ROMANTICISM

 

Shared by Ana Torrecilla:

The Romanticism is an artistic and literary movement or philosophy, which had been growing since the French Revolution, especially during the industrial revolution in Western Europe, and which seemed to combine perfectly with the growth of nationalist sentiment. 19th Romanticism was expressed through music, art and literature.

Wanderer above the sea of fog, by Caspar David Friedrich

The basic ideas of Romanticism are:

 The cult of the individual, like Alexander the Great or Charlemagne.

 A reaction against the Enlightenment. Sentiment, strong emotions (horror, trepidation….), intuition, imagination and aesthetics were more important than scientific rationalism.

 Reaction of “false” social convections like the aristocracy.

 Folk traditions, ancient culture and vernacular forms of language.

 Ethnicity: an idea based on perceived common origins, in which people share a specific ancestry and culture that mark them as different from other.

Liberty Leading the People byEugène Delacroix

A Romantic heroine: in The Lady of Shalott(1888) John William Waterhouse's realistic technique depicts a neo-medieval subject drawn from Arthurian Romance.

THE RAFT OF THE MEDUSE 

by Theodore Gericault (1820)

Theodore Gericault's "Raft of the Medusa" (1820), was a social commentary on a current event, unprecedented at the time. 

You do not need special knowledge concerning the shipwreck that the painting depicts, to appreciate it, but allows the appreciation of Gericault's political intentions in the piece.

FINAL TASK:

1. You have to elaborate, send by moodle (for your teacher) and print a document to be displayed where you include:

-The picture of the “Raft of the Medusa” with a caption with the title and author.

-Exercise 1 (Romantic characteristics of the picture). You may use the other document in .pdf with the introduction about Romanticism).

-Exercise 2 (Description of the picture, you may use the verbs underneath and the story about the shipwreck).

-Exercise 4: you have to read the moral dilemma and decide what you would do in that case.

2. Complete exercise 3 in your notebook. It will be checked in class.

…And do not forget to write your name and class in your document.

EXERCISES:

1. Describe the picture using the aforementioned characteristics (basic ideas of Romanticism): “The characteristics of Romanticism in this picture are….”

2. Describe the action in this painting.

3. Read the following text. Then complete the sentences below:

The people on the raft were going to_________________________

The shipwreck took place _____________________________________

Only ____________ people survived after a period of _____________

The painting shows __________________________________________

The French painter Theodore Gericault (1791-1824) is most famous for his painting of the Raft of the Medusa, a painting that documents the drama of shipwreck. In July 1816, after the Bourbon Restoration, La Méduse was shipwrecked off the coast of west Africa in 1816. According to the Paris peace treaty of 1814, England returned the colony of Senegal to France. The French Navy equipped the frigate La Méduse and three more ships, and in 1816 they left to regain control of the colony. La Méduse carried 395 people, civilian and military. For some reason La Méduse left its nearest accompanying ship, L'Echo, trying to follow a sneak route closer to the coast. Of course she navigated too close to the African coast, and on July 2nd she struck a sand bank off Mauretania. The ship was stuck, L'Echo was out of sight and the two other ships were far behind. The ship had to be abandoned. The three life boats could only take about 250 people, so a raft was constructed for those remaining, led by the ship's carpenter, one of the few survivors of the shipwreck, whom Géricault was to meet in Paris. 17 people decide to stay on the ship, while the rest got into the boats and the Raft. One hundred and fifty people were crammed onto a makeshift raft. Twelve days later the raft was found with only fifteen survivors. The horror of starvation, dehydration, cannibalism, madness and suicide on board shocked the French populace. Speaking to survivors, as well as having body parts from morgues brought to his studio, Gericault intensely studied human form, and the drama of the incident, to bring the ordeal to life. The painting was both a highly dramatic reconstruction of a real event as well as a political statement on the incompetence of government policy at the time.

4. Problem situation: Moral dilemmas

“The raft is about to sink. There are still 7 people on it: a 10-year-old boy; a famous and most-loved actress and singer, a carpenter who has four children, a Jewish scientist, who was about to discover the cure for cancer, a pregnant woman, a doctor who was going to make a life or death operation and a black missioner who directs an NGO in Africa.

Only by throwing two people overboard, the rest of people will have an opportunity to survive.”

What would you do? Who would you throw overboard? Why? Justify your answer.

If you want to download these activities on pdf format you can clik below:

-Part 1

-Part 2

POSTER: GREEK SCULPTURE

 

Shared by Roberto Núñez:

When the unit of Greece is explained in the first year or in Classical 

Culture, an extension activity can be done based on the creation 

of a poster about the art of sculpture. One in class explains 

Greek sculpture and its three stages: archaic, classical and 

Hellenistic with a single image. But with this activity, the students 

expand their knowledge of sculpture and awaken their critical eye to

know which sculpture is from each period.

First of all, we give them the images of the Greek sculptures and the 

instructions of what to do. The student will have to search the 

internet with their mobiles for the information of the works to know 

what period they are from. Likewise, they will have to select the 

information to be put on the poster indicating centuries, 

characteristics, authors and works. In this group work, you must 

speak and write in English.

They have two days to prepare the poster. The students have to sign 

a work plan to know the teacher what the students and their tasks 

were committed to. An element that will be used in the assessment, 

apart from observation in class.

Secondly, as an exercise at home, they can be instructed to choose a 

sculpture from the period they want and to create a text and present it  

with the Vocaroo recorder. In that recorded oral presentation they

must indicate the period, century, author, work and  characteristic, apart

from giving a reason why they have chosen that work and not another. 

