:27:33
You can share it, too, okay? 00:27:39
How many people don't have a copy, so I can make more? 00:27:57
We'll just share them now, at the end of the session, we can make some more photocopies. 00:28:03
Yeah, but just to know how many we need beforehand, so can you raise your hand if 00:28:06
you don't have a copy, to see how many people need more afterwards, maybe, 00:28:12
four or five, I would say ten, anyway, okay, great, okay, have you found out what they have in common? 00:28:19
Have you sorted them out? 00:28:34
Yes, you need some clues? What would you like, a title or the pictures, 00:28:45
for example, would you like to see a picture? 00:28:53
I'll show you a picture, for example, maybe, 00:28:55
this one, what's the name of this one? 00:29:13
What's the name of this one? 00:29:19
And, okay, we can go to a museum now, so we can put the pictures on the walls, 00:29:25
so if you are so kind as to take one and put them on the walls, so we can share them, 00:29:33
we can go to a museum, okay? Can you please help me? They all have a little bit of blue tag 00:29:38
on them, so if you can come here and I'll make a museum with the class, you can go to a museum, 00:29:45
be careful because there is some blue tag behind, 00:29:55
you think it's easier now? 00:30:06
Okay, any ideas now? Any ideas now? So, we have the shower, then the rest, 00:30:15
noon rest from work, noon rest from work over there, a wheat field with crows, 00:30:38
okay, so maybe there are some white students who can associate the pictures and the captions, 00:30:49
okay? So, I need more help again, 00:30:57
or maybe you just, yes, you don't mind, help me, yes, 00:31:01
to have some more, and we have the museum with the captions, 00:31:07
any more help, please? Maybe there are captions for all the pictures, so maybe we can 00:31:14
make them, we can find more, we need more, I need more help, please, 00:31:20
thank you very much, students love it, teachers don't love it so much, 00:31:33
it's just that, okay, so we can go to a museum without going to a museum, isn't that great? 00:31:42
But, just for more, yeah, we still need some more help, please, yes, just for more, 00:31:50
just two more, 00:32:06
yes, great, okay, now we have made the class into a museum, that's great, and 00:32:20
the Virgin of the Rocks, wow, the Virgin of the Rocks, where is it? 00:32:34
The Virgin of the Rocks, how would you call this one? 00:32:41
Self portrait, okay, so we don't have a picture for this one, so, so, 00:32:45
what's the matter with this? It's the other one out, it's the other one out, 00:32:56
you know who painted the Virgin of the Rocks? Leonardo, okay, we don't have Leonardo here, 00:33:02
unluckily, but we can find him, we can find the picture somewhere else, maybe in the internet, 00:33:10
okay, so now we have the museum, we have some vocabulary, we can learn sentences as wholes, 00:33:16
some of them are quite difficult, some of them very easy, we have two self portraits, 00:33:25
and you know why, and what, of course, what do all these things, names of pictures have in common? 00:33:31
The author, so who painted all these pictures? Bango, okay, so we can introduce the painter to 00:33:40
our students, and, but this is not the only thing we can do, because now we are going to go 00:33:48
somewhere, we're going to go and we're going to dream, we're going to see a film, 00:33:59
okay, so, and, sorry, first of all, we are, we are going to see some of the pictures we have in 00:34:05
our museum, we're going to see them in the film, okay, so I'd like you to take notes if you see 00:34:12
some of the pictures we have here in the, in the film, okay, so if you click, maybe the second is 00:34:18
the same, but I think the second is better, because it has less, it lasts 10 minutes, 00:34:24
but I think I will, I will have to cut it a little bit, and we have to turn down the light. 00:34:32
Because they learn a lot, they can think a lot, I've also given, I did it, you know, by ear, 00:35:02
I, I copied it, what I think is the script of the conversation they had, but our students can 00:35:22
make a different conversation between the artist and the young painter, I've given it to you just 00:35:28
to make you, to give you an idea, but I think maybe they can even make, I, I can even have 00:35:34
made some mistakes, okay, so, so I'm sorry for that, but I did it very quickly, just in case 00:35:40
they could be useful for you, okay, then, but you just write Akira Kurosawa, Dreams and the Crows, 00:35:45
and it will appear, and I will give you the handout, too, with a, with a presentation, okay, 00:35:56
so you can find it there, but this is not good only by itself, because it led me to find 00:36:04
a next, another activity, so what I did was, I played some music, some music to my students, 00:36:15
completely different, nothing to do with Van Gogh, okay, so this is different, but this picture was 00:36:23
the starting point, to open their minds to dream, to imagine, to create, and to give, you know, value 00:36:29
to the power of creativity, so they can also get into a, a picture, 00:36:35
and while they were listening to the song, they had to, you can also imagine, what year is it? 00:36:43
You are listening to this music, what year is it now? What country are you associated with? 00:36:57
Imagine a scene under this music, is it inside, outside, what is another year? 00:37:06
You can even write it down now, use your imagination, under the music, what time of the day, morning, evening, night? 00:37:17
How many people can you see? You close your eyes, in this music, what are they doing? 00:37:26
What can you see around? Are there any smells? 00:37:36
And there, two lovers walking happily, to the market of four seasons, 00:37:42
