Mostrando entradas con la etiqueta VOCATIONAL STUDIES. Mostrar todas las entradas
Mostrando entradas con la etiqueta VOCATIONAL STUDIES. Mostrar todas las entradas

jueves, 8 de abril de 2021

Mafalda, by Quino

 

https://www.google.com/imgres?imgurl=https://i0.wp.com/globalmelange.com/wp-content/uploads/2019/12/Mafalda_12.png?ssl%3D1&imgrefurl=https://globalmelange.com/en/2019/12/29/mafalda-in-buenos-aires/&tbnid=R4buaEZgUx-9kM&vet=1&docid=CIOP4yvpt7MaOM&w=960&h=273&source=sh/x/im


Shared by Fátima García:

This year I´m teaching English to Photography and Illustration students, which is really convenient for using works of art to elicit new vocabulary , start a debate or just analyse art.

One of the activities I put into practice was analysing comic strips from Quino, Mafalda creator. It was used to elicit new vocabulary related to drawing techniques and materials used. 

We start the lesson by showing one of the strips Quino created to make the students share what they know about him and his character. 

We can analyse the materials he used, and thus talk about other materials that can be used when drawing. 

They have to find images for other materials and share them on the TEAMS group.

The next step is to read some about Quino and Mafalda and watch a video where Quino talks about his art. 

On September 30, 88-year-old award winning Argentine cartoonist Joaquín Salvador Lavado Tejón passed away. He is better known as Quino, the creator of the famous comic strip character Mafalda—the revolutionary, feminist, environmentalist and humanist girl who conquered the hearts of several generations. 

Quino's death occurs one day after the 56th anniversary of Mafalda's first publication. The news immediately reached all corners of the world and inspired heartfelt tributes from countless media outlets, artists and public figures. 

The Mafalda strip became one of the best known Spanish-language cartoons and was translated into more than 30 languages, including the native language Guaraní. Its messages on politics, society, the environment and feminism are universal, and still relevant in present times.

In her youthful innocence, Mafalda, with her subtle humor, said out loud what many preferred to keep quie. She was highly controversial for her time, she managed to outwit the censorship of the Argentine dictatorship, although she was banned by the dictator Augusto Pinochet in Chile.  

The characters that accompanied Mafalda grew to include friends, a younger brother and a turtle named Bureaucracy, a nod to the slow-moving government offices that Argentines knew all too well. In one strip, Mafalda tells her mother she will play government with her friends. “Don’t cause trouble,” her mother says. “Don’t worry,” Mafalda replies. “We are going to do absolutely nothing.”  

In addition to print media (cartoons, magazines and books), Mafalda and her friends starred in their own television series. In just nine years (between 1964 and 1973), she conquered the entire world and became a “universal symbol of rebellion and faith in a better world”. Although he stopped drawing “Mafalda,” new generations continued to fall in love with the irreverent girl who hated soup and loved the Beatles, as compilation books became mainstays in family libraries. 

Following the news of Quino's death, social media was flooded with his comics. 

Source: https://www.nytimes.com/2020/10/05/world/americas/quino-dead.html


In the video he gives some information about his vision of life and what Mafalda represents.


After reading and listening about them, the students have to, in pairs, agree on a summary of the information they obtained from the video and the reading.

Once they know a bit more about Quino and Mafalda, they have to browse the internet, or use one of Mafalda´s books, and select one of Mafalda´s strips. 

They have to, individually, describe the strip, what they can see, what is happening and what they understand. They can also describe what materials are used and what aspects of life it represents. It can help practice different tenses in accordance with the level of each student.

They have to use Flipgrid to record the analysis of the strip they have chosen.

This activity combines listening, reading, writing and speaking. It provoques critical thinking and with luck an exchange of opinions about the world .


*Surf the pages associated to the link provided by Fátima for more resources about Mafalda and English: 
https://www.google.com/imgres?imgurl=https://i0.wp.com/globalmelange.com/wp-content/uploads/2019/12/Mafalda_12.png?ssl%3D1&imgrefurl=https://globalmelange.com/en/2019/12/29/mafalda-in-buenos-aires/&tbnid=R4buaEZgUx-9kM&vet=1&docid=CIOP4yvpt7MaOM&w=960&h=273&source=sh/x/im


miércoles, 7 de abril de 2021

Hair removal through the History of Art

 


Shared by Elia Inés Alonso:

My subject is hair removal for students of basic professional traininig included in the professional personal image family.

They have to take a historical rewiew of the use of wax from Roman times to these days. Students have to pick up some images or references from each period.

On the other hand they have to look for cosmetics that were used in each period and what kind of ingredients were used to.


After doing this process they have to explain to their classmates their own discoveries and make a power point presentation

The first year group of basic vocational training AP1A consists of 12 pupils. For the development of this activity, 3 groups of 4 students will be formed.

The images for each of the groups will be:

1. The Birth of Venus by Sandro Botticelli


2. The Three Graces by Rubens

3 Reclining Nude with Blue Cushion 1917, by Amedeo Modigliani




Each of the groups will identify what was the trend in female depilation in each period, using specific vocabulary from the depilation module and drawing up a glossary of English words that they will have to use. This activity will be carried out during class time.

For the evaluation of the activity, each group will expose through a power point presentation of the image that corresponds to them (1, 2 or 3) to their classmates, the conclusions that they have reached through their work and during this presentation they will have to use some words of the specific terminology of depilation in English.

Each group carries out this activity and hands in the presentation and the glossary of English words to the teacher.

The aim of the activity is focused on a basic professional training level being the identification and use of English terms of the profession they are going to do in the future by acquiring English skills.

Extension activities:

Students can make a research about the use of wax from Roman times to these days. Students have to pick up some images or references from each period.

They can also look for cosmetics that were used in each period and what kind of ingredients were used to.

Students can explain to their classmates their own discoveries and make a power point presentation




Primera y segunda ponencias del curso

Primera y segunda ponencias del curso

       EMBELLISH YOUR ENGLISH LESSON WITH ART. SECONDARY Click on   the image above to access to the contents of the first session of the c...