2. Gimnasio Campestre’s
Curriculum
4 COMPETENCES
• INFORMATION MANAGEMENT
• CRITICAL THINKING
• CREATIVITY
• METACOGNITION
Competence is a complex form of thinking, in which
students use their skills and knowledge with specific
intentions, in timely and efficient ways.
3. Information management
Learning and teaching arts at first instance
requires an approach to query information
from oral sources and / or written artistic and
cultural contexts. These aspects give the
learners the possibility to examine visual
codes, audiovisual materials and new
technologies.
4. Critical Thinking
These ways of using the information make
possible the translation of cultural codes from
literal and symbolic characteristics to other
contexts making the students competent to
interpret the connotations and meanings of
the languages, the cultural, artistic, self and
others emotional expressions in particular
environments.
5. Creativity
It is intended that through Artistic Education
ideas can be transformed into new ones, into
cultural artifacts that not only relate to
thought, but to the world, developing artistic
and conceptual connections by exploring
different skills and techniques.
6. Metacognition
Encouraging awareness with the environment
in which a person grows and relates to the
culture of which he/she is heir and forger,
while assuming responsibility for his/her
learning and creative process.
7. Art Department Mission
Opening spaces to objective appreciation of the creative
and productive process of self and others’ aesthetic
productions and artifacts through inter-territorial knowledge
and contexts, to foster in the students deep cultural
awareness of their Colombian cultural diversity, their role
as translators, interpreters and creators of realities, with the
responsibility that this implies, related to the ways ideas are
put in context, promoting intercultural competences with the
spirit of encouraging the positive recognition of the
possibilities and limitations of physical, intellectual, affective
and social particular conditions, under language
perspectives that provide students settings for developing
their English skills and approach other languages in cross-
cultural contexts.
8. The 3 Pillars
The 3 pillars that form
the base of our
curriculum at GC’s Art
Department are:
• Artistic Expression
• Cultural Context
• Linguistic Context
9. Our strategies
In 2009, the Art Department at Gimnasio
Campestre implemented a pedagogical model
called the ABCT Model.
(Artistic, Bilingual, Cultural Teaching Model)
10 Activities:
WW Written Workshop SEL Sensory
CL Creation Lab Experimentation Lab
TTW Tech Tool Workshop AL Artist Lounge
TS Tech Studio ADJ Art Discovery Journal
AN Art Network LCE Learning, Creation,
CE Cultural Experience Evidence Session
11. 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
12. Our perspective of Land Art
Land Art was seen in class from the
perspective of making an intervention in a
open space, using big dimensions in scale,
and having materials that interact in some
way with natural resources.
Some of the Artistic References used in
class were:
16. 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
17. Steps from the ABCT Model
• Step 1: Tech-Tool Workshop
Students recieve a short lecture on “What is
Land Art”. A power point presentation is the
tool used in this excercise.
• Step 2: Creation Lab # 1
Teacher hands out printed pictures of an
open space in Bogotá. Students draw a
utopic Land Art project and insert it in the
picture. Concepts of SCALE and SPACE are
introduced.
18.
19. • Step 3: Artist Lounge
Show the students different Land Art projects
made by recognized artists, in this case,
concentrating on:
a. Christo and Jean Claude
b. Robert Smithson
c. Walter de Maria
20. Step 4: Art Discovery Journal
Answer 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?
21. • 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. Materials
c. Place
d. Dimensions
e. Budget
f. Sketches from 2 perspectives
22.
23.
24. • Step 6: Creation Lab # 2
Students draw their project proposal using soft pastels.
25. • Step 7: Creation Lab # 3
Students make their Land Art Project.
26.
27. • Step 8: Tech-Studio
a. Students use either film or photography to
register the making of the project.
b. Students are asked to edit the registered
material into a 2-4 minute video on Movie
Maker or iMovie. The video must include:
music, images, information about materials
and conceptual purpose.
28. • Step 9: Cultural Experience
Each group presents their video to the whole
class in the auditorium.
• Step 10: Art Network
Students upload their Land Art project videos
to a common you tube account that the
teacher gives them. It is a way of socializing all
the projects with the other classmates of the
10th grade.
36. Land Art Videos
Paper Spiral:
http://www.youtube.com/watch?v=dgdyNKp3Dao
Music Waves:
http://www.youtube.com/watch?v=taJe0MrnTPQ
Umbrella Tree:
http://www.youtube.com/watch?v=81AcARKf21E&feature
=related
Shadow Shield:
http://www.youtube.com/watch?v=1JzYgnBvsMo
