Après la visite du musée d’Orsay et la découverte du Balcon de Manet, nous avons enregistré en classe nos commentaires sur d’autres tableaux. C’était un exercice difficile pour plusieurs d’entre nous car nous apprenons la langue française depuis peu de temps.
Nous sommes allés visiter le musée d’Orsay. Il se trouve dans une ancienne gare et nous l’avons trouvé très beau. Nous en avons profité pour aller voir Le Balcon d’Edouard Manet (1869). Certains élèves ont enregistré leur commentaire du tableau (exercice 1). Nous avons aimé voir le tableau en vrai; c’était impressionnant et nous pouvions voir tous les détails.
Nous avons enregistré le texte que chacun d’entre nous a écrit pour décrire les situations que nous avons imaginées à partir des tableaux.
Florent avait apporté le matériel d’enregistrement.
Il y avait toujours un élève qui lisait pendant que l’autre s’occupait de la technique.
C’était étrange d’entendre nos voix.
Our CCAJ session started with a very interesting exercise! We were shown a painting and we had to guess who the characters might be, how they were connected to each other, what did their expressions convey. The most interesting question was to imagine a situation out of which the momentshownin the painting arose! As it is, we just loved the painting! It made our heart go to the boy who looked so sad and yet seemed to be holding on to some emotion. And who could this woman be? It was difficult to really understand her expression! We were surprised to find that each one of us had imagined very different stories and situations for the same painting. And each story was so interesting in itself.We listened to our audio recordings of the stories. And then we were formed into smaller teams. Our task was to imagine a small situation around two characters. One of us would live and the other would shoot. And without using sound, the actors had to act out a situation ! We had such fun discussing situations, then acting and shooting. We laughed even as we raced to finish our exercise on time. When our 1-2 min exercises were screened, we saw that we could have done better. We left feeling so happy we had started making our movies!
Le 25 octobre a eu lieu la deuxième leçon au cours de laquelle nous avons analysé des tableaux des périodes différentes et realisé des enregistrements audio pour décrire les relations entre les personnages de tableaux. Nous avons aussi monté une vidéo dans laquelle nous avons zoomé sur les personnages décrits dans bande-son.
Les élèves de la 3 D du Lycée “Peano-Rosa”: Agnese Nevischio, Marta Angelini
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Bonjour à tous,
Voici quelques exemples de nos travaux pour ce premier exercice de l’année 2018-2019 !
Exercice n°1, par Mathis Salcede
Aujourd’hui, jeudi 29 novembre 2018, nous avons mis en scène ce que nous avions fait les semaines précédentes.
Madame Guichebaron nous avait demandés d’écrire à partir de tableaux, de le décrire puis de dire ce que raconte le tableau. Ce n’est pas évident. Je crois que l’on n’a pas tout compris.
Nous avons utilisé le matériel et avons filmé des élèves lisant ce qu’ils avaient écrit sur le tableau présenté.
Nyah, Luke, Kaitlyn and Charley with their paintings.
For Exercise 1, we had to discuss a painting with a partner and decide what people in the painting were feeling and what they were doing. Next, each pair were taken one at a time to record what they had been discussing. Finally, the whole class listened to the recordings and voted to select the two clips to be taken to Berlin to show to teachers and film tutors from other countries.
Evie, Grace and Lauren explain what they thought of the process, “Despite being challenging we managed to pick out the key information and accomplished the task. Sandie, our Film Tutor recorded our voices as we talked about our painting. We really enjoyed this task and we learned how to identify key features of a painting. We learned how to identify the situation, the people involved, their emotions and body language as well as the setting.”
Nyah and Luke worked together as a pair. Luke said “We learned that many skills were needed for this task. For example you needed to be able to identify the main objectives of the painting. We also learned to look deeper into the painting meaning, not just looking at the characters.”
Nyah and Luke’s recording and Kaitlyn and Charley’s recording are the two that will be taken to the Berlin meeting in February.
