Gimnasio Campestre’s Curriculum 4 COMPETENCES • INFORMATION MANAGEMENT • CRITICAL THINKING • CREATIVITY • METACOGNITIONCompetence is a complex form of thinking, in whichstudents use their skills and knowledge with specific intentions, in timely and efficient ways.
Information managementLearning and teaching arts at first instancerequires an approach to query informationfrom oral sources and / or written artistic andcultural contexts. These aspects give thelearners the possibility to examine visualcodes, audiovisual materials and newtechnologies.
Critical ThinkingThese ways of using the information makepossible the translation of cultural codes fromliteral and symbolic characteristics to othercontexts making the students competent tointerpret the connotations and meanings ofthe languages, the cultural, artistic, self andothers emotional expressions in particularenvironments.
CreativityIt is intended that through Artistic Educationideas can be transformed into new ones, intocultural artifacts that not only relate tothought, but to the world, developing artisticand conceptual connections by exploringdifferent skills and techniques.
MetacognitionEncouraging awareness with the environmentin which a person grows and relates to theculture of which he/she is heir and forger,while assuming responsibility for his/herlearning and creative process.
Art Department MissionOpening spaces to objective appreciation of the creativeand productive process of self and others’ aestheticproductions and artifacts through inter-territorial knowledgeand contexts, to foster in the students deep culturalawareness of their Colombian cultural diversity, their roleas translators, interpreters and creators of realities, with theresponsibility that this implies, related to the ways ideas areput in context, promoting intercultural competences with thespirit of encouraging the positive recognition of thepossibilities and limitations of physical, intellectual, affectiveand social particular conditions, under languageperspectives that provide students settings for developingtheir English skills and approach other languages in cross-cultural contexts.
The 3 PillarsThe 3 pillars that formthe base of ourcurriculum at GC’s ArtDepartment are:• Artistic Expression• Cultural Context• Linguistic Context
Our strategiesIn 2009, the Art Department at GimnasioCampestre implemented a pedagogical modelcalled the ABCT Model.(Artistic, Bilingual, Cultural Teaching Model)10 Activities:WW Written Workshop SEL SensoryCL Creation Lab Experimentation LabTTW Tech Tool Workshop AL Artist LoungeTS Tech Studio ADJ Art Discovery JournalAN Art Network LCE Learning, Creation,CE Cultural Experience Evidence Session
LAND ARTPROJECTGIMNASIO CAMPESTRE10th GRADETEACHER: Elisa Luque Jensen
Characteristics of the project• Content Area: Urban Cultures and New Media• Cultural Topics: Land Art and Open Spaces• Skills: Development of spacial expression• Duration: 1 bimester• Visual Elements: Space and Scale
Our perspective of Land ArtLand Art was seen in class from theperspective of making an intervention in aopen space, using big dimensions in scale,and having materials that interact in someway with natural resources.Some of the Artistic References used inclass were:
Applying our pedagogical strategy• ABCT Model Activities: 1. Tech Tool Workshop 2. Creation Lab # 1 3. Artist Lounge 4. Art Discovery Journal 5. Written Workshop 6. Creation Lab # 2 7. Creation Lab # 3 8. Tech- Studio 9. Cultural Experience 10. Art Network
Steps from the ABCT Model• Step 1: Tech-Tool WorkshopStudents recieve a short lecture on “What isLand Art”. A power point presentation is thetool used in this excercise.• Step 2: Creation Lab # 1Teacher hands out printed pictures of anopen space in Bogotá. Students draw autopic Land Art project and insert it in thepicture. Concepts of SCALE and SPACE areintroduced.
• Step 3: Artist LoungeShow the students different Land Art projectsmade by recognized artists, in this case,concentrating on: a. Christo and Jean Claude b. Robert Smithson c. Walter de Maria
Step 4: Art Discovery JournalAnswer 3 questions: a. What did I know about Land Art? b. What did I learn in class ? c. How am I going to apply this knowledge on a personal project?
• Step 5: Written Workshop Planning of the project in groups:a. Intention (It had to be related to the “Basic Learning Conditions” at school)b. Materialsc. Placed. Dimensionse. Budgetf. Sketches from 2 perspectives
• Step 6: Creation Lab # 2Students draw their project proposal using soft pastels.
• Step 7: Creation Lab # 3 Students make their Land Art Project.
• Step 8: Tech-Studioa. Students use either film or photography toregister the making of the project.b. Students are asked to edit the registeredmaterial into a 2-4 minute video on MovieMaker or iMovie. The video must include:music, images, information about materialsand conceptual purpose.
• Step 9: Cultural ExperienceEach group presents their video to the wholeclass in the auditorium.• Step 10: Art NetworkStudents upload their Land Art project videosto a common you tube account that theteacher gives them. It is a way of socializing allthe projects with the other classmates of the10th grade.
Land Art VideosPaper Spiral:http://www.youtube.com/watch?v=dgdyNKp3DaoMusic Waves:http://www.youtube.com/watch?v=taJe0MrnTPQUmbrella Tree:http://www.youtube.com/watch?v=81AcARKf21E&feature=relatedShadow Shield:http://www.youtube.com/watch?v=1JzYgnBvsMo
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