Sightseeing in Almería

16 marzo 2015 en 20:22 | Publicado en Cultura, English, Proyecto, Trabajos prácticos | Deja un comentario

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Almería is the capital city of the province of Almería and it is located on the south east coast of Spain. It is the city where we live, and we have chosen some interesting places and monuments for you to visit. Here they are:

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THE ALCAZABA OF ALMERÍA

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The City of Almeria was founded in the tenth century by Caliph Abd al-Rahman III as a watchtower of the prominent city at that time, Pechina. The city had a castle fortress or citadel and a wall surrounding the entire “medina” (town) and the suburbs. The Alcazaba is one of the most emblematic points of interest of Almeria, near the Cathedral.

It was in 955 when the first Caliph of Al-Andalus, Abd al-Rahman III, built the Alcazaba on the remains of an earlier fortress. His intention was to protect what was then the largest city in the area. The enclosure has three distinct parts: two of Arab origin and style and one built later by the Christians.

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By: José Luis Rueda, Rafa del Río, Mario Salguero & Carlos Rodriguez

THE CATHEDRAL

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The Cathedral of Almería is situated in the old town of Almeria, near the Alcazaba. Currently it has a large square with palm trees, surrounded by bars, where everyone can admire its beauty. It presents an architecture of transition between the Late Gothic and Renaissance, with a design as a fortress that served as a defense against pirate attacks.
We can locate it in the North, right where it has its main entrance. The construction of the Cathedral began in times of Fray Diego Fernandez of Villalan, bishop of Almeria, after the earthquake of 1522 which destroyed the earlier temple (built on the site of the Great Mosque, where actually the church of San Juan is located).

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By: Esther & Patricia Cruz, Cristina Reche & Carmen Segura

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THE TOWN HALL AND  THE PLAZA OF THE CONSTITUTION

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The Town hall of Almeria is the institution that rules the town and the Andalusian municipality of Almeria, Spain. The council is presided by the Mayor of Almeria, who from 1979 is chosen democratically by universal suffrage. . The building is in the Plaza of the Constitution, commonly known as “Plaza Vieja” and it is Trinidad Cuartara Cassinello’s work. Nowadays it is is being rebuilt.
The Plaza of the Constitution is located in the historical centre of the town. In the middle of it, you can see a famous monument, the Monument of the Martyrs of Freedom, on the memory of the people fighting against absolutism in the 19th century.

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By: Rubén García, Antonio Carrillo, Álvaro Castaño, Víctor M. Fernández & José Burgos

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THE  MUSEUM OF ALMERÍA

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The Museum of Almería is one of the most important museums in the province of Almeria and contains the largest collection of archaeological remains in Almería.For example;Fragment of a male sculpture in white marble, the left foot of a man or pottery.
It was established in 1934 and its present location began in 2006.
The permanent exhibition is located on the first and second floors of the building and they focus mainly on the hunters’ and foragers society, the society of the “Millares”.
The museum is located in 91, Carretera de RondaStreet 04005,Almería.
This building was also finalist in 2005 in the Fostering Arts and Design (FAD) Awards and in 2008 it got an honorable mention by the European Museum of the Year Contest which took place in the European Museum Forum.

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By: Jimena Cazorla, Patricia Del Águila, Claudia Asensio, & Carmen Cano

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THE TUNNELS OF ALMERÍA

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The tunnels of Almería were built to avoid bombings during the Civil War to protect the citizens of the city of Almeria from attacks during the Spanish Civil War, from 1936 to 1939 . If it hadn´t been for those large tunnels many people would have died . At the end of the war , the tunnels were disabled . But today we can visit those large tunnels and get an idea of what happened . As they survived to the bombs explotions, they are considered a very important monument for the town.

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By: Pablo Ramos, Enrique Ojeda & Raúl Roda.

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LOS MILLARES

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Los Millares is a Chalcolithic, Cooper Age, occupation site 17km north of Almería, in the municipality of Santa Fe de Mondújar, Andalusia, Spain. The complex was in use from the end of the fourth millennium to the end of the second millennium BC and probably supported around 1000 people. It was discovered in 1891 during the construction of a railway. It was first excavated by Luis Siret in the succeeding years. Further excavation continues today.

