Twenty-five 2nd year students from the Santa María de Vitoria School
Teacher: Paloma Meana
Artist: Naia del Castillo
When I heard we were going to be part of this project I was excited, but I was also a little afraid and nervous, because I was going to meet an artist. During our visit to the Museum, we saw the metal spider and the flowery dog and Alex Katz’s paintings, and the film about him, which was brilliant.
Student from the Santa María de Vitoria school
At school, we worked on time. The best part is that it was fun. I Iiked the gingerbread men made of tangerine peels: we drew the outlines then cut them along and when they dried the silhouettes twisted. Stomping on fabric was great fun and I thought that hearing our hearts beat was really strange, because it sounded so loud. Now I’ve got a clay heart I made with my heartbeats. […] We’ve done lots of things, a video, a necklace with sixty beads representing a minute, silhouettes with our future, flowers, shoots and seeds with clay, a giant clock.... I’ve had great time.
Student from the Santa María de Vitoria school
Twenty-one 5th year students from the Padre Orbiso school (Vitoria)
Teacher: Begoña Martínez.
Artist: Manu Muniategiandikoetxea
Twenty-four 3rd, 4th, 5th and 6th year students from the Vista Alegre school (Sestao)
Teachers: Idurre Bedialauneta and Pilar Gómez
Artist: Elssie Ansareo
Seventeen 3rd, 4th, 5th and 6th year students from the Virgen de la Guía school (Portugalete).
Teachers: Marta Artetxe, Aitziber Milikua and Eusko Basterretxea.
Artist: Ainhoa Ortells
Eighteen 3rd year students from the Uribarri school (Bilbao)
Teacher: Saioa Cañas Olaskoa.
Artist: Jorge Rubio
Fourteen 2nd year students from the Leka Enea- Anaka school (Irun)
Teacher: Begoña Alkalde.
Artist: Maider López.
Thanks to Learning through Art we’ve worked on the subject of the universe and, particularly, on the solar system. I chose this subject for its complex nature. We looked at the topic from a different angle, putting the textbook and everyday dynamics to one side. The students approached the concepts from another perspective, practically and hands-on. This meant that they were able to learn concepts that are hard to grasp. With this focus, we succeeded in awakening their interest in the subject and in keeping the students motivated. I’d underline the fact that all of the students joined in, showing interest, and that they learned and had fun; those who have difficulties reading and writing were also comfortable with the way we worked.
Begoña Alkalde, teacher at the Leka Enea-Anaka school (Irún)
We looked at the sky. We saw the moon, the clouds, the sun, the stars, rain, a storm, lightening, light, air, hail stones, snow and fog. Day and night. Dusk and dawn. We drew them with different colors and shapes. I’m Arantxa, I drew them in brown colors; Dany used blues and greys; and Dimitri, blues and whites. I loved it, especially when we pretended to be the planets. Dany’s favorite bit was going by bus to see Maider’s work; and Dimitri’s, making rain.
2nd year student from the Leka Enea-Anaka school (Irún)
Audiovisual creation is, perhaps, one of the artistic disciplines requiring the participation of a greatest number of people to produce. It is a joint work, where every piece plays a hugely important part and is essential for the others; it succeeds in bringing out the best qualities and talents of each person in the group; and all for the purposes of meeting the shared objective, whether it is making a video clip, a fictional short film, a documentary, video art.... In this process, it is enormously satisfactory to know that learning has no age and that it is possible to enjoy the shared experience of making a complete audiovisual work.
Naia del Castillo
Taking observation, conceptualization and experimentation as their basis, this year the students have worked on photography, performance, writing and ephemeral sculpture, with the aim of generating reasoned and experimental knowledge of the concept of time. Summing up, this has been a very intense year, a year in which they have had great fun and excitement while “learning through art”.
We worked together on the planets, their movements and how they affect night, day and the seasons of the year. We looked at the sky, talked about what we can see and imagined the things we can’t see. On studying the orbit of the planets, their movement and the relationship between them, we decided to represent them. We did it using color, moving from the specific to the general, from the things we learned to the things we imagined. Having painted the planets, we wrapped ourselves in them, acting out their rotation and translation. If the girl playing the Earth went too close to the person playing the Sun, the other students shouted: “Watch out, you’ll burn”! I remember the moment a girl very seriously told a fellow student who wasn't feeling very cooperative that day: “If you’re Saturn, you’re Saturn; you can’t just change planets every few minutes...”
This experience of creating art for an exhibition means coming into contact with art and, at the same time, realizing what it really involves, because it has a purpose and a consequence in the real world. The work is determined by the people involved in the project and by the circumstances that surround it. Students live in a period which is so delicate that any change in the passing of this time we give ourselves to work together is decisive. The personal conditions determined by the context have an influence on the work, just as their consequences do on the process of the year.
In this project we helped these people discover how they can interrelate with art, and ultimately, with reality through art. This process is not quantitative, it is not like making your way through a syllabus; it’s more like trekking or walking in the mountains, trying to understand the mountains. Together, we are, after all, as one.. This experience is highly important in the students’ intellectual training and in building their critical sense; it will also be an effective tool in their development. The awareness of responsibility acquired in the process of carrying out the work is an experience that stays with them and will bear fruit.
Only when asked do you answer; only when you receive sufficient stimulus do the reaction mechanisms kick in and activate the springs that make movement possible, in the manner, with the feeling, in the direction and with the forcefulness required. In fact it’s easy; it could even be a reflex action.... and that’s what we try to teach in this program.
This year, at school we looked for similarities, worked on shapes, mixed colors, cut pieces of wood, drew lines, removed stains, assembled masses, painted plans, studied aesthetics, experimented with ideas.... And all of it almost without trying.
We’re sorry it’s over, but I think the students at the Uribarri School (Bilbao) are taking away something greater than this exhibition: the certainty of having art of their OWN, something they can turn to in order to perceive things in a different way.
The fact that this year the students in the group varied widely in age meant that different and unexpected proposals emerged; it also contributed to intensifying the work, the way things were done, the thinking; to making everything half improvised, heartfelt, looking no further than what we have inside us. The project has therefore taken on a very interesting dimension, given that the subject is art. This year we’ve done a little of everything: we have learned how to trace, how to “cut and paste”, to add color using different materials; we’ve seen how marvelous the world can be when you’re allowed to go over the lines while coloring in, fearlessly scribbling, copying the palms of your hand onto white paper, and even expressing excitement by shouting, or writing a rap on Eskeleto.