INNOVATION PROJECT / INITIAL TEACHER EDUCATION FOR CLIL: CROSS CURRICULAR ACTIVITIES TO DEVELOP MULTIPLE INTELLIGENCES IN THE

PRIMARY CLASSROOM

Noemí Ávila, Mª José Camacho-Miñano Lola Pérez Murillo

THE ART OF CREATIVE MOVEMENT

A Collaborative and Interdisciplinary Education Project

To analyse the collaborative process in an educational project.

To understand interdisciplinary learning and the specific aims for each area of study Physical Education* Art Education* English Language learning* Technology History/Art History

To apply Creative Movement in the proposed topic based on communication and representation.

THE CREATIVE MOVEMENT PROJECT

Famous painting

EnglishCreate a short story

about what is happening in the work

of art.

Physical EducationBody representation of the

painting, using creative movement vocabulary.

Arts & New techonologies

Tableau Vivant Video

Making of Video

OUR PROPOSAL FOR LEARNING INTERDISCIPLINARITY: THE ART OF CREATIVE MOVEMENT

SHARED MODELThree subjects are integrated through a common theme that is part

of the content of different subject areas

Review the information about the picture provided in your dossier.

Using the characters in the picture, you have to create a short story about what is happening.

Create your own short story about the picture

Represent your story in 2-3 minutes!

• You have to represent the characters and actions of the story created.

• Use the VOCABULARY OF BODY EXPRESSION to demonstrate the use of creative movement(considering space, time, force and energy)

• Process:•Literal pantomime-like movements.•Exploration of movement possibilities. (creative movement)

You can use music and materials.

VIDEO “TABLEAU VIVANT” Make a video (no more than 2 minutes long), where all

the characters have to EXPRESS themselves through different creative movements to represent and communicate the meaning of the short story.

VIDEO “MAKING OF” Make a video to show how the process of this

collaborative and interdisciplinary project has been developed. You can use interviews, photos or ideas about the experiences of the group while creating this project.

Videos

EVALUATION CRITERIA

The Tableau Vivant video The group use the concepts of creative movement in a

dynamic way (all the group together, different members individually).

There’s an exploration of movement possibilities (creative movement) and less literal pantomime-like movement.

Staging of the play (proper use of music, materials, costumes,…).

The “Making Of” video Collaborative process Involvement throughout the project

The Spinners, or The Fable of Arachne. (Velázquez, 1655 – 1660)

This is a complex and highly intellectual representation of the classical myth of Arachne. According to the fable told by the Roman author, Ovid (Metamorphoses, Book VI, I), Arachne was a young Lydian (Asia Minor) so skilled in the art of weaving that she challenged Athena, goddess of Wisdom, to a contest of skills. During the competition, the latter realized that Arachne was superior to her. And when Arachne made fun of her by weaving into her tapestry images of the conjugal infidelity of the goddess's father—Zeus, who transformed into a bull in order to kidnap the nymph, Europe— she turned the talented weaver into a spider (…)More information: https://www.museodelprado.es/en/the-collection/online-gallery/on-line-gallery/obra/the-fable-of-arachne-or-the-tapestry-weavers/

GROUP “LAS HILANDERAS”10 students1director

1 camera man/woman

Vulcan's Forge.(Velázquez, 1630)

Wearing a laurel crown and orange tunic, the god Apollo enters Vulcan's forge to warn him that his wife, Venus, goddess of beauty, is having an adulterous affair with Mars, god of war. Apollo, god of poetry and music and knower of the truth, represents the superiority of Art over Craft, which is embodied by Vulcan, the Roman god of fire and protector of blacksmiths. This work was totally conceived by Velázquez and wasn't commissioned by anyone. It constitutes praise of artists by raising painting to the level of poetry and music and distancing it from the work of craftsmen.More information: https://www.museodelprado.es/en/the-collection/online-gallery/on-line-gallery/obra/vulcans-forge/

GROUP “LA FRAGUA”6 students1director

1 camera man/woman

Blind Man’s Buff(Goya. 1788)

