Our Own Content Creators: Part 3
This post features the works by FCE A and FCE Adults B
Clarisa and Rocío
Sandra, Valentín and Rocío
Emanuel and Manuel
Gabriel and Nahuel
Lautaro and Franco
Our Own Content Creators: Part 2
This post features the works by FCE E and FCE F
Our students created some digital posters to express their opinions about the greatest achievements ever. What's the greatest achievement for you? Leave us a comment on your views, please!
Pablo and Berenice's poster
Iara and Anelisa's Poster
Camila and Bianca's Poster
Martina and Lila's Poster
Sara and Malena's Poster
Joaquín and Ignacio's Poster
Mirko and Oriana's Poster
Our Own Content Creators
Did you know that our FCE students have been working hard at Multimedia this year? You didn't? Well, let me tell you a little bit about what they have been up to.
This year, our FCE students have been experimenting with the use of some online tools to create their own content to be shared on the web. Would you like to take a peek at their creations? Don't miss this post or the upcoming ones!
Our Own Content Creators: Part 1
This post features the works by FCE B and FCE J
Check out the Fakebook profile they created for some celebrities by clicking on each image below!
Iara and Belén
Martín and María
The Sound of Silence
Project by CAE “B”(Teacher: Mariana De Biassi)
The trigger for the present work on the concept of silence was an article in “Advanced Expert” about Foley artists, sound artists that mimic the actual sound sources of films in a recording studio. The text was packed full of verbs that describe sounds and actions, the exact meaning of which can be understood only by listening to and producing the actual sounds or doing the actions that cause them.
For want of a “film” Foley session, we organised a “story telling” Foley session. The story chosen was “The Sound of Silence” by Katrina Goldsaito.
As a first step, pages of the story were handed out to pairs of students in random order. After reading them carefully and deciding what part of the story their bits belonged to (beginning, middle or ending) they interacted with their classmates in an attempt to put the story together, which they succeeded in doing although not without effort!
Once the story had been rebuilt, in pairs they focused on their bits of the story and thought of the sounds and noises that would illustrate those scenes. After some rehearsal, which involved one student reading and the other one providing the background noise or sound, they were ready to record the session.
After the session, the class reflected on the Japanese concept of ma, the silence in the spaces between sounds, and on the title of the story “The Sound of Silence”, which reminded some of the students of the song by Simon and Garfunkel.
Constanza and Agustín, who had already delighted us with their musical skills, played the song “The Sound of Silence” for us.
Following their amazing performance, we proceeded to analyze the lyrics of the song. The class arrived at the conclusion that the concept of silence in the song contrasts strikingly with that of ma, the Japanese concept. To get the essence of the song, groups of students analysed different stanzas and summarised each of them with the feeling they inspired.
Finally, the project was rounded off with personal answers to the question “What does silence mean to you?” Take a look at this Padlet wall (click on the posts to access a full view):
Four Corners and One Video
This project is the result of CAE B students' work with the song "Seven Years" by Lukas Graham. As a warm up, they did an activity called "4 corners", which involved walking to the corner of the room representing their favourite age (4 pieces of paper with the numbers 11, 20, 30 and 60 were posted in each corner of the room). In groups they brainstormed the reasons why that was their chosen age and then shared their ideas with the rest of the class.After watching the video of the song, I asked them to go home, look for a photo of their childhood they would like to share with their classmates and think of three or four lines to explain their feelings about the photos. I told them to imitate the rhyming patterns of the song, so that the descriptions would resemble short poems. Some weeks later they brought their work to class, passed the photos round and read their poems. As a follow-up, I suggested making a video of their photos and poems with "7 years", the song that inspired their work, playing in the background. The video was compiled by Uriel Palacios, who is an expert in visual arts.
Mariana De Biassi