The art of speaking: Nature and the environment

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 itinerary consists of a proposal that is offered throughout the year and consists of two options:

Landscape, interior espaces, exterior espaces

Level II

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

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

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.

03. 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.

04. Resources

In the school:

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 [3] / Spanish [4] / English [5]
A guidance document for teachers [6] (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 [7]
Visual Thinking Strategies:

Blog [8]
Philip Yenawine, Teoria del Desenvolupament Estètic [9]

Adult education network [10]
Language learning projects through art in other museums around the world:

Museu Getty de Los Angeles [11]

Harvard University Art Museums [12]

The Museum of Fine Arts Houston

National Gallery of Denmark (Copenhagen)

Opció A:

Interior del Moulin de la Galette [13], Ramon Casas, 1890-1891 / Ombres reflectides [14], Lluís Masriera

Opció B:

Tombant del Loing [15], Alfred Sisley, 1920 / Exposició pública d'un quadre [16], Joan Ferrer Miró, 1888

Opció A:

Interior del Moulin de la Galette [13], Ramon Casas, 1890-1891 / Ombres reflectides [14], Lluís Masriera

Opció B:

Tombant del Loing [15], Alfred Sisley, 1920 / Exposició pública d'un quadre [16], Joan Ferrer Miró, 1888