Education

Education

First of all, we should explain that besides meaning ‘crazy’ or ‘mad’, the Spanish word loca from the title of this workshop “Volvernos Loca” is also used to describe “effeminate” homosexual men and is roughly equivalent to the English terms ‘sissy’ or ‘flaming queen’.

Sometimes when we are really interested or enthusiastic about something we say that we are “mad” to do it. This “going mad” is also a queer space where we stop being who we were and do what we have never done before.

It takes very little to make us go mad: a body, desire, to imagine how, what, when, and also a little bit of listening. To go out onto the streets together and run, run like mad. Go mad at school, in class, in the museum. Mad with joy, with pleasure, with longing to have a good time. Going mad so as not to end up mad.

A two-session workshop using action and performance to think from a queer perspective about ways of being that are beyond binary categories and fixed definitions of identity.

Final cycle of secondary school.

Schedule: the first 2-hour session to be arranged with the school. The second session from 11:00 to 13:30 at CA2M.

Maximum number of students: 30.

Type of activity
Dates
THROUGHOUT THE SCHOOL YEAR
Temas
Entradilla

A two-session workshop using action and performance to think from a queer perspective about ways of being that are beyond binary categories and fixed definitions of identity.

Subtítulo
QUEER WORKSHOP
Categoría cabecera
hablarconotravox240
GOING MAD
¿Es un ciclo?
Desactivado

In this workshop the groups will work with art’s capacity to transform time and space. Over the course of the various sessions the class will be turned into a room and the museum into a house. The students will turn off the lights, remove the desks and dance. They will visit the most intimate corners of the museum and together they will build a shelter.

Last year, the performing artist Aitana Cordero designed this workshop in which we will discover how hard it is to work with intimacy in secondary schools and, at once, just how important it is to do so.

Times: the first two two-hour sessions at school and the third open-ended session at CA2M to be agreed with the teacher.

Maximum number of students: 30.

Type of activity
Dates
THROUGHOUT THE SCHOOL YEAR
Temas
Entradilla

In this workshop the groups will work with art’s capacity to transform time and space. Over the course of the various sessions the class will be turned into a room and the museum into a house. The students will turn off the lights, remove the desks and dance. They will visit the most intimate corners of the museum and together they will build a shelter.

Subtítulo
PERFORMANCE WORKSHOP
Categoría cabecera
Hacerse_invisible_Foto_María_Eugenia_Serrano_Díezx240
BECOMING INVISIBLE / LIVING TOGETHER IN CLASS / STOPPING TIME
¿Es un ciclo?
Desactivado

There are unused ceramic kilns in the storeroom for the sculpture workshop at the Europa secondary school. When we asked about them we were told that, back in the early 1990s, a group of teachers managed to introduce a Visual Arts course at the school. They spoke nostalgically about when the arts building was built and about the long teachers’ meetings to discuss experimental ideas they would introduce in the classrooms.

It strikes us as incredibly important to try to bring back this passion, especially at a time when art is being pushed out of the curriculum at schools. This year we want to start a project together with José Luis, Mercedes and Carmen (art teachers at the Europa secondary school) so that the students can create their own space for creativity. A place where they can turn on the kilns once again, increase the number of hours in creating, and defend the importance of art.
 

PHASE ONE: collaboration project between the CA2M library, Education department and IES Europa secondary school

A box of fanzines published by women, a shelf of books classified by weight or by colour, an envelope with minimum publications... A library can be almost anything.

This school year, along with Sonia and Andrea, the librarians at CA2M, we will begin a collaborative project to create an archive of art publications with art students at IES Europa secondary school: a strange, unsuspected library created from holdings discarded from the CA2M library. Students will take discarded books, catalogues and fanzines on a journey to the art classes at IES Europa. Once they find themselves in their new emplacement, we will start to think about and construct a collective archive where we will bring into question the conventional logic of a library in order to create a new archive narrative from materials which were initially rejected and which therefore are situated, from the outset, against the grain. The project seeks to develop new possibilities from creativity and resistance, to bring students into closer contact with contemporary creation and to create new bonds of collaboration between departments and institutions.The first activity will be a three-day workshop to create furniture in which we will jointly design and build an artefact or piece of furniture that will serve as both transport container and display case for the publications.

