educacion.ca2m@madrid.org

Aimed at pupils from 2nd and 3rd years of Primary Education

Workshop by María Cunillera and Alberto Vázquez

From its start, cinema has been known as one of most fascinating educative means, not only for the subjects and issues raised, but for its imaginary creation capacity and for encouraging new habits of active and critical perception. For the purpose of providing an alternative to those audiovisual dominant products, those that reinforce that consumption behavior and few times lead to reflection, CA2M has created this activity.

This educative program consists of a discussed film screening driven by a CA2M educator alongside a cameraless film workshop. The program offers many experimental and fiction creations. Following the discussion after the screening, it continues a workshop where students will experience and work directly on the film itself. After the workshop, the manipulated celluloid by the participants will be screened.

This project is embedded in the CA2M audio-visual literacy project which aims to promote attitudes of active perception from an early age. Within this program, the museum space becomes a place for children to discover new references, find new images and talk about new issues other than the usual ones.

Maximum 30 people per session

PROGRAM

Das Modell. Florian Gwinner, 2006, 6’14’’
Moby Dick, Guy Ben-Ner, 2000, 18’
Once Upon a Time , Corinna Schnitt, 2006, 4’28’’
Music for one appartment and six drummers , Ola Simonsson Johannes Stjärne Nilsson, 2000, 9’

This Project emphasizes the need to work closely with the neighborhood near the museums offering long-lasting activities to generate stable, flexible and lasting relationships. For third year in a row, CA2M strengthen collaboration with Beato Simón de Rojas School, the closest one to the museum. Alongside the activities designed for the school, CA2M will also offer an extracurricular activity for Third cycle pupils. This time, filmmaker Pilar Álvarez will drive the Project together with CA2M educators. Will we shoot a film? Still to know…

Pilar Álvarez, filmmaker, has screened her work in a number of art centers, collective and solo shows as in Madrid Círculo de Bellas Artes, PHotoEspaña Festival and Cervantes Institute for the D-Generación show. Álvarez shot  Experiencias subterráneas de la no ficción española, in collaboration with Las Palmas de Gran Canaria Film Festival, has directed several shortfilms as Sensibilidad, and Arturo y Toma dos were both shot during her studies at the International Film School of Cuba and TV (EICTV).

Collaboration Project with Colegio Beato Simón de Rojas from Móstoles.

Aimed at 3rd year Primary School students

This school year, we also offer third year primary school groups the chance to take part in a complementary workshop session in their school. This way, the groups will participate in an initial session in CA2M in which they will focus on the Morning Session (screening and direct animation workshop) followed by a film with camera workshop and stop motion in the classroom.

Accompanied by our educators, the students will discover, hands-on, the first cinematographic tricks. We will experiment with illusionism through simple techniques, taking advantage of the full potential of the special effects to introduce fiction and the fantastical into the educational space.

Maximum 30 students

Aimed at 5th and 6th grade Primary education pupils.

Musician Nilo Gallego has created a space of experimentation, where every Tuesday, a group of local children gather. Every week, they work on listening, and learn about the possibilities of experimental sound and of expanded theater. 

Nilo Gallego is a musician. He produces performance pieces in which experimentation with sound is the starting point. In his pieces, which always have a component of play, he looks for audience participation, and interaction with the environment and with everyday life. He plays the drums, percussion, and electronics.

This project is premised on the need to work with the communities that are closest to the museum, in activities the can stretch in time, in order to build stable, flexible, and lasting relationships. For the fourth year in a row, we offer an after-school for third grade primary pupils.

This year we will begin a new line of work in which two artists will undertake two art projects in two public centres in the suburbs of Madrid. Given the disappearance of art teaching from formal education, we consider it an interesting challenge to introduce artists into educational institutions with a view to developing multidisciplinary projects involving subjects that, in theory, are not associated with art. At the same time, one of the fundamental goals of this project is to reflect on the long-term impact capacity of the projects undertaken by these artists. This is why we are interested in researching how the artists might affect the education centre and viceversa, how the public school in particular can give back its experience to both the artists and to the education department of CA2M itself. In this sense, these two projects will be assessed by external researchers with the aim of prototyping and analysing these experiences in detail.

