The art of speaking: societies and culture

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

Poverty and inequalities	Level II	2nd term
Social justice	Level III	2nd term

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

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

02. 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. Activity

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.:

Social justice Itinerary: strolling around the nearby rooms and in pairs they look for a work that they think denounces a social injustice. They should take a picture of it and think of a title for the work. In the classroom, each pair must explain what injustice their work shows. From here, they can delve into various topics: labour movement, republic, civil war, exile, prison, etc. with different types of activities. 20 min. approx.

Poverty and inequalities Itinerary: Based on the 2 pictures in the itinerary, students look at still lifes from the collection to see what foods the characters in each image could have in their pantry. Students have to take a photograph of the selected works and must justify their choice in the classroom. Other research activities can be to investigate if there are differences between today’s diet and those from previous times, make a mural, etc. 20 min. approx.

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 Museu Nacional d'Art de Catalunya [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 [13]

National Gallery of Denmark [14] (Copenhagen)

POBRESA I DESIGUALTATS

Opció A: Pierre-Louis Laideguive [15], Maurice Quentin de la Tour, cap a 1761 / Tres captaire [16]s [16], Giacomo Ceruti dit "Il Pitocchetto", 1736

POBRESA I DESIGUALTATS

Opció B:

Vella amb un fanal [17], Giacomo Francesco Cipper (Todeschini), cap a 1715 / Vittoria Colonna [18], Sebastiano del Piombo, 1520-1525

JUSTÍCIA SOCIAL

Opció A: Ocell de golfa [19], Lluís Masriera, 1898 / La treva [20], Fernando Escrivà, 1937

JUSTÍCIA SOCIAL

Opció B: Evacuació [21], Helios Gómez, 1937 / Sense títol, Agustí Centelles

POBRESA I DESIGUALTATS

Opció A: Pierre-Louis Laideguive [15], Maurice Quentin de la Tour, cap a 1761 / Tres captaire [16]s [16], Giacomo Ceruti dit "Il Pitocchetto", 1736

POBRESA I DESIGUALTATS

Opció B:

Vella amb un fanal [17], Giacomo Francesco Cipper (Todeschini), cap a 1715 / Vittoria Colonna [18], Sebastiano del Piombo, 1520-1525

JUSTÍCIA SOCIAL

Opció A: Ocell de golfa [19], Lluís Masriera, 1898 / La treva [20], Fernando Escrivà, 1937

JUSTÍCIA SOCIAL

Opció B: Evacuació [21], Helios Gómez, 1937 / Sense títol, Agustí Centelles