they buy from the spring, the prickly pear, under the amused eyes of the paddlers who are there, 00:37:50
they exchange kisses in a bouquet of flowers, the prickly pear, 00:37:59
the prickly pear, the prickly pear, and the prickly pear, the prickly pear, the prickly pear, the prickly pear. 00:38:11
Okay, so I go to this, okay, here, okay, so maybe, I made a mistake, I showed you the picture, 00:38:19
but I, I wouldn't have shown you the picture, if I had been, you know, more skilled with the computer, 00:38:33
so, incredibly, most of the people I've done this with came, imagine a scene very, very similar 00:38:40
to the picture I have chosen, it's incredible, they imagine a scene outside, in the middle of 00:38:51
the day, maybe spring or summer, there were many people eating, it was in the outside, so, 00:38:57
although the music has nothing to do with this, they imagine it was at the beginning of the 20th 00:39:04
century, of the end of the 19th century, and what I did was, like a trick, what I did was, making 00:39:10
groups of three people, how did I make the groups? Well, I said, okay, I'm gonna give you the 00:39:20
solution to this problem, there is a real picture behind these questions, maybe it's not the same 00:39:28
as the picture that you have imagined, but you will know in a minute, so, what I did was, I made 00:39:33
photocopies, color photocopies, with a picture, and I divide each copy of the picture in three 00:39:41
parts, so, the students had to make groups by joining the parts of the puzzle, okay, I don't 00:39:49
know if you will find your partner, because they are mixed up, okay, see, at the end of the lesson, 00:39:55
at the end of the session, you can leave this on the table, no, no, no hurry, no need to hurry, 00:40:02
okay, so, you will have to find the person with the same, 00:40:07
although the pictures are the same, the puzzles are different, so, there are only three parts 00:40:17
put together, okay, you have to find the real person, 00:40:23
for you to feel, for the ones like me, who need to touch and to move, okay, so, when they, 00:40:37
they would only need two or three minutes to do this, because I prepared this beforehand, 00:40:45
so, if you are so kind as to find the people with the, with the rest of the piece of the puzzle, 00:40:51
five minutes, five minutes, okay, five minutes, and no questions, then, okay, so, we can show the picture, 00:40:58
okay, this is the picture, and you know the author, the picture, Renoir, and the title of the, 00:41:06
the name of the picture, I think it's luncheon near the bridge, or boat, actually, no, 00:41:13
boating party, there is also some music and some close-ups to this scene in YouTube, 00:41:25
but I will give you the handout, and you can, okay, can you make, has anybody managed to, 00:41:33
to complete the puzzle? Okay, in my class, I would have done it much better than we did, 00:41:41
we don't have too much time, okay, and next, this is a conversation that a group of adults came, 00:41:48
you know, made, but after viewing this picture, okay, they, what I wanted my students to do is, 00:41:57
in their threes, to invent a conversation that was taking place at that, that scene, okay, 00:42:04
so, this is from adults, but maybe your students can come up with something 00:42:11
nicer, or richer, but very simple, and the objective was to 00:42:18
perform the conversation, first in their threes, then in front of the class, and then, 00:42:24
the following day, they would come to the class with some, a dresser, with some, you know, 00:42:30
pieces of cloth, some, some realia, and try to make, to copy the picture with their bodies, 00:42:36
okay, to make it alive, okay, so this is the conversation, there were three people, 00:42:44
the lady with the dog, the young man, and the lady in love, so the conversation was very, 00:42:51
very simple, the big part was for the, the young man, very, you know, and there was a lady in love, 00:42:56
and I would like you to have, you know, invented the conversations 00:43:09
in your, from your own views, in, in threes, but we don't have time, and what we 00:43:14
produced was this, the three people, we just had hats, I cannot bring pictures of students 00:43:20
for copyright reasons, and the rest of the class came together, and if you can show the picture, 00:43:30
we, with the picture in the background, the real one, we took some hats, and we just 00:43:38
made the picture with our bodies, we froze, 00:43:46
trying to reproduce the scene, the way it was in the, in the real picture, so we can learn 00:43:51
about, learn more about Renoir, we can go to museum, we can go to the internet, we can take 00:44:00
different pictures, and prepare the conversations, and then freeze, and take pictures, take videos, 00:44:06
take photos, you know, so there are lots of things we can do to enlarge our students' horizons, 00:44:12
to make them speak, to make them happy, to be happy ourselves, and we can use this without 00:44:18
leaving out technology, textbooks, but I think the main resource is ourselves, and themselves, 00:44:23
and creativity, and, you know, liking what they, what we do, which is my case, 00:44:32
so I think this is all for now, thank you very much. 00:44:38
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
Dª.Mª Luisa Ariza Brigidano
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
647
Fecha:
25 de enero de 2011 - 10:45
Visibilidad:
Público
Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.


En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y  especialmente en España.


Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.


Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.
Duración:
00′ 29″
Relación de aspecto:
1.31:1
Resolución:
480x366 píxeles
Tamaño:
281.85 MBytes

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