Children from 8 to 12

During this school year María Jerez, accompanied by an artist who does not speak Spanish, will attend the school with the intention of getting the children to teach the language to this “illiterate” individual; as such, this process will turn the usual logic and roles of teaching inside out. For this project, the artist and her companion will explore along with the children how a language can arise from the encounter between people who do not speak the same language. During the process, the wish to break down the distance separating them will make it possible to communicate between different worlds. This artist’s residency will seek to develop a “third language” derived from the impossibility of immediate communication, and to this end they will explore the inefficacy of language in situations where translation does not exist, where teaching and learning take place at the same time, where nobody is in control of the teaching process, where there is an exploration of fragility and roles are reversed, in order to discover things within failure and to make the most of and enjoy mistakes.

María Jerez is an artist who uses a borderline language in her practice because it allows her to be more mobile. In fact, she likes speaking through others. She builds like Lego and takes a kamikaze approach to rebuilding. In her first piece she turned her back on the public in order to see reality from a different angle and be able to position herself in many places at once. In the second piece she built a space where everybody could fit. In the third she appears in two dimensions. In the fourth she disappears. In the fifth she is expanded. In the sixth she is transformed into Alma de Rímel.

Following the experience during the 2014–2015 school year, this year we will continue and expand the Artist At Work program in which the artists develop an art project in collaboration with the local community in a school, including teachers, students and families. In the face of the disappearance of art classes within the official school curriculum we believe that it is an interesting artistic challenge to bring artists to schools with the purpose of developing multidisciplinary projects that work with materials that are not generally associated with art practice. One of the main goals of the project is to think about the possible long-term effects of projects developed by artists. In this regard, we are interested in researching into how artists can affect schools and vice versa, how educational institutions, and more specifically public schools, can return the experience to the artists and to the CA2M education department.

Can silence be fun? In this one-session school workshop Nilo Gallego and Magda Labarga will help us to explore the possibilities of listening, rhythm and noise, as well as their connections with the city and urban life.

The workshop activity comprises different stops or stations: in the listening room everything will be amplified: Did you pay attention to the friction of your clothes? And to the hairs on your head hitting against one another? Or the symphony of the zip opening your coat? In the sonic viewpoint we will look out over the city and experiment with its sounds and compose the rhythm of passersby. In the noise room, after listening to the soundtrack of our day-to-day life, the Noise and the City orchestra will rehearse for a street procession. There, other voices will emit new signals, accompanied by pots and pans, cans and whistles, proposing other rhythms for our neighbourhoods.

This activity is aimed at primary school students and their teachers, who will have a chance to take part in an action in which communication exists but in another form and attention is based on other forms of logic different to what we are used to. What would happen if we didn’t ask for silence for the span of two hours?

Nilo Gallego is a musician who gives performances in which experimentation with sound is the starting point. His works, which are always based on a playful component, are based the participation of the audience and interaction with our surroundings and with the everyday.

Magda Labarga was born without realising it and then later, given that she had been born, she learned to talk. She grew to like being born but especially this talking thing. That’s why she dedicates herself to storytelling: for having being born and for the pleasure of telling things.  She has been telling stories for years and talking her whole life.

Max 30 students.

4 minutes and 300 metres is all that separates us from the nearest public school. The closeness with the art centre means that its teachers, students, and parents are part of the very fabric of the museum itself. Right from the beginning, we believed that it was critical for us to work with the schools in our area of influence in the development of projects that would lead to a shared space of research. And so, for the third year running, we are continuing to strengthen bonds by collaborating with the Beato Simón de Rojas public school as part of our artist-in-residence project. The proposals will conceive other forms of productivity removed from those which schools are used to. For the first year we invited Pili Álvarez to come up with an audiovisual project that would rethink the school’s immediate surrounding environs, the experiences that take place there and the relational problems that arise in its classrooms. For the second year Amalia Fernández worked with the body to explore issues related with identity and desire both inside and outside the classroom. This year we wish to continue investigating how artists can affect the educational institution and, more specifically, how this public school can return its experience to artists as well as to CA2M’s education department.

This school year we are beginning a new long-term relationship with the Manuel Núñez Arenas public school in Vallecas. The artist-in-residence project will be based on dialogue with the school’s team of teachers and the parents who are actively involved with the school. The artist will first take some time to get acquainted with how the school is run and its people and then connect it with his/her own artistic research. For this reason, the residency project will address issues of social justice, the core theme for the activities at Nuñez Arenas this year.

The project will involve the whole school, focusing on the work of two different years in primary school as well as the parents who wish to be involved. Together we will all imagine new forms of functioning and of intervention in the space in a primary school.

CA2M has invited the filmmaker Pili Álvarez and the researcher Mercedes Álvarez to undertake research on the project by the El Banquete collective within its Artist at Work artist-in-residence programme. The goal is to produce an audiovisual work that will examine the project’s critical and practical challenges. It is viewed as a kind of device for the critical analysis of an art project at a school. The film will be based on sequences recorded as live cinema that follow up the main characters: teachers, artists, educators and students.

