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| Pictures by Eva Domínguez Gómez © |
INTRODUCTION: This project has been created to approach art and English as a Second Language from a novel perspective, using innovative spaces outside traditional classrooms, and collaborating with museums.
Tuesday, September 4, 2012
“Teaching English through Art: Emerita Augusta as a Didactic Resource”.
INTRODUCTION: This project has been created to approach art and English as a Second Language from a novel perspective, using innovative spaces outside traditional classrooms, and collaborating with museums.
Monday, September 3, 2012
STAGE A: PRE-VISIT
As a practical example,
the didactic use of a myth is presented to introduce the visit to the Roman
town of Emerita Augusta (Mérida,
Spain).
In addition, specific exercises designed taking into account basic competencies and their evaluation criteria indicators are shown. Definitely, this project has been created to approach art and English as a Second Language from a novel perspective, using innovative educational spaces outside traditional classrooms, and collaborating with museums.
There are three stages, A, B and C. On stage A, teachers prepare students for the visit:
ACTIVITIES:
Session I
Activity I.1: Read and learn the most important gods and goddesses in the Olympus
Activity I.2: Read and write about our solar system
Activity I.3: Complete the chart with the genre ofthe god, specifying the word god (for male deities) or goddess (for femaledeities) and also say of what he or she is a deity.
In addition, specific exercises designed taking into account basic competencies and their evaluation criteria indicators are shown. Definitely, this project has been created to approach art and English as a Second Language from a novel perspective, using innovative educational spaces outside traditional classrooms, and collaborating with museums.
There are three stages, A, B and C. On stage A, teachers prepare students for the visit:
ACTIVITIES:
Session I
Activity I.1: Read and learn the most important gods and goddesses in the Olympus
Activity I.2: Read and write about our solar system
Activity I.3: Complete the chart with the genre ofthe god, specifying the word god (for male deities) or goddess (for femaledeities) and also say of what he or she is a deity.
Activity I.4: Connect with arrows days of the week and gods and goddesses. A hint: three gods are Roman and the rest are Nordic deities..
Activity
I.5: Mythology Quizz, please circle theright answers.
Sunday, September 2, 2012
STAGE B: VISIT
There are three stages, A, B and C. On stage B, teachers take students to the museum:
Once students are familiar with the Roman world, we take them to the MNAR:
MAP OF THE MUSEUM: MUSEO NACIONAL ARTE ROMANO MERIDA
ACTIVITIES: Session II
Activity II.1: Draw a family tree with the main characters fromthe Origins of the season´s myth.
Activity II.2: Read, repeat
and identify the vocabulary of the myth: The origin of seasons.
Activity II.3: Now, we tell the myth. Then, you act it out!
Activity II.4: Complete the chart with the past simple forms from the text.
Once students are familiar with the Roman world, we take them to the MNAR:
MAP OF THE MUSEUM: MUSEO NACIONAL ARTE ROMANO MERIDA
ACTIVITIES: Session II
Activity II.1: Draw a family tree with the main characters fromthe Origins of the season´s myth.
Activity II.3: Now, we tell the myth. Then, you act it out!
Activity II.4: Complete the chart with the past simple forms from the text.
Activity
II.5: Look at the box, and decide whichthe opposites are.
Session III
Activity III.1: Leisure and cognates.
Activity III. 2: Listen, read and learn about leisure inEmerita Augusta.
Activity
III. 3: Connect with arrows verbs with Roman´s favorite toys and games.
Activity
III. 4: Draw a poster advertising a race.
Session IV
Activity
IV.1:We tell the myth by its protagonists.
Activity IV.2: Scavenger Hunt/Ginkana
Activity IV.3: Describing ancient pics using the following words…
Activity
IV.4: Invent a life for a portraitInvent a life for a portrait.
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