ON THE WAY TO DRAMATIZE A PAINTING

ON THE WAY TO Dramatize A PAINTING

PERFORMANCES

PREVIOUS ACTIVITIES

THERE IS/ARE

SOME/ANY...

PLACE PREPOSITIONS

TWO EXAMPLE VIDEOS

STARTING WITH VAN GOGH´S BEDROOM

PARTS OF THE HOUSE

DESIGNING A HOUSE

ASKING AND GIVING DIRECTIONS

USING THERE IS/ARE

SPEAKING ACTIVITY

QUANTITY

PLACE PREPOSITIONS

1ST VIDEO EXPLANATION

USING PLACE PREPOSITIONS AND VINCEN´S ROOM

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DESCRIBING YOUR BEDROOMS...examples

let us practise a/an/some/ any!

Giving directions...on the way to describe a place

step 3

step 2

step 1

They carry out activities to learn deeply WHERE to place people and things

ORAL exam . PREVIOS ACTIVITY...THEY NEED ORAL INPUT TO GO ON DESCRIBING PAINTINGS

Giving and asking for directions... britishcouncilkids helps us do it

and They described their rooms

using recycled materials

USING WHAT THEY HAD LEARNT

LET´S WATCH THIS VIDEO

on the way to describe a famous painting

PARTS

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STEPS TO DESCRIBE A PAINTING AND LATER DRAMATISE IT

FIFTH STEP

THIRD STEP

SECOND STEP

FORTH STEP

FIRST STEP

INTRODUCE THE ARTISTIC MOVEMENT ART TECHN¡CAL SHEET AND OPINION

TO MEET THE PAINTERS

WHAT IS THERE IN THE PICTURE?

WHAT CAN YOU SEE?

INTRODUCING THE PICTURE

THE LAST STEP: WHAT THE STUDENTS SEE IN A PICTURE: THE STORIES

DRAMATIZATIONS

FIRST, we have to discover WHO paints the picture TO WRITE the INTRODUCTION

1. INTRODUCTION

working in our HISTORY LESSONS

WHO WAS MORCILLO??

who was Lopez Mezquita?

WHO WAS APPERLEY?

WHO WAS CONCEPCIÓN SALINERO?

WHO WAS CHARLES SILLEM LIDDERDALE?

WHO WERE JOSÉ AND RAMÓN CARAZO?

2. WHAT IS THERE IN THIS PAINTING?

THERE IS A WOMAN

THERE IS A MAN

THERE IS A BIRD

WHAT ARE THEY DOING?

the man is playing the guitar and flirting the woman

The woman is thinking and listening to the guitar

the bird is singing

What are they wearing?

• a yellow dress
• an orange shawl
• a flower
• a typical Spanish hat
• a typical Spanish outfit

Subtítulo

now we have to say WHERE the people and objects are placed

LET´S LEARN THEM WATCHING THIS VIDEO

AT THE TOP

3. WHAT CAN YOU SEE?

IN THE MIDDLE OF THE PICTURE

ON THE LEFT

ON THE RIGHT

I can see a boy at the top. He is holding a yellow pan and he is looking at the audience. He is wearing brown clothes and a typical Arabian cloth in his head. He is behind the three men in the middle of the picture....

AT THE BOTTOM

IN THE TOP LEFT-HAND CORNER

IN THE TOP RIGHT-HAND CORNER

3. WHAT CAN YOU SEE?

IN THE BACKGROUND

TO THE RIGHT TO THE LEFT BEHIND OPPOSITE

PUEDES ESCRIBIR UN

Título increíble

IN THE BOTTOM RIGHT-HAND CORNER

IN THE BOTTOM LEFT-HAND CORNER

Subtítulo aquí

AT THE FRONT

4. Art technical sheet

A) What do you think the artwork means? I think the artwork is depicting…….. For me, the painting is …………. (REALISTIC, ABSTRACT, FIGURATIVE) because the artist uses ………. I think the artist wants to …(DESCRIBE , TELL, ….. ) us ….. B) Look at the artwork. Note your first impressions and the feelings When I look at this painting, I (FEEL, THINK) ………… C) What is the subject matter of the artwork? The artwork describes ……………. I suspect, when I see it, that is ……. D)Try to identify the following physical attributes of the artwork. a) What are the artwork’s colours? The colour palette is (COLD, WARM , IN CONTRAST, IN HARMONY ..) I perceive that …( For example…. Greys and blues dominate the painting). b) Size? The painting is very… ( LARGE, SMALL ) c) Material? It’s an (… OIL, AQUARELLE ) painting, a typical material for paintings from the 19th century. d) Texture? The brush strokes are ( NOT VISIBLE AND DO NOT DRAW ATTENTION TO THEMSELVES, VERY STRONG, SOFT AND DELICATE) . The artist wants us to focus on the scene.