PHASE TWO: publishing with nothing

During the recent confinement we wanted to continue developing this project, even at a distance. For that purpose, we invited Andrea Galaxina to come up with a proposal to send to students. Taking the form of a tutorial, Andrea prepared a fanzine to explore the creative possibilities of self-publishing.

“In these strange times we are going through, when you cannot leave home to buy things, or perhaps you cannot leave home at all, it is important to realize that the materials we have at hand can open doors to fascinating worlds that perhaps, during our everyday lives, we don’t pay any real attention to. To create with nothing is a political and transformative action. And so too is publishing with nothing. The most subversive way of publishing in history is the fanzine. Furthermore, publishing fanzines allows us to expand our creativity. But we can also turn it into a vehicle to connect with others. Now that our interpersonal relationships have been seriously affected, we can take advantage of this state of emergency to introduce new ways of expressing ourselves and communicating with one another. That’s why in this guide I am going to show you how to make a fanzine with things that you probably have ready access to during confinement: ordinary everyday stationary materials with which we can nonetheless do extraordinary things. I will also give you a brief recap of the history and philosophy behind it and how to distribute our creations without leaving home".

Read Editar con nada. Una pequeña guía práctica (y un poco teórica) para hacer fanzines.

Type of activity
Dates
School Year 2019 - 2020
Temas
Entradilla

It strikes us as incredibly important to try to bring back this passion, especially at a time when art is being pushed out of the curriculum at schools. This year we want to start a project together with José Luis, Mercedes and Carmen (art teachers at the Europa secondary school) so that the students can create their own space for creativity. A place where they can turn on the kilns once again, increase the number of hours in creating, and defend the importance of art.

Subtítulo
COLLABORATION WITH THE EUROPA SECONDARY SCHOOL
Categoría cabecera
2 HORAS Y 20 MINUTOS A 20 METROS DE PROFUNDIDAD
2 HOURS AND 20 MINUTES AT A DEPTH OF 20 METRES
¿Es un ciclo?
Desactivado

Art. Education. Pedagogy. Learning. Unlearning. Critical exercise. Political imagination. Wet knowledge. Visionary fictions. Counter-pedagogies. The one thing that we cannot deny, or escape, is that we are contemporaries of our pedagogic processes. And pedagogy, understood as a model, is at once a project for the privatisation of thinking. There are still words that are battlegrounds, and these, more than associated with reason, speak from bodies. Inappropriate, untimely, improper, inconvenient, displaced and angry, they dwell in unease and malaise and are like flows that leak out of all pores.

 

In this workshop Mônica Hoff, through experimental games, actions and readings, invites us to dwell in the unease we feel with our pedagogic processes and perhaps from there we can boost our individual and collective potential for political and poetic action.

Type of activity
Dates
SATURDAY 9 FEBRUARY 10:00 - 14:00
Intended for
Temas
Entradilla

Art. Education. Pedagogy. Learning. Unlearning. Critical exercise. Political imagination. Wet knowledge. Visionary fictions. Counter-pedagogies. 

Subtítulo
THERE ARE WORDS THAT ARE BATTLEGROUNDS, OR: EXERCISES TO PRIVATISE THINKING
Categoría cabecera
Lindes
LAS LINDES: WORKSHOP WITH MÔNICA HOFF
¿Es un ciclo?
Desactivado

THU 9 JUN 2010. 19:00 H. SHARING COUNTER - EDUCATIVE MATERIAL & PROJECTS

In this session we will examine materials and strategies used inside and outside of the classroom.