A circle of ten Majos and Majas play blind man's buff on the banks of what may be the Manzanares River. This work is the only sketch for the cartoon Goya painted for a series of playful and gay tapestries intended for the bedroom of the Infantas —the daughters of the future Carlos IV (1748‐1819) and María Luisa de Parma (1751‐1818)— at the El Pardo Palace of Madrid.More information: https://www.museodelprado.es/en/the‐collection/online‐gallery/on‐line‐gallery/obra/blind‐mans‐buff/

GROUP “LA GALLINA CIEGA”6 characters1 director

1 camera man/woman

The Triumph of Bacchus/The Drunks(Velázquez, 1628-1629)

Seated on a barrel, seminude and wearing grape leaves on his head, the god of wine crowns a young soldier surrounded by a group of drinkersMore information: https://www.museodelprado.es/enciclopedia/enciclopedia-on-line/voz/triunfo-de-baco-o-los-borrachos-el-velazquez/https://www.museodelprado.es/en/the-collection/online-gallery/on-line-gallery/obra/the-triumph-of-bacchus-or-the-drunkards/GROUP “LOS BORRACHOS”9 students1director1 camera man/woman

Sesión 1 Presentación del proyecto y fundamentos de interdisciplinariedad en EF

Sesión 2 Sesión “Movimiento creativo”La profesora de Educación Física presenta los fundamentos teórico-prácticos del movimientocreativo en una sesión específica.

Sesión 3 Sesión sobre “CLIL en educación física”La profesora de Formación para el Bilinguismo hizo una presentación de las posibilidadesde la metodología CLIL en la Educaicón Fïsica. Se trabajo posteriormente en el diseño delguión y texto para la representación de cada uno de los grupos.

Sesión 4 Trabajo en grupo.Con el apoyo de la profesora de Educación Física los estudiantes trabajaron en larepresentación a través del movimiento creativo de cada una de sus obras.

Sesión 5 Trabajo en grupoÍdem.

Sesión 6 Representación del “Tableu vivant”Representaicón en tiempo real del “tableu vivant” para que pueda ser grabado y posteriormente editado para el video final, apoyados por las profesoras de Educación Fisica y Educación Artística.

Trabajo independiente de los grupos para la edición del video tableu vivant y el making-of

Sesión 7 Visualización y puesta en común de los videos (tableu vivant y el making-off ) de los grupos

TEMPORALIZACIÓN

EJEMPLO DE VÍDEO: TABLEAU VIVANT

EJEMPLO DE VÍDEO: MAKING OF

EVALUACIÓN DE LA EXPERIENCIA: PERSPECTIVA DEL ALUMNADO

En la evaluación de la asignatura la mayoría de los estudiantes han valorado el proyecto interdisciplinar como uno de los tres aspectos que más les han gustado

En la autoevaluación y en sus diarios reflejan este aprendizaje como muy significativo En relación al aprendizaje interdisciplinar“It is one of the most important things I have learned and and I will take in it intoconsideration for my future classes. The educational paradigm has changed an in my opinionit’s our responsability to innovate and try to improve the teaching methods”

En relación al proceso colaborativo“It was a meaningful learning and a true collaborative work. I’m very happy with it and I wish I can repeat this kind of projects soon”

DIFICULTADES Poco tiempo para preparar sus trabajos y para

encontrar espacios de trabajo común fuera de las clases.

Dificultades en la colaboración Dudas respecto a cómo representar la obra a través

del movimiento creativo.

EVALUACIÓN DE LA EXPERIENCIA: PERSPECTIVA DEL ALUMNADO

EVALUACIÓN DE LA EXPERIENCIA: PERSPECTIVA DEL PROFESORADO

Experiencia muy positiva para nuestro desarrollo profesional docente: Oportunidad de aplicación real Conexión de nuestra área con otras áreas de

conocimiento Colaboración con profesorado de otros Dptos y áreas.

Dificultades La secuencia temporal de las asignaturas implicadas no

facilita que se integre la propuesta de forma real en diferentes asignaturas del Grado.