Over the months of January and February, primary school students will have the chance to visit the Carlos Garaicoa exhibition at the CA2M in an unexpected way. Playing with the idea that each work makes it possible to open up a narrative universe, we have invited María Salgado to come up with a route through the exhibition, punctuating it with the spoken word.

Throughout this academic year we have developed a new, long-term line of work with two schools in the periphery of Madrid. In the face of the gradual disappearance of art education from the school curriculum, we posited the idea of a residency project, based on the work of an artist in a primary school during school timetable, and in all the possibilities such an initiative would generate. The artists are Pilar Álvarez and Alejandro Simón, and the schools are Beato Simón de Rojas in Móstoles and Trabenco in Leganés, respectively. In parallel to the project, under the guidance of Aida Sánchez de Serdio, Mercedes Álvarez has produced a research project on the possibilities of the work model developed by the Center's educational team with artists and teachers.

On the 25th of June we will hold a work session with all parties involved in the project, in order to share the experience.

Hearing is widely believed to be the most invasive of our senses, because it is almost impossible to prevent a powerful noise from penetrating our body. We can stop ourselves from looking, from tasting, from touching and even from smelling. But we cannot deactivate our hearing even while asleep. In addition, the hearing involves the whole body: the deep sounds of techno music make the whole body vibrate, pop music forces you to move your feet and it is even claimed that classical music can soothe wild beasts. But our relationship with sound responds to a cultural construct: if the sound of a cow mooing in the countryside is not considered to be noisy, then why do we think that the sound of a car in the city is?

In this workshop we will be borrowing from the Situationists to rethink what noises have to tell us and how they relate to our everyday experience. Hearing, the drift, the museum and the city will be our main tools to explore the limits of sound.

Maximum 30 students.

This project is based on the need to work with the communities close to the museum through ongoing activities that will create long-lasting, stable and flexible relations. For the fifth year running we are organising a laboratory for creative after-school hours for students in the third cycle of primary school. This year we are focusing on exploring the possibilities of dance as a political practice of activation of the body by means of bodily patterns already incarnated in infancy. While the question “what is dance?” proffers a multitude of possible responses, our specific question is “what is it like to dance at the age of eleven?”. Every Tuesday ¡ after school the children in the local neighbourhood can attend a special space where it will be their own bodies that dictate the rules.

Marisa Amor  is a dancer and choreographer, and has participated in the creation of various shows aimed at adults and children. She collaborates in improvisation projects with musicians, dancers and artists from other disciplines. She dedicates a large part of her practice to children and teenagers with classes, workshops, cultural exchanges, shows and educational projects associated mainly with dance and movement. She works with and for various collectives including persons with mental disabilities.

For the 2015-2016 school year the El Banquete group and the pupils from sixth year undertook the collective construction of a pyramid in a corner of the Juan Pérez Villaamil public school in Móstoles. Its mission was to generate a space that would afford other ways of inhabiting and rethinking utopia. The pyramid was built as a possibility for establishing other orders, a space of fluctuating collaborations in which to build and rebuild.

For the current school year of 2016-2017, a new group of pupils from sixth year will be in charge of the construction and deciding on its use. Once again this year, El Banquete will carry out a project at the school in which play will be given a transformative role, giving students an opportunity to adopt roles that will open up processes of reflection on identity, territoriality, the public sphere, autonomy, power, negotiation and disobedience. The project is underpinned by an interest in generating an autonomous and self-managed pedagogy from a position of conflict, at once creating a space of friction within the educational institution, where pupils will take decisions collectively for the self-construction and self-management of the space.

LAlejandría Cinque, Raquel G.Ibáñez and Marta van Tartwijk are the members of the El Banquete research and creative group which develops projects related with everyday experience as an artistic value. Their projects are addressed as playful appropriations and subjective experiences that wish to act as triggers for reflection, critical thinking and individual empowerment.