27 & 28 MAY 2010. 10:30 – 14:00 H. WHAT CAN WE DO? EDUCATION AS AN ACTION AND MOTIVATION. SEMINAR WITH MARINA GARCÉS, SANTIAGO LÓPEZ PETIT, DIEGO SZTULWARK AND VERÓNICA GAGO FROM COLECTIVO SITUACIONES

In this session, we will work on texts written by our guests so as to lead the discussion as a critical workshop in which these ideas are related to our own educative experiences. The texts deal will very important concepts, worthy of an in-depth study such as the construction of community, learning process and affects, citizenship, thoughts as an act of resistance…These texts allow us to think and they encourage a collective reflection on emotions, conflicts and uneasiness as well as the necessity of constructing a new kind of autonomy intertwined with other subjects, rather than with individuality. This workshop is the continuation of one of the main line of works of las lindes consisting of a reflection on education from different perspectives and experiences.

MARINA GARCÉS (Barcelona, 1973)  is a lecturer in Philosophy at the University of Zaragoza. She is author of Las prisiones de lo posible (Ed.Bellaterra, 2002) and is regularly published in magazines such as Archipiélago, Zehar, Daimon, etc. She has also participated in collective publications: Por una política nocturna (Debate, 2002), the report Barcelona 2004, el fascismo postmoderno (Ed. Bellaterra, 2004), Las luchas autónomas en el Estado Español, 1970-1977 (Traficantes de sueños, 2008) or La humillación. Técnicas y discursos para la exclusión social (Ed. Bellaterra, 2009) and El arte en cuestión (Valencia, 2010), etc. In 2003, she started Espai en Blanc (www.espaienblanc.net), a joint initiative dedicated to collective experimentation with thoughts. In the frame of this project, she coordinates the magazine Espai en Blanc. Materiales para la subversión de la vida (Ed.Bellaterra) and participates in different research projects. She is currently actively involved in the Master in contemporary performative arts (Institut del Teatre de Barcelona) and other research processes. www.marinagarces.com

DIEGO SZTULWARK Y VERÓNICA GAGO DE COLECTIVO SITUACIONES

Colectivo situaciones defines itself as a Buenos Aires-based militant research collective. Militant research is an elaboration of thoughts in contact with social experience. This practice intends to contribute to self-representation of society through a constant, flexible and equal work with all parties to the conflict. They set up the independent publishing company "Tinta Limón". They were already involved with some of the most active social movements and initiatives before the 2001 popular uprising: Movimiento de Trabajadores Desocupados (unemployed workers’ movement), Escuelas Libres (free schools), Trabajadoras del Sexo (sex workers), Trabajadores precarios del telemarketing (precarious telemarketing workers), GAC (Street Art Group), H.I.J.O.S. (organization of the children of the disappeared during the dictatorship) etc. They also participated in educative experiences such as the school "Creciendo Juntos" or "Universidad Trashumante". In our lindes session of December 2010 we discussed fragments of Un elefante en la escuelahttp://blip.tv/file/4600758 (from 26.15 on). 

Diego Sztulwark and Verónica Gago are holding a residency in Madrid as they are supported by the programme for researchers, El Ranchito (Matadero Madrid).

Activist of Workers’ Autonomy during the 1970’s, SANTIAGO LÓPEZ PETIT (Barcelona 1950) worked as a chemist in a firm which was taken over by its workers. He was involved in resistance movements that followed the crisis of the Workers’ Movement. He currently works as a lecturer in Philosophy at the University of Barcelona. He participated in the project Espai en Blanc since the very beginning (www.espaienblanc.net). Among his books: Entre el Ser y el Poder. Una apuesta por el querer vivir (Ed. Siglo XXI, Madrid 1994); Horror Vacui. La Travesía de la Noche del Siglo (Ed. Siglo XXI, Madrid 1996), El infinito y la nada. El querer vivir como desafío (Ed. Bellaterra, Barcelona 2003), Amar y pensar. El odio del querer vivir (Ed. Bellaterra, Barcelona 2005), La movilización global. Breve tratado para atacar la realidad (Traficantes de sueños, 2009). He has likewise contributed to a number of collective books and has been published in journals including El Viejo Topo, Archipiélago, Riff Raff, Futur Antérieur and Posse. His main working line is the relationship between life, politics and art from a critical and activist perspective.