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By: Juan Manuel Torregrosa, Álvaro Casquet & José Antonio Sánchez

THE STADIUM OF ALMERÍA

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The name of the stadium of Almería is: “ESTADIO DE LOS JUEGOS MEDITERRÁNEOS”.
This stadium is very famous because it is the home of a of 1st division team: U.D. Almería.
This stadium was built in the year 2005.
Almería’s football players are: 1:Julián. 2:Michel Macedo. 3:Fran Vélez. 4:Ximo Navarro. 5:Trujillo. 6:Mauro. 7:Verza. 8:Wellington
Silva. 9:Thievy. 10:Hemed. 14:Casado. 15:Corona. 16:Dubarbier. 17:Edgar
These are some players of Almería… This stadium has more spaces to play
other games, such as basketball, running and some olympic games
The stadium has got a capacity for 15.200 people.

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By: Diego Fernández, Santiago Benítez, Isaac Bahman & Raúl Sánchez

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MINI HOLLYWOOD

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Welcome and enjoy MINI HOLLYWOOD !!

The Mini Hollywood is like a zoo with too many animals, such as jiraffes, tigers,
white tigers, parrots, meerkats, rinhos, bears, zebras, flamingos, snakes, and
cheetahs. Horses take part in a show with cowboys too. Mini Hollywood has got a theatre and a botanic garden. The park has got monkeys too and some restaurants.
Mini Hollywood is in the desert of Tabernas (Almeria). There are old houses, too. A lot of western films were made here in the 1970’s.

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By: Lucía Carrillo, Esperanza Capel, Nerea Alcaraz & María de los Ríos

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1º ESO B

1º ESO-B  CLASS

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Anuncios

¡¡ A jugar con la Mesa de Luz!!

9 mayo 2013 en 09:45 | Publicado en Educación Infantil, Proyecto, Trabajos prácticos | Deja un comentario

Para comenzar esta justificación debemos explicar qué son los talleres y por qué debemos trabajar con ellos.

Los talleres son un conjunto de actividades que se plantean al grupo de alumnos para enseñarles algo concreto, sin olvidar nunca el objeto de aprendizaje debe ser próximo y sobre todo funcional para ellos.

Se trata de una diversificación del proceso enseñanza-aprendizaje que facilita a los niños/as no solo el aprendizaje de una seria de “técnicas”, sino también el desarrollo de la creatividad, autonomía, del sentido crítico, ayudando a que se produzcan situaciones y garantizando la atención individualizada.  

En los talleres el papel motivador y facilitador del educador es fundamental, aportando, no solo el material y el conocimiento, sino también, creando un ambiente acogedor y agradable.

Los talleres tienen un principio y un final con un resultado obtenido, todo el taller se desarrollará dándole un carácter lúdico a las actividades realizadas en él.

 

¿Por qué escogemos realizar este taller?

Escogemos este taller porque el hecho de construir cada uno su propia mesa de luz, los materiales y la decoración personalizada, hace que se ponga más empeño y que mientras la usamos podamos admirar nuestra obra final.

Además, con la mesa de luz no hay reglas, todo es libre, la actividad que realizamos sobre ella es expresión artística, experiencias sensoriales, creatividad, imaginación, y a través de todo esto no solo conocemos propiedades de los materiales empleados, sino que también trabajamos la lógico-matemática sin que los niños se den cuenta. 

Una mesa de luz es mirada por los pequeños como un juguete, no como un elemento educativo, lo que hace aún más interesante verlos aprender mientras disfrutan y se divierten.

La mesa de luz, también aporta relajación a los pequeños ya que mientras realizan sus creaciones y experimentan y manipula los materiales, se relajan y se evaden del mundo exterior mientras resuelven sus conflictos y aprenden.

 

Con la mesa de luz aplicamos la coordinación óculo-manual, necesaria para manejar y explorar objetos con un grado de precisión cada vez mayor en la realización de las actividades de representación gráfica en la mesa de luz.

                                                                                                                                                                                                    

Interpretamos y producimos imágenes como una forma de comunicación y disfrute, descubriendo e identificando los elementos básicos del lenguaje plástico.

Apreciamos las producciones propias y ajenas atribuyendo poco a poco significado.

Valoramos las posibilidades de cada uno, utilizando una nueva forma de expresión y representación que reflejen situaciones reales o imaginarias.

Conocemos distintos materiales naturales, atributos físicos y creamos composiciones libres y artísticas, que nos ayudan a aprender, relajarnos, jugar, componer, crear, investigar, descubrir, soñar, admirar…

En resumen podemos decir que la mesa de luz y todo lo que se puede realizar con ella, es una gran experiencia visual sensorial para los niños que estudian los diferentes objetos que ponen en la mesa y cómo se ven cuando son iluminados.