working in our ART LESSONS

4. ARTISTIC MOVEMENT : COSTUMBRISM

IN OUR ART LESSONS AS WELL WE WILL LEARN ABOUT COSTUMBRISM, THE ART MOVEMENT FOLLOWED BY OUR PAINTERS...

WHAT WE NEED TO KNOW TO UNDERSTAND THIS ART

OUR LIVE MUSEUM

THE PAINTINGS TO BE STUDIED AND DRAMATIZED

THE LAST STEP: CREATING STORIES FROM THE PAINTINGS

VS

LET´S DESCRIBE THE PAINTINGS

FOLLOW THE NEXT WRITING PATTERN

DESCRIBING WHAT WE SEE

OUR STORIES:THE PROCESS TO CREATE THEATER PLAYS

IN THE ENGLISH CLASS, ONCE THEY HAVE DONE THE DESCRIPTIONS, THE TECHNICAL SHEET, THEY HAVE LEARNT ABOUT THE ARTISTS, THEY WILL CREATE STORIES TO BE DRAMATIZED. LET´S SEE THE PLAYWRITERS WE HAVE IN OUR SCHOOL....

CREATIVE WRITING

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DESCRIPTIONS WHAT THEY SEE BEYOND THE IMAGEARTIST´S LIFE WHAT THEY FEEL WATCHING THE PAINTING TECHNICAL SHEET ARTISTIC MOVEMENT

FINAL PRODUCTS

Vídeos

and now their stories, their performances...

PROYECTO ON THE WAY TO DRAMATIZE A PAINTING (INGLÉS) Cuando comenzamos este curso escolar 2021/22 teníamos en la asignatura de inglés dos grandes preocupaciones: *la capacidad oral de nuestro alumnado de 1º de ESO, alumnos que habían estado año y medio en las aulas con la mascarilla puesta. *la actitud hacia el arte, punto esencial en la formación de nuestros alumnos para hacerlos ciudadanos felices y con alta autoestima. Por ello y junto a los departamentos de EPVA e historia, nos planteamos qué, cómo y con qué paliar dicha situación. Oídas las palabras de nuestro ilustre poeta y dramaturgo Federico García Lorca “El teatro es un atajo pedagógico” pensamos que la actividad teatral tan latente en las aulas de inglés con los role-plays podría ayudar…ese sería el medio. Pero nos faltaba el cómo y con qué. De esta manera y cotejando los contenidos de 1º de ESO, comenzamos a diseñar este proyecto que comenzó siendo pequeño pero que ha resultado en un gran proyecto una vez tejidas todas las líneas de actuación desde las diferentes materias. Teníamos claro la utilización de obras de arte como base física para el proceso; teníamos claro que comenzaríamos la andadura con diferentes miniproyectos en el aula de inglés que fueran aportando los contenidos necesarios para que ellos se fueran sintiendo seguros de aquello que tenían que utilizar. Queremos alumnos seguros de sí mismos y salirnos de la programación podría resultar en frustraciones añadidas. Y no. Utilizaríamos el teatro para que desde slow-learners hasta fast-learners pudieran desarrollar sus aptitudes. En el teatro caben todos. Además con ello contábamos con una fuente importante de motivación, importante aspecto para crear un ambiente positivo en nuestra asignatura desde el primer curso. Y comenzamos el proceso… Y PARA ELLO VAMOS A UTILIZAR UNA LÍNEA DEL TIEMPO, necesaria para ver la adopción de contenidos, cómo los adquieren, su puesta en escena y cómo logramos llevarlos hasta el producto final.

¡THANKS!