Download reading folder

14 APR 2011. 19:00 H. READING ANALYSIS VI. HE THAT HAS LITLLE AND WANTS LESS IS RICHER THA HE THAT HAS MUCH AND WANTS MORE

In this session, we will discuss education related to public or private fields, as well as advertising and mass media as a factory of consensus and its role in the construction of hedonism.

 

Chapter “Construction the Romantic Utopia” in Illouz, Eva, Consuming the Romantic Utopia: Love and the Cultural Contradictions of Capitalism, Berkeley, 1997.

"On Democarcy and Education" pp. 294-295 Noam Chomsky
And the following videos:

http://www.youtube.com/watch?v=zvd9NeW6zfc

http://www.youtube.com/watch?v=gPTC4XlYm2s

10 MAR 2011. 19:00 H. BUT PROF, WHAT'S THAN ALL ABOUT? 2ND INTRODUCTORY SESSION

Double session on unbiased educational material, experimental practices and other liberating entertainment. This session is the continuation of last February gathering. We invite all of you to bring materials and strategies that you may have used in your educative practice and that you'd like to share, discuss and experiment in Las Lindes.

10 MAR 2011. 19:00 H. BUT PROF, WHAT'S THAN ALL ABOUT? 1ST INTRODUCTORY SESSION

Double session on unbiased educational material, experimental practices and other liberating entertainment. During this session, teaching resources and strategies used by participants were presented in their educative contexts: a session in which objects, ideas have been brought up so that they can be shared with all participants.

13 ENE 2011. 19:00 H. RETHINKING LAS LINDES 2011

In this session, we discussed topics related to practical issues of las lindes and we reflected on this year's project and its development until now.

9 DIC 2010. 19:00 H. READING ANALYSIS V

In this session, we will analyse some of the aspects put forward by various authors in different contexts. Nevertheless, they all conceive education as a utopian project.

Ferrer y Guardia, La Escuela Moderna, Barcelona, 1912. Chapter dedicated to the education of the future

José Val del Omar "Sentimiento de la Pedagogía. Kinestésica", June 1932.

Francisco José Cuevas Noa, Anarquismo y Educación, Madrid, 2003. Chapters dedicated to Paideia School (Merida) and unschooling:objections to conventional education.

Colectivo Situaciones, Un elefante en la escuela, Buenos Aires, 2008. Chapters "Hacer escuela, estar en banda" and "¿qué puede una escuela?"

11 NOV 2010, 19:00 H.

Se  crearon dos grupos  en los que se compartieron las observaciones realizadas en las actividades educativas individuales desde la última sesión. Tras esto se hizo una puesta en común de las conclusiones de los dos grupos de trabajo.

Uno de los grupos expuso que las observaciones que se habían fijado en la sesión anterior les habían dado mucho que pensar, y se propuso  continuar el trabajo de observación intentando sistematizarlo y experimentar con ello.  Se propuso la posibilidad de observar nuestros prejuicios, los que tenemos desde hace tiempo y los que se van generando en relación a grupos con los que trabajamos un poco más a largo plazo… Por último se habló sobre estrategias relacionadas con los silencios vinculados al género. El otro grupo estuvo hablando de sus experiencias personales y no expusieron conclusiones al grupo general.

14 OCT 2010, 19:00 H.

Si en el curso anterior de Las lindes se había intentado reflexionar en torno a unos textos para facilitar el lenguaje en torno a unos referentes comunes, el propósito de este segundo año se define como un intento de bajar desde la teoría hasta la práctica.

Para dar este paso se decidió dividir al grupo en tres partes, para operativizar las sesiones de trabajo, generar lenguaje común y analizar lo propio a través de lo ajeno y a la vez, nutrir la práctica educativa a partir de nuestras experiencias.