También incorpora los conceptos matemáticos cuando hacen los patrones y las formas con los materiales.     

2º A y B de CFGS Educación Infantil

¡¡Construcción de jueguetes con material de deshecho!!

9 mayo 2013 en 09:37 | Publicado en Educación Infantil, Proyecto, Trabajos prácticos | Deja un comentario

Reducir, Reutilizar y Reciclar, también es aplicable en en el mundo del juguete, reducir su consumo, reutilizar los que no se utilizan, y reciclar los que no se pueden aprovechar. En 2º de CFGS de Educación Infantil, creamos juguetes con material de deshecho, con material reciclado, conseguimos aplicar la regla de las tres “R”, a educación infantil, y realizamos juguetes nuevos, algunos parecidos a los de antes, otros con nuevas funciones, y otros totalmente nuevos.

Estimulamos nuestra imaginación, creatividad, originalidad,  despertamos la imaginación que llevamos dentro, y hacemos proyectos nuevos, para nuestro desarrollo personal en nuestra especialidad, para nuestra Formación en Centros de Trabajo, y para nuestro futuro profesional, muy próximo.

En el aula de taller de juego, hacemos juguetes muy bonitos, que aunque pasan a formar parte de la estantería  del hogar del niño, nos ayudan a crear nuevas manualidades, desarrollar nuestra imaginación, construir  nuevos trabajaos, nuevas creaciones, realizando un consumo responsable, artesanal, con materiales locales, aprovechando los materiales que tenemos, y el sentido lúdico de las cosas cotidianas, ayudando al sostenimiento del medio ambiente.

Aqui os presentamos dos juguetes, dos caballitos para jugar en el aula, uno de balancín, y otro de palo, solo son dos ejemplos muy similiares de nuestras creaciones, pero si os pasais por nuestra clase, antes de las vacaciones de navidad, podreis ver muchos

     más!!!….

Caballo de palo!!!!

2º A y B , CFGS Educación Infantil.

A Moment In Time (2nd ILSE Class Project)

7 diciembre 2011 en 20:08 | Publicado en English, Trabajos prácticos | 1 comentario

Students from 2nd ILSE Group have worked on a class project called “A Moment in Time” where each group of pupils has chosen a famous photo or picture and have searched for the real story of its origins. It has been an interesting task and the results have been equally surprising, as this article shows. The magic of paintings and photos relies on the capture of moments of time, as if they were frozen for eternity

                                                                                                                                    Javier Carrasco. Head of  Department of English

The Persistence of Memory

It is a picture by the Spanish painter Salvador Dalí, whose name is The Persistence of Memory, also known as The Melting Clocks, painted in 1931. It was made by the technique of oil on canvas. It is a surrealist work. It is kept at the MOMA (Museum of Modern Art) in New York.

Description:

The picture shows the bay of Port Lligat at dawn. The landscape is simple, we can see the sea in the background and a small mountain on the right.

Dali was inspired by Camembert cheese when he added the clocks to the painting, saying that the clocks were “melting, extravagant,lonely and paranoic-critical.”

There are three melting and deformed clocks:

– One of the clocks is hanging in the balance of a tree branch.

-Further down in the center of the picture, another clock appears, on a face  with long eyelids, inspired on a rock at Cape Creus.
– The third one is, perhaps, about to slide down from a wall. On this clock there is a fly and on the pocket watch there are some ants.

Intention of the artist:

The artist tries to offer a particular perception of time and space, and the way memory usually works, like melting forms which adapt to circunstances.

Isa, Sheila & Mª del Mar

The Kiss Of Time Square

(Alfred Eisenstaedt, 1945)

The photo was taken on 14th August  1945, in Times Square. People were very funny in the middle of the street because the World War II had  finished.

In the photography there were two young people, a man and a woman. The young man,  a sailor, was wearing the American Navy uniform. Today, nobody knows him, his name is still anonymous.

The young woman,  a twenty- seven years old woman, was wearing a white nurse dress. The man was kissing the girls he met in the street.

After twenty-five years, in 1970, the young woman recognized her face in that photography.

The photographer was Alfred Eisenstaedt who worked for Life magazine. He became famous because of this photograph.

The photo has two different perspectives, as you can see above.

