MUMO By Alan Rojo & Year 6B

This post has been adapted to English from MUMO por Alan Rojo y 6ºB . Congratulations to the student!
Hi!
My name is Alan Rojo. I am a pupil from Year 6B at San Gregorio School. We learnt a bit about the MUMO museum two weeks ago. 

In MUMO project we have learnt about different things about Art, different people who has done works of art at the MUMO museum.
MUMO means movable museum.
MUMO has travelled around the world.

MUMO museum is very interesting to children and adults. It is funny because they need to use the imagination. 
Also it is very interesting to look at children creating animals with organic things such as: egg cartons, bags of plastic, branches, leaves, stones, etc.
We learnt everything thanks to Cristian and Jara.
You can find more information in this article at Diario Palentino Newspaper "MuMo" acerca a los escolares al arte contemporáneo 

After that we created a mindmap (#visualthinking #dibújamelas) about MUMO museum.
We answered these four questions:

• What is MUMO?
• What have I learnt?
• What is my opinion about it?
• How have I learnt?

Below you can discover them:

¡THANKS MUMO!

Psycho

Today we share a great work about the film "Psycho" from IES Vicente Medina in Archena (Murcia). Thanks to Inmaculada López, the English teacher. Congratulations to the students!

In 1º Bachillerato class we were watching Psycho as part of the project we are working on this year, 1º Bachillerato in Shock. After watching the film, the students had to fill in a Google questionnaire in which they had to give their opinion about some of the aspects dealt with in the film.

Once they had all done this individual task, it was time to organise themselves into groups and decide on whether they wanted to do some research on the role of women in the 50s in order to understand why Marion acted the way she did when she decided to steal the money from her boss or to work on a presentation in which they had to explain Marion and Norman’s good and evil sides to the rest of the class and try to demonstrate that there is an evil side to all of us. To such an aim, they could also talk about famous literary characters such as Dr Jekyll and Mr Hyde or Frankenstein. They could even use famous film or TV series characters such as Darth Vader from Star Wars or Walter White in Breaking Bad. You can review the whole process of the different tasks here.

Have a look at the students’ fantastic work. Check all of them as they even interviewed some of their grandmothers so that they could talk about what life was like for women in Spain in the 50s (Nuria, Teresa, Encarna, Clara and Nerea’s group). Click on the photos to access the presentations and have fun:

WOMEN IN THE 50S:

 

GOOD AND EVIL SIDES:

Literature and Music, why not?

Today we publish a new work from IES Vicente Medina in Archena (Murcia). An interesting proposal about music and literature to work in class. 
A great job. Don´t forget to read!

Last term, students from 4º ESO read “The Picture of Dorian Gray” by Oscar Wilde as part of the project they are working on this year, which is called “Dark Sides” and which we have already published a few posts about. Some students suggested linking Wilde’s masterpiece with a song they really liked, “Savages” by Marina and The Diamonds and which they thought also dealt with some of the topics which come up in the novel:

So, the idea was to relate Literature with music. Well, why not? I let them explain the connection they had made between the two and the answer was obvious: there is a good and evil side to all of us, something they all explained clearly in their work. Click on the photos to have a look:

Please note that all this was orally presented by the students, but due to technical problems recording was not possible :-(

English class ICT

From IES Mediterráneo in Salobreña (Granada), José Alberto Romero, the English teacher tell us how he is using new technologies in the classroom and students are transforming learning. 

A great job. Thanks for sharing!

I would like to share with you an experience I started at our school last year. It is a kind of Digital Project, which may well lead to a kind of ‘digital portfolio’ as the students create their own sites and blogs.

In these sites and blogs they not only post their projects or compositions in English, but also what they do in other subjects. The output is really incredible in some of the students and they get used to dealing with ITC tools, which would be so useful for them in the future.

As you may have seen in my site (DIGITAL PROJECT), I have created a Symbaloo with some programmes and ITC tools they may need and I have given them some hints to create and improve their sites and blogs. As well, you’ve got links to all the blogs and sites created by my students, but I would strongly recommend you to visit these ones, which are in my opinion really the most worthwhile having a look:

Nerea Bautista (2º ESO), who created her blog a couple of weeks ago. She would be at an initial stage.
María Béjar (4º ESO), who created her blog and site a few months ago.
Joaquín García (4º ESO), who created his blog and site last year.
Mª José García (4º ESO), who created her site and her blog last year.
Alberto Romero, this former 2º bachillerato student created a site , a blog in English and even a blog in French, as he was also a student at the Official Language School in Motril. He is now at university he continues making posts and improving and updating all of them.
And Clara Prados, this former 2º bachillerato student created a site and a blog last year and now also at university. As well, she continues making posts and improving and updating both of them.

I will end up giving a final hint to assess and keep track of all the improvements and posts made by the students: I inserted in my blog a gadget with MY FAVOURITE BLOGS so that I can see any changes they make (it is on the menu on the right-hand side of the blog at the bottom).