The art of speaking: human relations

Typology:

Dynamic tour

Duration:

1 h 30 min (1 hour of debate and 30 minutes of free pedagogical activity)

Students per teacher:

Contact:

93 622 03 75 / [email protected]

Registration:

Registration form [2]

Horizontal Tabs

Approach

00. Programme

This activity aims to improve the oral language competence of students in adult training centres through debate using Visual Thinking Strategies and works of art from the museum’s collections:

This itinerary consists of four proposals that are offered throughout the year and each one consists of two options:

The human figure	level I	3rd term
Family	level II	1st term
Social classes	level III	1st term
Employment, decent work, gender equality, economy	level III	3rd term

The language levels (I, II, III) are related to the language syllabuses:

• Level 1- A2 of the Common European Framework of Reference for Languages (CEFR)

• Level 2- A2.1 or higher of the CEFR

• Level 3- A2/B1 of the CEFR

Recommended by: Lifelong Learning. Languages

01. Goals

To foster the participation of the students in real communicative situations so as to favour significant learning.

To increase curiosity as a driver so as to access personal and social knowledge, as well as the surroundings.

To foster visual literacy based on immediate observation and active listening.

To exercise critical thinking by contrasting their own ideas with those of others.

To practise collaborative peer learning considering the validity of all justified opinions.

To actively participate in the collective construction of a storytelling based on cultural assets.

02. Activities

The first part of the visit, lasting 1 hour, will be led by an educator. The mediator will facilitate the group’s discussion in front of two works of art on familiar or everyday topics using the methodology of Visual Thinking Strategies.

For the second part of the visit, led by the teachers accompanying the group, we propose a complementary activity at the museum that can last approximately 30 min.:

The human figure Itinerary: strolling around the museum rooms and looking for a work (painting, sculpture, mosaic, etc.) with which the students find a certain physical resemblance and then take a photograph. Classroom work: Project the photograph in front of the class group and make a basic description of the features it has in common with the chosen work. Classmates can express whether or not they agree with the similarities presented by the student. 20 min. approx.

Social classes Itinerary: looking for furniture, accessories or decorative objects that could be part of the house where the upper class people live who were observed during the VTS debate. Taking a photo of 5 very different elements thinking about which part of the house they would be placed in, or record the presentation in the form of a video of each of these elements and say where they think they could go and why (For example: Here we have a round table, made of wood, that could go in the dining room, because it is big and this family is made up of many people, etc.) 20 min. approx.

Work, decent employment, gender equality and the economy Itinerary: taking photos of three works featuring women working or carrying out a trade. Do three more where men appear. In the classroom: Project the photographs and ask the other students what profession they think it is. Present these trades by saying what they consist of and framing them in an era, according to a research paper. Finally, start a debate on gender roles in our society and whether it is women or men who carry out these occupations. 20 min. approx.

Family Itinerary: Strolling through the museum rooms. The students must choose a work with which to identify and take a photograph with it. They will also take a photo on the poster so that they can have the information and be able to start a digital research project after school. An example of a later work might be to write a short text explaining why this work is about them, or to give a presentation to their classmates of the chosen work. 20 min. approx.

We encourage you to check out some examples of post-visit activity conducted by three CFA students (Adult Training Centres):

	CFA Maria Rúbies UNA NOCHE EN EL MUSEO [3]
	CFA Montserrat Roig Projecte MNAC [4]
	CFA Castelldefels Experiència VTS [5]

03. Resources

Before coming to the museum, we suggest that you work with students about the museum and its surroundings. That is why we have prepared:

A Guide of Approach to the Museum in three languages Catalan [6] / Spanish [7] / English [8]
A guidance document for teachers [9] (with the solutions)

After coming to the museum, we suggest that they develop those aspects that have emerged during the debate and that have interested the students as well as the proposals for the complementary activity that they have started in the museum’s rooms. To see examples of developments in the CFA (Adult Training Centres), you can consult the section on the activity.

Resources and educational support:

Online collection [10]

Visual Thinking Strategies:

http://blog.museunacional.cat/estrategies-de-pensament-visual/ [11] (amb enllaços d’interès)

Philip Yenawine, Teoria del Desenvolupament Estètic

https://vtshome.org/research/ [12] (en anglès)

Adult education network:

https://projectes.xtec.cat/xarxadults/programes/lart-de-parlar/ [13]

Language learning projects through art in other museums around the world:

Museu Getty de Los Angeles [14]

Harvard University Art Museums [15]

The Museum of Fine Arts Houston [16]

National Gallery of Denmark [17] (Copenhagen)

The human figure

Option A: Portrait of Miquel Utrillo [18], Santiago Rusiñol, 1890-1891 / The newlyweds, Olga Sacharoff, circa 1929

The human figure

Option B: Una romança [19], Santiago Rusiñol, 1894 /Portrait of Marta Vidal [20], Lluïsa Vidal, circa 1907-1911

Family

Option A: Cala Forn [21], Joaquim Sunyer, 1917 /The Deu [22] Family, Marià Pidelaserra, 1902

Family

Option B: Portrait of the Painter's Wife and Children [23] Claudi Lorenzale, circa 1860-1865 / A Wedding, Olga Sacharoff, 1919-1923

Socials classes

Option A: Picnic in the country [24], Gaspar Homar, 1905-1906 / Spectators [25], Francesc Domingo, 1934

Social classes

Option B: After the Ball [26], Francesc Masriera, 1886 / Gathering at the Apothecary's House [27], José Gutiérrez Solana, 1934

Employment, decent work, gender equality, economy

Option A: W [28]oman ironing [28], Roberto Fernández Balbuena, 1930 / The Choir Girls [29], José Gutiérrez Solana, 1925

Employment, decent work, gender equality, economy

Option B: Portrait of the writer Frederic Pujulà i Vallès [30], Segundo Matilla, cap a 1907-1914 / The Downpour. Santoña Bay [31], Darío de Regoyos, 1900

The human figure

Option A: Portrait of Miquel Utrillo [18], Santiago Rusiñol, 1890-1891 / The newlyweds, Olga Sacharoff, circa 1929

The human figure

Option B: Una romança [19], Santiago Rusiñol, 1894 /Portrait of Marta Vidal [20], Lluïsa Vidal, circa 1907-1911

Family

Option A: Cala Forn [21], Joaquim Sunyer, 1917 /The Deu [22] Family, Marià Pidelaserra, 1902

Family

Option B: Portrait of the Painter's Wife and Children [23] Claudi Lorenzale, circa 1860-1865 / A Wedding, Olga Sacharoff, 1919-1923

Socials classes

Option A: Picnic in the country [24], Gaspar Homar, 1905-1906 / Spectators [25], Francesc Domingo, 1934

Social classes

Option B: After the Ball [26], Francesc Masriera, 1886 / Gathering at the Apothecary's House [27], José Gutiérrez Solana, 1934

Employment, decent work, gender equality, economy

Option A: W [28]oman ironing [28], Roberto Fernández Balbuena, 1930 / The Choir Girls [29], José Gutiérrez Solana, 1925

Employment, decent work, gender equality, economy

Option B: Portrait of the writer Frederic Pujulà i Vallès [30], Segundo Matilla, cap a 1907-1914 / The Downpour. Santoña Bay [31], Darío de Regoyos, 1900