Cristina, Rosi & Isi

Lunch Atop A Skyscraper

The photo is “Lunch atop a Skyscraper” or Lunch A top a Skyscraper. It was taken in 1932 during the construction of the GE Building at Rockefeller Center, New York, by Charles C. Ebbets.
We can see 11 workers eating their lunch in it, but the strange thing is where they are sitting, on a girder hundreds of  feet above the ground. Ebbets took the photo on September 29, 1932 and appeared in the New York Herald Tribune in the Sunday supplement of photography in October 2. The workers were building the floor 69 of the GE Building during the last months of construction.

To us it seems incredible that these workers are there so quiet, having lunch in the open air, laughing, smoking and talking, at a height of more than 150 meters. It is incredible that no so many accidents happened at this time, when no so much safety control for workers was taken.

Presently, this photo has been used for advertising campaigns. Here are some examples:

Maite, Virginia & Alicia.

Drawing Hands

Maurits Cornelis Escher was born in 17 June 1898 and he died in 27 March 1972, he was a graphic artist. He is known for his impossible constructions.

He was born in Leeuwarden,  Netherlands. He was a sickly child. He was excellent at drawing. He also took carpentry and piano lessons until he was thirteen years old. He studied architecture and decorative art.

Drawing hands is a lithograph first printed in January 1948. It describes a sheet of paper where two hands rise facing each other and in the paradoxical act of drawing one another into existence. Escher often used paradoxes in his work; this is one of the most popular examples.

Asun, Elena & Dulce

The Birth of Venus

Author: Sandro Bottichelli,  a Quattrocento Italian painter.

Year: 1482-1484.

It is kept in the“ Uffizi, Firenze” gallery.

Venus has emerged from the sea on a shell that is pushed over the beach by the breath of the winged gods while flowers are raining over her. On the sand one, of the Hours or Nymphs is waiting for her with a purple robe. According to the myth, Venus, goddess of love, was  born because Chronos cut off the genitals of his father Uranus, then he threw the genitals over the sea. The scene presented by Botticelli is the right moment when the goddess arrives from the sea, emerging delicately naked on a shell over a green sea. Her long and golden hair covers her body and she hides her breast with one of her arms.

 Venus is pushed by a couple of gods, they are Zephyr, god of the wind and Aura, goddess of the breeze. They are strongly embraced, they represent the union of material and spiritual things. Around them roses are raining, these flowers, according to the myth, will become living beings.

 At the sea shore, on the sand, one of the seasons goddess, Spring, wearing  a flowery dress, is waiting for her with a flower cloak to put on her. She is wearing a roses belt on her waist and a flower garland round her neck that symbolize  eternal love. Her white dress represents the spring, season of rebirth.

 There is a little forest of blooming orange trees, this symbolize the Hesperides’ sacred garden according to  Greek mythology. A remarkable thing are the clothes, which are folded.

Sara, Esperanza &  Juanfran

Death Of Marat

The picture is about Marat. He was a famous scientist and writer during the French Revolution.

He was murdered in 1793, in his bathroom. He suffered from a skin disease, and he needed to take a bath everytime. One day , while he was writing in the bath, one woman visited him, her name was Carlota Corday, she worked for the antirevolucionist, and she stabbed Marat.She laughted at him, and she told Marat that she was a revolicionist too. Marat received a mortal stab, and we can see it in the picture. Marat bleeded to death. His best friend, David, made this picture in his honor.

In the picture we can see some elements like the last pamphlet that Marat wrote before he died, and we can find the letter which madame Corday gave him. Her name appears in it.

A lot of important painters have made pictures about Marat’s death, but this is the most famous.

María & Conde


Maquíllate según el tipo de ojos que tengas…

4 junio 2011 en 18:15 | Publicado en Imagen personal, Trabajos prácticos | 1 comentario



Los tonos claros resaltan y dan  relieve.

Los oscuros hunden y profundizan.

Los tonos mate o semimate son favorecedores y naturales para  casi todo el mundo

Los tonos nacarados son muy difíciles de llevar porque son demasiado visibles y en lugar de atenuar resaltan los defectos.

En general, las pieles mates o bronceadas les sientan bien los tonos profundos, mientras que a los cutis pálidos les van mejor los tonos pastel.

El maquillaje de ojos debe empezar lo más cerca posible de las pestañas para que resulte natural.

En los ojos con ojeras se debe elegir, los tonos marrones o gris humo.

Los ojos maduros deben desterrar totalmente las sombras nacaradas y elegir tonos mates, suaves y luminosos.

Para los ojos verdes los más favorecedores son los tonos ocre, marrón, tierra y para la noche los malvas o los rosas.