Tras la división en grupos, se pusieron en común las propuestas de observación:

- Los silencios y las dinámicas que puede generar cuando el alumno no responde al diálogo
- El miedo, desde el punto de vista del miedo a la libertad, cómo reaccionamos ante los proyectos libres o que no nos marcan líneas claras de actuación
- Dinámica espacial y relaciones corporales. Analizar el lugar del cuerpo en el espacio, tanto el del profesor y como los de los alumnos y como se distribuye el espacio en el aula.
- La dirección de las preguntas que se hacen, que intención tenemos con cada pregunta
- Relación entre la toma de la voz y el diálogo con las situaciones de igualdad/desigualdad.

 

Documentation and further information

ALL VIDEOS

Educational Programme 2010 - 2011

Type of activity
Dates
Curso 2010-2011
Temas
Subtítulo
VIDEO ARCHIVE
Categoría cabecera
logo_ca2m
LAS LINDES 2010-2011
¿Es un ciclo?
Desactivado
Audiovisuales con descripción
LAS LINDES. 9 JUNIO 2011. Fin de curso. Segunda parte
LAS LINDES. 9 JUNIO 2011. Fin de curso. Primera parte
LAS LINDES. 27 Y 28 MAYO 2011. ¿Qué podemos? Educación como acción y motivación. Octava parte
LAS LINDES. 27 Y 28 MAYO 2011. ¿Qué podemos? Educación como acción y motivación. Séptima parte
LAS LINDES. 27 Y 28 MAYO 2011. ¿Qué podemos? Educación como acción y motivación. Sexta parte
LAS LINDES. 27 Y 28 MAYO 2011. ¿Qué podemos? Educación como acción y motivación. Quinta parte
LAS LINDES. 27 Y 28 MAYO 2011. ¿Qué podemos? Educación como acción y motivación. Cuarta parte
LAS LINDES. 27 Y 28 MAYO 2011. ¿Qué podemos? Educación como acción y motivación. Tercera parte
LAS LINDES. 27 Y 28 MAYO 2011. ¿Qué podemos? Educación como acción y motivación. Segunda parte
LAS LINDES. 27 Y 28 MAYO 2011. ¿Qué podemos? Educación como acción y motivación. Primera parte
LAS LINDES. 14 ABRIL 2011. Análisis de lecturas VI. Segunda parte
LAS LINDES. 14 ABRIL 2011. Análisis de lecturas VI. Primera parte
LAS LINDES. 10 MARZO 2011. Pero, profe, ¿qué es esto que nos están poniendo? Segunda sesión de presentación
LAS LINDES. 10 MARZO 2011. Pero, profe, ¿qué es esto que nos están poniendo? Primera sesión de presentación. Segunda parte
LAS LINDES. 10 MARZO 2011. Pero, profe, ¿qué es esto que nos están poniendo? Primera sesión de presentación. Primera parte
LAS LINDES. 13 ENERO 2011. Repensando Las Lindes. Segunda parte
LAS LINDES. 13 ENERO 2011. Repensando Las Lindes. Primera parte
LAS LINDES. 9 DICIEMBRE 2010. Análisis de lecturas V. Segunda parte
LAS LINDES. 9 DICIEMBRE 2010. Análisis de lecturas V. Primera parte
LAS LINDES. 14 NOVIEMBRE 2010
LAS LINDES. 14 OCTUBRE 2010

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)

Fechas texto cabecera
EVERY TUESDAY FROM 5 NOVEMBER 2019 TO 31 MARCH 2020
Directed by
Entradilla

A group of children meet every Tuesday after school with the dancer Elena Córdoba to try out and create new dances.

Subtítulo
AFTER-SCHOOL WORKSHOP
Categoría cabecera
Bailar el barrio 2019
DANCING THE NEIGHBOURHOOD 2019
Type of Thinking / Community
Temas Comunidad Educativa
Ocultar imagen principal
Desactivado
Temas
Duration
17:00 — 18:30
¿Es un ciclo?
Desactivado

10 JUN 2010. FINAL SESSION OF THE 2009-2010 ACADEMIC YEAR

This session will mark the end of the activities carried out during the 2009-2010 academic year. We will analyse the achievements of the past year and discuss our goals for the next.

