International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
other hand, the hierarchical order of activities was centered thinking to keep both, undiminished interest of
students and the degree of their concentration in the program. For this reason, in the second part, preferring
activities in style of the game looking for a winner even without requiring less effort or having less value as a
learning process .
The activities will be presented, categorized as follows:
Group A: Easy, descriptive activities, first contact
Group B: Creative writing and literature - direct connection with the painting (from the painting led to the text
or vice versa, from a given text, we try to discover the artwork). The text can be set in a framework of literature
that has studied from the students or to be studied at school soon. This text might have been written by the
students themselves. The quickest student and the most correct wins (learning through play and without
presupposed knowledge of art).
C group: Discovery games of specific paintings as “race” with the election of the winning team. The teams will
define the rules of the game and put obstacles in the «opponents " in finding the correct answer.
Group D: Game fantasy and role play, creating short dramatic scenes from the students themselves (
performance of " language" of colors with communication through words. (What happened before, what after
that students see in a painting - performance of feeling and thoughts that stimulate by the painting Children
create lively dialogues - empathy and internal penetration in the project).
Group comparisons: compare paintings in the same or different theme.
Group activities A: paintings description
General purpose
In this type of business the principal purpose is to bring students into first contact with the works of the
gallery, tour the hall trying to identify paintings and painters, to feel comfortable and familiar with the area. In
this scope, contributes the workers in the museum.
Links to the group - description
The activity can be adjusted according to the paintings we choose, for students of C grade in secondary
school or of A grade in high school. If it is the first time that student come to contact with works of art, it is
advisable to select paintings that relate to familiar images. This Gallery exhibits works and landscapes of Corfu,
but also images of nature consistent with the natural landscape of the island. Generally, in the room, downstairs,
exhibit works from the early periods of Modern Painting, like Ionian School, School of Munich ( eg Lytras,
Gyzis: painters ) works of early landscape painting and portraiture , paintings with scenes of everyday life,
paintings with historical and religious themes.
In this first group of activities may include two worksheets. First, it will be purely declaratory character.
Students simply walk and discover, for example, titles from specific paintings, recording two to three names of
painters and portraits. Children can connect eg Ionian School in painting, with Ionian School in literature
(Kalvos , Solomos etc). The first worksheet is preferred to be individual, and all the rest, are addressed in each
group.
The second activity is linked to a new worksheet, more demanding this time, seeking to increase the degree of
concentration and prompts personal view of each student. Each group has a different task to describe.
As an example description works for the first contact with the Gallery states:
The Corfu fortress after 1848, by Francesco Pitze (link to literary works that are referenced in historical
monuments : eg Hymn to Parthenon by K. Palamas , The patriot by A. Kalvos and The Amateur by I. Polylas.
Expected results
Specifically, at first , the purpose is to direct the viewer - student to " know " through a quick look at the
works ( first activity ) and then ( second activity ) , to ' read ' deeper the painting that has been given, by terms
of technical characteristics of visual art ( eg contour , colors , shading, or naturalness of posture and
psychological burden on forms when it comes to portrait ) and finally to comment the content of the painting.
Through the specific questions of the second worksheet, we aim to ' keep ' the student as a spectator for a while.
The ideal thing is to direct student without depriving his thought, his imagination and the ability to express a
personal opinion. We desire the connection with Modern Literature school course, sometimes more loosely and
freely and sometimes more directly. At this point preparation at school is necessary.
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