As the students begin to appropriate the space and the pyramid begins to gain in presence, conflicts start to arise that not only affect the children involved in the construction of the pyramid. The frictions question other agents in the school that are affected by the autonomy of the group that inevitably questions the existing power structures in the school.

This audiovisual proposal looks into film’s ability to evince and to take part in educational processes and thus multiply the ways in which practices that operate on an relational level can be followed, shared and explored.

The process of postproduction will be finished during this school year and the film will be presented and distributed in 2017.

Programme for primary schools with the support of Fundación Daniel y Nina Carasso

Can silence be fun? In this one-session school workshop Nilo Gallego and Magda Labarga will explore the possibilities of listening and of noise, as well as their connections with the urban space and life in society. What does listening to the city mean? Is it possible to listen in the middle of chaos? What different kinds of silence are there? How many different kinds can we listen to? In this third edition of the workshop we will be looking to expand the limits imposed up until now in the practice and will push back new boundaries for silence. Operating in parallel to The Triangle project, the Noise and the City workshop will partake in the reflections that arise and will establish a dialogue on the various forms that silence can adopt in the school space.

The session is divided into different stations or stops. First of all, everything is amplified in the Listening Room. Have you paid attention to your clothes rubbing together? Have you listened to the hairs on your head as they hit off one another? Or to the symphony produced by the zip on your coat? In the Sonic Viewing Room we will take a look at the city and experiment with its sounds and use them to compose the rhythm of passers-by walking on the streets. In the Noise Room, after listening to the soundtrack of our everyday lives, the Noise and the City orchestra will rehearse for a street parade. In it, other voices that emit new slogans, accompanied by pots and pans and whistles, will propose other rhythms for our neighbourhoods.

This activity is aimed at groups of primary school children and their teachers, who will have an opportunity to take part in an action in which communication exists, but in an alternative way, and where attention is based on logics other than conventional ones: What would happen if adults didn’t ask us to be quiet for the next two hours?

Car na val ien te ne bro so rrrr pre sa cu di da nn za mm bu llir se mi lla mar cia no ché que re do si la sol fa mi re tum bar bas to nes sssshhhh

During carnival, communities come together to celebrate. Each individual engenders a cell within a greater organism that comprises ritual, embodying some powerful being, a monstrous character, a mystic queen, or a magical fish that, generally speaking, represents the arrival or departure of a key moment for the community when darkness and light go hand in hand.

This is a workshop to create our own carnival; to transform ourselves into sonic beings, into wonderful creatures with fantastic movements. A workshop that encourages desires to flow freely, to reimagine how we can move, how we can dream; to create other roles and new realities that allow us to question—through sound, visuals and movement—our surrounding reality and how we live in it.

3rd to 6th year primary school students

Maximum number of students: 30

Now that normality has become the strangest of things and we know that strangeness is normal, we adapt like chameleons to propose an activity aimed at primary school students.

Danzónico moves into outdoor spaces. Carnival is now held in darkness. The new fertile space gives birth to the most fantastic beings in the galaxy: creatures with impossible bodies that howl, scream and chirp with sounds never heard before by human ears. The new organism gives off dancing lights and is driven by a communal desire, expressed in the bond between the bodies. Bodies that touch each other through light. Darkness and light go hand in hand.

Danzónico is a workshop-laboratory in which we will generate our own carnival. We will transmute ourselves into sound beings, into magnificent creatures with fantastic movements. A laboratory in which we will transform our desires, our fears, our longings, our best qualities into an animal from outer space that inhabits a museum. A laboratory that lets desires flow free, to re-imagine our movements, to understand ourselves as part of an organism that transcends our own individual bodies; to subvert our assigned roles and to create new ones, new realities that allow us to question the reality we live in and how we experience it, through sound, movement and visuals. A carnival that is always different every time.

This activity was conceived to adapt to the current circumstances we are living through.

A group of children meet every Tuesday after school with the dancer Elena Córdoba to try out and create new dances, based on three types of movements:

1. Everyday movements.
2. Extraordinary movements made by individuals, including awkward, inappropriate, shy, extravagant and other movements.
3. Movements made in play and games.

4th, 5th and 6th year primary school students.

Elena Córdoba has left us instructions for dancing at home. Everyone on the floor!
 

_ Instructions for dancing like a forest and with a wall (PDF)
 

_ Instructions for dancing in the corner of your bedroom (PDF)
 

_ Instructions for dancing your way around the house (PDF)
 

_ A magic spell for dancing (PDF)
 

_ Instructions for dancing from the ground to the sky (PDF)
 

_ Instruction for dancing and floating (PDF)
 

_ The last dance (PDF)