13 MAY 2010. 4TH LITERARY ANALYSUS SESSION: JACQUES RANCIÈRE 

In this session, we will discuss excerpts from The Ignorant Schoolmaster.

17 APR 2010. LAS LINDES ENCOUNTER

This is an encounter in which the agents and educators involved in the Las Lindes programme can reflect on and discuss their educational practices, projects, concerns, problems and aspirations. Each worktable group will analyse key aspects of different practices and then share their conclusions with the other participants. This encounter represents a step forward in the construction of an educational community and provides an opportunity to voice new perspectives on the work completed to date.

8 APR 2010. ENCOUNTER WITH NEOKINOK 
In this session, Neokinok's Dani Miracle will accompany us in order to discuss about his projects and his educational practices.

11 MAR 2010. READING ANLYSIS III: PAOLO FREIRE
In this session we will discuss about fragments of The Pedagogy of Hope by Paolo Freire.

11 FEB 2010. PRESENTATION OF EDUCATIONAL PRACTICES AND MATERIALS

One of the objectives of the Las Lindes programme is to offer a showcase and provide a framework for discussing projects that explore new strategies for reformulating educational practices that involve audiovisual communication and the visual arts.

10 JAN 2010. READING ANLYSIS III: BELL HOOKS
In this session we will analyse and discuss the chapters “Embracing Change. Teaching in a Multicultural World” and “Building a Teaching Community. A Dialogue”, both published in the book Teaching to Transgress. Education as the Practice of Freedom.

10 DEC 2009. OPEN SESSION: PRESENTATION OF THE WORK OF DONESTECH

In this session we will meet members of the Donestech collective who will share with us some of their projects and materials which may be used as educational tools in the classroom. Donestech defines itself as a group of women social researchers interested in new technologies. For some time now, they have been exploring the relationship between women and technology.

12 NOV 2009. OPEN SESSION: READING ANALYSIS I: ADORNO. EDUCATION FOR AUTONOMY

Interview with Helmut Becker (1959-1969).

In this session we will analyse and discuss the chapters “Education for What?”, “Education for Autonomy” and “Television and Cultural Training”, all related to Adorno’s discussions with Becker.

8 OCT 2009. OPEN SESSION AND PRESENTATION OF THE PROJECT

 

Documentation and further information

ALL VIDEOS

Educational Programme 2009 - 2010

Type of activity
Dates
Curso 2009-2010
Temas
Categoría cabecera
logo_ca2m
2009-2010 LAS LINDES VIDEO ARCHIVE
¿Es un ciclo?
Desactivado
Audiovisuales con descripción
Final session of the 2009-2010 academic year. Part one
Final session of the 2009-2010 academic year. Part two
4th Literary Analysis Session: Jacques Rancière. Part one
4th Literary Analysis Session: Jacques Rancière. Part two
Las Lindes Encounter. Part one
Las Lindes Encounter. Part two
Las Lindes Encounter. Part three
Encounter with Neokinok. Part one
Encounter with Neokinok. Part two
Reading analysis III: Paolo Freire. Part one
Reading analysis III: Paolo Freire. Part two
Presentation of educational practices and materials. Part two
Reading analysis II: bell hooks. Part one
Reading analysis II: bell hooks. Part two
Open Session: Presentation of the work of Donestech. Part one
Open Session: Presentation of the work of Donestech. Part two
Open Session: Reading analysis I: Adorno. Education for Autonomy. Part one
Open Session: Reading analysis I: Adorno. Education for Autonomy. Part two
Open session and presentation of the project. Part one
Open session and presentation of the project. Part two

There was a storm in the main hall at the conservatory in which one could hear thunder and little by little the first ping-pong balls began to drop. When the thousand drops finally stopped bouncing and lay motionless on the floor, we began to listen.

This year, with the assistance of Paloma Carrasco, we are going to adorn this silent calm with tiny improvised sounds. Paloma invents with the body and space, plays the piano and the cello, and she also dances with them.

