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HIGH-SCHOOL

Spanish Artistic Baccalaureate Curriculum
Grade: 12
Time: 3 months project

Students from high-school addressed the questions of “What’s Globalization?” and “How did image and sound changed our perception of reality?” The central focus of this lesson is to encourage students to work as social researchers and artists using their own experiences and critical thinking skills, to create an animation project based on the data they collect from their social contexts. Students worked collaboratively to discuss the overarching questions. Later, each student developed an individual question addressing different themes such as consumerism, environment, social networks, modern slavery. Students collected information starting from their own personal experiences, as well as, their community members such as friends, family, students and teachers. As a result, students elaborated a script, a storyboard, a research artist-book and an animation project. They used chalk drawing techniques, photography and edition applications. This project has been presented to the school community using the art classroom as an open studio, in which, the Smart board functioned as a movie screen. The animations short films have also specific artists music such as “Society” (Eddie Vedder), “Of Monsters And Men” (Dirty Paws) among other musicians. Also, before showing the animations, each student presented their findings to the audience. (The music has been removed from this page to respect authorship copyright policies)

Students’ Animations (Selection)




Project Research

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Animation Backstage

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Spanish Artistic Baccalaureate Curriculum
Grade: 12
Time: 2 months project

The goal of this lesson is to empower students to analyze art history through masterpieces from different points of view to challenge stereotypes and re-write history from a contemporary context while developing painting and drawing skills.

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Spanish Artistic Baccalaureate
Grade: 11
Time: 12 sessions

The central focus of this lesson is to inspire critical thinking about the students’ role as consumers while addressing the question of: Where does water in Valencia comes from/goes? Students analyzed the natural water cycle with and the water consumption and commercialization. As a visual response, students created a serie of photographies inspired by the work of the photographer Sebastiao Salgado shown in “The Salt of Earth” (2015), a documentary by Wim Wenders. During this lesson, students also created an Instagram account, a newsletter and an exhibition title and individual statements.

Creative process and democratic rules to find a common theme for the research and exhibition

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Students’ Works (selection)

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Exhibition

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Students curating the exhibition.

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Repeat, fast-forward, rewind, pause, recycle, live, delay: these terms are part of the language we use to describe how temporality is manipulated in the contemporary world.

The work of contemporary artists examined in this unit explores some of the tensions embedded in recent experiences of time. These experiences include watching time pass; marking, suspending, condensing, or elongating its flow; developing narratives based on cyclical, organic, or illogical models of time; addressing history through the memory of oppression, displacements, and alienation; and considering how the past infects the present.

Centered around the question,

“How do artists evoke and transform time in their work?”,

students develop their own time-based work in this unit, employing relevant strategies to question its history, passage, duration, or logic.

Subquestions examined as part of this investigation of time include:

  • How does your lived past affect you today? How have you changed over time? In what ways have your life or you as an individual improved? Worsened?

  • How has our collective past influenced our present? What major changes have occurred in the past century? What change was the most significant to you? What implications have they had on your life?

  • How is history told? Where can we find stories of the past today? Who is telling the story? What parts of the (hi)story are factual or fictitious?

  • How do we tell the stories of our personal stories or communal histories? How can reflecting on the past and acting in the present make changes for the future?

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