.Para los azules los grises y por la noche el amarillo oro.

Para los marrones el ocre-amarillo, rosa-salmón, marrón-cobre e incluso el azul cálido por la noche y …

Para los ojos oscuros el gris claro, el tono humo y los rosas.

OJOS HUNDIDOS

Línea de ojos- Fina y clara

Lápiz interior-Claro

Sombras párpado móvil- Claras y brillantes

Sombras párpado superior-Oscuras

Mascara de pestañas -Poca cantidad o postizas

Cejas- Finas y claras

OJOS SALIENTES

Línea de ojos-Oscura y gruesa

Lápiz interior-Oscuro

Sombras párpado móvil-Oscuras y mates

Sombras párpado superior-Claras

Mascara de pestañas-Mucha cantidad o pestañas postizas

OJOS JUNTOS

Línea de ojos-Desde la mitad hasta el exterior

Lápiz interior-No lleva línea interior

Sombras párpado móvil-Claro en el interior y oscuro en el exterior

Sombras párpado superior-Claro en el interior y oscuro en el exterior

Mascara de pestañas-Mas cantidad en la parte externa que en la interna

Cejas-Separadas del entrecejo

OJOS REDONDOS

Línea de ojos-Ligeramente horizontales y alargadas aclarando entre línea y línea.

Lápiz interior-No lleva línea interior

Sombras párpados-Oscuro desde el lagrimal hacia el exterior en forma oblicua y claro a elegir en párpado móvil o superior.

Mascara de pestañas-Mas cantidad en el exterior

Cejas-Espesas y alargadas hacia el exterior

OJOS CAÍDOS

Línea de ojos- Bien marcada en el lagrimal y elevar la terminación sin alargarla y la inferior bien marcada en lagrimal y acortar antes de terminar el ojo

Lápiz interior-No lleva línea interior

Sombras párpado móvil-Oscuro en el interior y claro en el exterior

Sombras párpado superior-Oscuro en el interior y claro en el exterior

Mascara de pestañas-Mas cantidad en el interior y en el centro

Cejas-Espesas en el interior, elevadas en el exterior y cortas

 Trabajo realizado por las alumnas del C.M.E. curso (2.010/2.011)

Maquillaje de fotografía paso a paso

30 marzo 2011 en 19:35 | Publicado en Proyecto, Trabajos prácticos | Deja un comentario

PASO I-VISAGISMO.

Observamos los rasgos de la modelo al natural (con el rostro limpio).  Aplicamos nuestros conocimientos de visagismo para detectar asimetrías, tipo de óvalo, distancias entre los ojos, longitud de los labios, mentón, nariz, cejas, etc.

PASO II.- CEJAS Y CORRECCIONES

Aplicaremos corrector de ojeras  y corregiremos los puntitos rojos con corrector verde, también realizaremos las correcciones claras y oscuras.

PASO III.-FONDO DE MAQUILLAJE  Y MATIZAR

Aplicamos una prebase y luego la base de maquillaje  lo más parecida a su tono de piel  y lo extendemos con una esponjita o con una brocha  de maquillaje.Matizaremos con polvos translucidos, los extenderemos con la ayuda de una borla y retiramos el exceso de polvos con una brocha grande.

PASO IV.-OJOS

–          Aplicamos una sombra base de color marfil en todo el parpado móvil. Con sombra color berenjena estructuramos el ojo resaltando la línea superior de las pestañas y sobre  la línea de las pestañas superiores trazamos el eyeliner en color negro, desde el lagrimal hasta el extremo del ojo acabando el trazo en sentido ascendente. Maquillamos la línea inferior  y exterior del ojo con sombra morada oscura y cubrimos la línea interior del ojo con lápiz negro. Por último aplicamos mascara de pestañas negra en las pestañas inferiores y superiores.

PASO V.-LABIOS

Perfilamos con un tono similar al del labio y difuminamos con un pincel y maquillamos con un tono  color anaranjado claro  de textura  satinada.

PASO VI.-COLORETE

Utilizando una brocha de colorete  aplicamos un suave color  en los pómulos

PASO VII.-CEJAS

Perfilamos las cejas, si lo creemos necesario con lápiz o con sombra, alargándolas levemente y de forma acorde con el sombreado del ojo, utilizando una tonalidad parecida al tono de las propias cejas.

TRABAJO REALIZADO POR LAS ALUMNAS DEL C.M.E. CURSO 2.010-2.011

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