Implementation of “Let’s play … Dada and Surrealism!”(SoI-GR-545)

I have decided to implement the Learning Scenario by Andreas Galanos entitled “Let’s play … Dada and Surrealism!” (LS-GR-529) aiming at helping students understand the revolutionary nature of the Dada and the Surrealist movement combined with perceptions about the “notion of time”. Through the innovative use of web tools students were enabled into using their curiosity and critical thinking. The main aim of the scenario is to inspire and break down misconceptions about the “notion of time”, through the use of Europeana platform and its virtual exhibitions through the ages that led students to engage into vivid dialogues with each other sharpening their critical thinking. Our pupils ranged from 8 to 12 years old, henceforth, it was essential that the implementation of the scenario was tailored to best meet the students’ needs, interests and abilities.
My EFL pupils reflect on the meaning of ‘time’ through artistic movements such as “Dada and surrealism” that transcend the boundaries of artworks themselves to broaden their thinking about human nature and the change that ‘time’ brings to all things but also to everyone. The implementation took place during the hours of English classes.
Our narrative path
In our first lesson a Presentation of terms and key facts about What is “time” took place. Students investigated the concept of ‘time’
The following links were used:
Students worked in pairs while researching the paintings and focusing on Dali’s ‘The Persistence of Memory’
- https://www.europeana.eu/portal/en/exhibitions/from-dada-to-surrealism
- https://www.europeana.eu/portal/en/exhibitions/from-dada-to-surrealism/1930s
Why does the concept of time differ from person to person and how does it affect their attitude toward life? The discussion shows the need for a deeper critical examination of the issue.
In our next three lessons, students worked in groups and composed a creative writing piece and interior monologue using meetingwords (http://meetingwords.com/), about what they think “time” is and how it affects life
Assessment and feedback
At the end of the learning scenario, students said that its implementation helped them understand the different meanings of ‘time’ as shown in artistic movements and got them interested in thinking about their own stereotypes and prejudices and how to deal with them. It was of great interest to them, as even students who do not normally participate in the everyday class routine were willing to carry out the activities and collaborate in the groups. The original material found in https://teachwitheuropeana.eun.org/learning-scenarios/lets-play-dada-and-surrealism-ls-gr-529/ fascinated them and led to interesting discussions among the members of each group.
Conclusion
As an educator teaching English with Europeana resources highlighted the importance of using arts and digital heritage in every activity of the learning scenario so as students have the opportunity to explore the Europeana collections and find out all about its learning possibilities. Teaching English with Europeana resources. While using Project Based Learning, Collaborative Learning and Flipped Classroom, my role was the one of a facilitator and my students have become active learners having found the activities really motivating and engaging.
Link to the learning scenario implemented: Let’s play … Dada and Surrealism! (LS-GR-529) – Teaching With Europeana (eun.org)
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CC BY-SA 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Eco-Museum Research Institute Tulcea.