educacion.ca2m@madrid.org

Over the course of the school year, we offer an activity designed for groups of secondary-school students that revolves around exhibitions and focuses on generating meaningful experiences.

Our project seeks to establish a direct link between contemporary artistic practices and students with the aim of revitalising and livening up the museum's spaces. For this reason, we like to approach exhibitions as spaces for collective creation and research.

Taking this focus into account, we invite artists and creators to think with us about strategies to activate exhibition spaces. In this process, we seek to encourage curiosity and interest among students, as well as to promote collective creation. Our main purpose is to generate spaces for students to think critically. This encounter was designed on the basis of a desire to share knowledge, know-how, experiences and to debate on the content of the exhibitions together.

To hoist our own flag on the façade of the museum for one minute. To invent names and colour palettes with which to build the landscape of Móstoles at exactly 12:30 at night. Bringing our bodies very, very close together until we become one big rock. Meditating on the roof of the building and imagining the sunset-coloured evening sky. These are some of the things that the students who visited the museum last year experienced.

In the classroom of the CA2M Museum, there are numerous ceramic pieces that were moulded by the groups that visited us in 2022. With great care, Mr Mateo baked each of them in his school kiln. There, they released all their water, which evaporated and dispersed into the air of Móstoles. The textbooks say that when hydrogen bonds are replaced by stronger, shorter oxygen bonds, the clay shrinks and cannot be reused. That it will never be mud again.

We invite pre-school and primary school classes to take part in collective action to imagine an answer to this question. What can we make with that mud? Leave school and come to the museum in order to touch, change, break, make noise and soften.

Adriana Reyes (anthropologist and creator in the field of living arts) and Mateo Añover (teacher and director of CEIP Antonio Hernández, ceramicist and basketball enthusiast) know a lot about this. We have invited them to design this workshop in which children will turn small things into a new creation where the body, collective action and other contemporary artistic forms will be put into practice to turn something small into something extraordinary.

Last year, with the help of Costa Badía and Julia Ayerbe, we thought long and hard about the entrance door of the CA2M Museum.  About how it could and could not be opened, about the implicit rules behind that, about the illusion of architectural neutrality and on how discourses on inclusive education are almost always empowering and celebratory. That door is now accessible, and we want to think slowly, without taking anything for granted, about what inclusion really means in a museum, in the history of these practices and whether it is still possible to broaden their imaginary.  

This course will focus on the concept of easy reading, i.e. a method that brings together a set of guidelines and recommendations regarding the drafting of texts, the design and layout of documents and the validation of their comprehensibility, aimed at making information accessible to people with reading comprehension difficulties. 

Far from taking for granted their meaning-translating intention, for example of works of art, we wish to make both the information we provide and the mediator’s role more complex. We will think about these norms and highlight what lies behind the eloquent, closed discourses of some bodies over others. Together, we will open up new ways of understanding and simultaneously standing up for what is not understood. 

Uneven Dance is a workshop where you can practise typical partner dances as part of a trio. It is designed for all body types and for those who have had all kinds of experiences on dance floors, in nightclubs and ballrooms. Dancing in threes means we have to arrange ourselves in a different way, and the resulting movements and dances become radically new.  

Throughout this workshop, many of the binary assumptions that have accompanied the history of dance and dancing will be questioned. Its main objective is to find other ways of connecting with dance and its history, in order to enjoy the most beautiful and vital aspects that dancing as a community offers us: the pleasure of feeling part of something shared, the joy the body feels when it is moved, the surprise felt when the invisible and the unknown become manifest, the magic that comes from bodies being in tune with the world and the sensation of creating meaning as we dance.  

Oihana Altube is a dancer and choreographer who is trained in Dance Movement Therapy. She works on the margins of Dance and the Living Arts.

‘I didn't expect such a sound to come out of such a small body. It was very impressive, she wanted to do the same with her voice: not to disguise it, but to dress it with other voices, her voice, her throat, as if another voice was coming from inside her, as if she were speaking, not with another, with herself, having a conversation, for example, about what disappears, from babbling to the last breath without passing through the middle, with a new everyone-voice, what would it be like? A mouth with many tongues, a ventriloquist who comes to us to multiply our voices, to transcribe the sound like when that leaf sounded like a twirler, as if it was telling us come on, let's go, its sound, that amplified experience, we had to draw the sound out of the ground, what does that mean? I don't know, it was like a breathing game, I was obsessed with feeling that sound, focusing attention on what you hear after singing, the throat clearing, the swan song with many tongues, the song that accompanies the moment just before going to sleep, doing it until we were voiceless together.’ 

An amateur choir is a creative project in which any kind of voice is welcome to participate. Every other Thursday, the choir does its own research sessions as well as sessions with artists who work with voice and listening.  

Our Amateur Choir has included Sonia Megías, Itziar Okáriz, Jaume Ferrete, María Salgado and Fran MM Cabeza de Vaca, Rocío Márquez, Alma Söderberg, Ainara Lagardon, Jhana Beat, Lolita Versache, Bea Narcoléptica, Luz Prado, Los Torreznos, Makiko Kitago, Julián Mayorga, Agnès Pe, Paloma Carrasco, Anto Rodríguez, Elisa C. Martín, Elena Murcia Pinto with Marina Peralta Murcia, Inma Marín with Jon Cañal and Tania Arias Winogradow with Milo-Andrey Ulises, Rolando San Martín, Amalia Fernández, Elena Córdoba, Raquel G. Ibáñez, Alex Reynolds, Black Tulip, tacoderaya, Mónica Valenciano, Ruth Abellán and Arturo Moya, Ojo Último, Monserrat Palacios and Fátima Miranda, Sole Parody, Enrico Dau Yang Wey, Coco Moya, Veza Fernández and Noela Covelo.   

Todos los trabayos son

para las pobres muyeres,

aguardando por las noches

que los maridos vinieren.

Unos veníen borrachos,

otros veníen alegres;

otros decíen: «Muchachos,

vamos matar las muyeres».

Ellos piden de cenar,

ellas que darles no tienen.

"¿Qué ficiste los dos riales?

Muyer, ¡qué gobierno tienes!!»

Popular lullaby collected by Federico García Lorca in his Conferencia sobre nanas, 1928.

A group of mothers in the physical post-partum recovery period will come together to create the lyrics, melody and rhythm of songs to help their babies sleep.

Luz Prado (Málaga, 1985) Musician, violinist and performer. She lives nomadically, working on the stage through sound. Her practice is based on a constant dialogue with the violin and the encounter with other artists through DIY, dance and noise.

Ángela Segovia (Las Navas del Marqués, 1987) I write as much as I can. I have been publishing with the La uña rota publishing house for years. I think of writing as an open space, or rather, I make an effort not to close it; perhaps that's why I tend to mix genres and disciplines, although for me it's really all the same thing, just writing. Always writing.