To know how to record, they are also given instructions and told that

they have to present it in Teams.

TEAM WORK INSTRUCTION: GREEK SCULPTURE
Make a mural of Greek sculpture.
• I have to place the photos given in their corresponding stage. 
Therefore, I must divide the mural into three parts to put archaic, 
classical and Hellenistic sculpture with its centuries.
• Then, I must write a text with the characteristics that these works have in
 their periods.
• Give examples of works and authors.
• !!CARE!!! You must fill in
the teamwork sheet indicating the tasks that each one will do. In 
addition, one of you will act as SECRETARY.
• Name the team.
• At the end of the teamwork, the self-assessment sheet will also be
filled out.

________________________________________________________

INSTRUCTIONS TO USE VOCAROO

VOCAROO is an online voice recorder and it’s really easy to use.
Click on the link   https://vocaroo.com
There’s a brown button, click on it and the recording starts
immediately.
Click on the red button to stop recording.
You’ll see a lid: SAVE AND SHARE, click on it and you’ll see a lot of
possibilities. The most interesting ones are:

1.  DOWNLOAD (to save the file in your computer)
2. COPY THE LINK. Click on the little square
on the right and paste it in the message you have to send me. This 
way you’ll be sending the link which is much lighter than the 
complete audio file.

In case you haven’t used VOCAROO before (or any similar recorders),you should
check it once or twice to get used to it. 
After 10 minutes you will be ready to make a good recording and to 
send me just the link, not the audio itself. 

TWO TRUTHS AND A LIE

 

This activity is focused in communication, learning vocabulary and producing definitions.

-Vocabulary and structures: key vocabulary from the unit (serf, noble, clergy, knight, bishop, etc.) and simple sentences.

-The activity could be both oral and written. Oral: students in the blackboard write their options and ask their mates. Written: they do it in their notebooks.

-The discourse is mainly descriptive.

Write the key vocabulary on the board.

Students write 3 descriptions.

What is a serf? A serf is a person who

a) is poor

b) doesn’t own land and

c) surfs at the beach.

Write an example for: nobles, clergy, knight, etc.

 

 and Miriam Hernando suggests:

This is a great ice breaker but I also use it by the end of the unit, as a way to review.

When students write them, by the end we also check possible spelling or grammar mistakes (not during the game, as that will interrupt the fluency).

I play it in two ways:

·        Me giving the definitions, they trying to guess (competition mode)

·        They write the descriptions in groups and the other groups guess

I recommend you both!

Remember that if you want to make it digital, you could use Kahoot or Quizziz for it.

Here it’s a nice link about why it’s good to use it

https://busyteacher.org/20650-call-my-bluff-esl-adaptation-5-steps.html

Finally, when I use it in 4º ESO, I try them to use more formal expressions for their choices as this is an opportunity for students to use language of deduction:

It could/might/may be….

It can’t be ….. because …..

It must be ….. because …..

By a process of elimination, I’d say it’s ….

There’s no way it’s …. because …

… is too obvious.

Spanish Flu and Covid-19

 

Shared by Alberto Fraile:

This is an engaging activity based on Change and Continuity skills. My proposal was to analyze with the collaboration of different disciplines the relation between the Spanish Flu and the Covid 19. 

 Throughout a guided plan, students comment historical sources, summarize current data, make predictions, design thematic maps, identify problems and recognize effects of the Covid in our daily life. 

and this template which show a Modern Medicine Overview, shared by Miryan Hernando:

How to revise for Geography

 

Shared by Miryan Hernando

Pre-Columbian civilizations

Shared by Julen García:

Option 1:

An example of activity that I carry out in the classroom is using kahoot game in order to review the main contents and vocabulary of the unit.

The one that I use is related with pre-Columbian civilizations:

https://create.kahoot.it/share/aztec-inca-maya-quiz-g-h-2-eso-jgg/d30b2ff8-7ac7-4e1d-84e7-e0e59e65bfe2

I consider so important student´s motivation so I try to use this kind of resources in my classes, they really enjoy them, they review the main contents and also the main vocabulary.

Option 2:

I go on working on pre-Columbian civilizations. I show the students brief videos about these civilizations in order to introduce contents related with them and also I provide them with more resources such as articles, notes.

https://www.youtube.com/watch?v=3odJDGKPPTU&ab_channel=NewMayanCalendar

https://www.youtube.com/watch?v=i3kWJfkqT0g&ab_channel=HISTORY

Finally, they have to create their notes completing questions according with the key points of these civilizations.

Landscapes in a box. Project

 

Shared by Jorge Cabañas García:

In this project you are going to investigate about one of the landscapes on Earth. As you know landscapes are the product of nature and the changes made by the people.Climatic factors influence the appearance of a landscape. In this individual project you will go in depth with one of the landscapes on Earth.

To make this Project you will need a shoe box. In that box you will represent the assigned landscape.You will be able to use different materials such as paper, play dough, cardboard, wooden, etc. In the box you have to put natural elements, hydrography, vegetation, fauna and at least some elements where it is shown the intervention of humans in the landscape.

The landscapes we will work on are:

1. Oceanic landscape

2. Mediterranean landscape

3. Continental landscape

4. Equatorial landscape

5. Tropical landscape

6. Hot desert landscape

7. Polar landscape

8. High mountain landscape

9. Antartic landscape

Here you can see another example:

In some part of the box you will need to put a climate graph that represents the climatic features (temperature and precipitation) of the assigned landscape.

When the landscape is ready you will have to explain your project in front of the class.

The teacher will value: the hard work, effort, clarity, required elements, originality and creativity.