Programme with the support of the Daniel y Nina Carasso Foundation

Type of activity
Temas
Entradilla

This year, with the assistance of Paloma Carrasco, we are going to adorn this silent calm with tiny improvised sounds. Paloma invents with the body and space, plays the piano and the cello, and she also dances with them.

Categoría cabecera
Proyecto con el Conservatorio Municipal Rodolfo Halffter
The Triangle. Project with Rodolfo Halffter Municipal Conservatory
¿Es un ciclo?
Desactivado

Listening to the train minutes before its arrival, defragmenting light into an infinite colour spectrum, building your own space that is governed without hierarchies.

This year we started a new artist residency project in collaboration with the Federico García Lorca School in Móstoles.
Following years of research, we continue to think about the importance of introducing art-based practices into educational institutions in order to develop multidisciplinary projects involving the entire school in a transversal way. Now more than ever, it seems essential to us to explore processes that promote other types of learning in the classroom, adjust relationships with schools and generate new ties with museums. We are thus interested in continuing to research how artists can affect the education system and vice versa, and how this particular public school can return the experience both to the artists and the CA2M’s education team.

Throughout the third term of the academic year, the artist Agnés Pé will develop a sensorial and sound research project with students in the Caracola classroom and with first-year students.
The classroom will move to the school’s vegetable-garden area to build a sensory laboratory where it will experiment with other ways of perceiving reality. This space will challenge the senses and imagine other forms of governance.

This will allow us to continue researching how both desire and emotion can affect schools. A project that thinks small-scale and places students as the subjects and not as the objects of education.

Programme with the support of the Daniel y Nina Carasso Foundation

 

Type of activity
Temas
Entradilla

This year we started a new artist residency project in collaboration with the Federico García Lorca School in Móstoles.

Categoría cabecera
El Triángulo. Proyecto CEIP Federico García Lorca
The Triangle: Project with CEIP Federico García Lorca
¿Es un ciclo?
Desactivado

A new call will open in December.

(silence) – SSH – SSH – SSH – SSH – SSH – SSH – SSH – (silence) – UUU – UUU – UUU – UUU – UUU – UUU – UUU – (silence) – SSH – SSH – SSH – SSH – SSH – SSH – SSH – (silence) – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – WE – ARE – HEL – LO – WE– ARE – HEL – LO – WE – ARE – HEL – LO – WE – ARE – HEL – LO – WE – ARE – HEL – LO – THE– CHOIR – HEL – LO – CHOIR –HEL – LO– CHOIR – HEL – THE – CHOIR – HEL – THE – CHOIR – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – LO – HEL – THEY – ARE– THE– CHOIR – THEY – ARE– THE– CHOIR – THEY – ARE– THE– CHOIR – THEY – ARE– THE– CHOIR – THEY – ARE– THE– CHOIR – WE– ARE– THE– CHOIR– WE– ARE – THE– CHOIR – WE– ARE– THE– CHOIR – WE– ARE– THE– CHOIR – WE– ARE– THE– CHOIR – WE– ARE– THE– CHOIR –

An amateur choir is a creative project in which all types of voices are welcome. The choir doesn’t just sing songs but aspires to embrace all the sounds in the world. That’s why it sings through silence, mumbling and stuttering and with sounds that sometimes involuntarily escape the body like laughter and screams.

During confinement we managed to counter our fears by singing to and with each other over the phone. We find melodies in the washing machine, stories through the window and a new language of gargling and birdsong. Now we are really looking forward to seeing each other in person once again and finally going together to Zarzalejo to sing with the choir of the artist Amalia Fernández.

INTEMPERIE ***

Programme with the support of the Daniel y Nina Carasso Foundation

 

Type of activity
Intended for
Temas
Entradilla

Un coro amateur es un proyecto de creación en el que cualquier tipo de voz es bienvenida a participar. Este coro no se conforma con cantar solo canciones sino que quiere abarcar todos los sonidos del universo.

Subtítulo
Creative voice workshop
Categoría cabecera
Un coro amateur 2020
An Amateur Choir 2020
¿Es un ciclo?
Desactivado
Duration
Thursdays