{"id":5116,"date":"2011-11-27T19:02:00","date_gmt":"2011-11-27T18:02:00","guid":{"rendered":""},"modified":"2020-09-06T19:00:36","modified_gmt":"2020-09-06T17:00:36","slug":"expreso-las-emociones-que-tengo-en-el","status":"publish","type":"post","link":"https:\/\/www.teiamoner.net\/en\/expreso-las-emociones-que-tengo-en-el\/","title":{"rendered":"I express the emotions I have in the hospital through different artistic manifestations"},"content":{"rendered":"
\nExperience did\u00e1<\/span>ctica:
\n'<\/span>I express the emotions I have
\nin the hospital throughis<\/span>s
\nof different manifestations art\u00ed<\/span>sticas'<\/span><\/span><\/b><\/span><\/div>\n
\n
<\/span><\/div>\n
\nJulia Fern\u00e1ndez Rodr\u00edguez<\/span><\/span><\/div>\n
\nAula Hospitalaria Xeral-C\u00edes del CHU de Vigo<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nAfter a while working in a Hospital Classroom, I realized
\nthat what emerges most in sick boys and girls is their emotions.
\nI was also aware that the things that most distracted and helped them
\nto relax were the plastic, musical, theatrical and
\nartistic in general.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nOur students are sick, often with serious ailments. It is
\nlocked up in a place other than his usual environment. Feel fear, sadness,
\nanguish, anxiety, anger, rage, grief, despair, nervousness,
\nworry, loneliness, suspicion, etc. If in any school it is
\nIt is essential to educate in emotions to avoid destructive behaviors and
\nto make the students happier, it is clear that here, in the face of all this
\ncascade of emotions that are having, we will have to take advantage of the amount of
\nfree time for admitted boys and girls to be recognized
\nthe emotions they are feeling and use them as motivation for the
\nartistic creation. We work with those emotions to be able to regulate them
\nand do not get into hysterical behaviors or depressed states. If we succeed
\nthat in difficult situations such as illness and hospitalization the
\nEmotions can be handled to feel a little better, we will be
\nhelping a lot to be able to handle them and be happier when
\nreturn to their normal lives. If we also manage to wake up the
\nsensitivity and enjoyment of artistic manifestations, we will be able to improve your
\npsychological state, which will also affect their recovery when it is
\nbe possible.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nThat's why I set out to develop this project with which I know
\nthey try to use the emotions that appear in the boys and girls
\nsick as a resource for them to express themselves through different languages: a
\nthrough oral or written word, music, painting or other activities
\nplastic arts and through theatrical expression with puppets. At the same time
\ntry to get to know part of our artistic and cultural heritage
\nAutonomous Community and humanity in general, encouraging sensitivity
\nbefore different languages and artistic manifestations and relating the
\ncontemplation or listening to works of art with the emotions that they
\nproduce.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nArt is emotion: emotion that can produce contemplation or
\nlisten to a work of art and emotion that we can express or manifest to
\nthrough our own artistic productions. The project was developed
\nwith boys and girls between the ages of six and 15 and
\nit had, for its implementation, the collaboration of two entities
\ncitizens such as the Museum of Contemporary Art of the city of Vigo (MARCO) and
\nthe Professional Conservatory of Music of the same city of Pontevedra. Also
\ntwo professors specializing in traditional and popular music collaborated
\nGalician.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nThe overall goal is to make music, the visual arts,
\nstories and puppets help to express and regulate emotions
\nin sick children encouraging their creativity.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nThe method of working with emotions follows a sequence:<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\n1. A first contact with the emotional state of the children and
\nSick girls and their families on the visit early in the morning
\nis performed in each room.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\n2\u00ba Already in the Classroom, after having performed with each boy or girl the
\nwork proposed by your Center of Origin, we present using
\ndifferent techniques or games to do it and where they always appear
\nemotions we have.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\n3\u00ba If there is an 'emotional urgency', I mean by some 
\nboy or girl is especially nervous, scared or angry at some
\ntest, operation or circumstance that caused this emotion,
\nWe use worksheets designed specifically to work situations that are
\nThey often go to the hospital and they can produce intense emotions
\nthey can lead to uncontrolled behaviors.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\n4\u00ba If there is no emotional urgency, we work with emotions
\nthat we have through stories, the visual arts, music and
\nthe puppets.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\n5\u00ba We show the work done to others by communicating what
\nwe want to express, express how we feel after performed and
\nWe study together what helps us feel better.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nThe activities carried out were many and varied. We will describe
\nsome of them and we will group them in four sections according to the demonstration
\npredominant artistic:<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nActivities to express emotions through music<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nFrom a selection of fragments of classical music from the Baroque
\nup to Stravinsky, we did numerous auditions in which we used a tab
\ndeveloped specifically to delve into the emotional world from the
\nmusic listened to.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWe used the soundtrack of the movie Amel\u00ece to see what emotions
\nthey can convey certain songs to us and reflect on themselves
\ncertain times, rhythms, instruments, intensities and major and minor modes
\nthey are always associated with the same emotional character. Then we do
\nour own sad song and our happy song.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWe did the 'Moonlight' activity, which consisted of telling them to
\nthe boys and girls who were going to listen to two songs and in both the title
\nit bore the word moon. Then, after listening to the pieces of
\nDebussy and Beethoven answer a series of questions about the
\nrelated to the musical aspect and the emotions it gives you
\nproduces your listening. They had to give each one a title knowing that
\nthe moon appears on it and finally they have to draw what each one suggests to them
\none of the two works. At the end there is a talk to comment and
\nteach the result of our audition.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWe auditioned for traditional music and worked on emotions
\nfrom it following the model sheet prepared for that purpose.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWe celebrate the Carnival party at the hospital following the design that
\nwe elaborate of this activity within the celebrations of the annual cycle of the
\nGalician popular culture and its relationship with the expression of the emotional world.
\nWe learned what the traditional Carnival was like in Galicia and the music and songs that
\nthey were made to tell situations that had happened during the year. We build
\nour 'trumpets' or 'caz\u00fas' with reeds, we composed songs talking about ours
\nsituation inside the hospital and how we felt, disguised e
\nWe did our private parade through the hallways of the plant singing
\nour songs. Families also participated in part of the activity and
\nthe medical staff.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWe developed in the hospital, also within the parties of the cycle
\nGalician popular culture and its relationship with the emotional world,
\nthe so-called 'May' festival. This holiday is celebrated on
\nearlier that month. It is usually made of ornate conical compositions
\nwith plants and flowers and they dance and sing around these compositions
\nsongs explaining situations or emotional states of the people. The cone in the
\nWe had to decorate the hospital with flowers and leaves made by ourselves
\nboys and girls, who in their songs expressed their emotional situation and their
\nwishes.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWe study the most common instruments of traditional music and
\npopular Galician for, from live auditions in which they sounded
\nthese instruments, work with emotions and other aspects following
\nthe file prepared for that purpose.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWe study instruments and music from the five continents so that the
\nboys and girls made a comparative study from the point of view of
\nmoods.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWe conducted an instrument construction workshop from
\nwaste and natural materials.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nThe students of the Professional Conservatory of Music of Vigo made us
\na presentation of the main instruments that are part of a
\norchestra. He explained to us what family each of them belonged to and they played with
\nus: we played pieces and then, by the bell of the
\ninstrument or for the work they played and how they played it, we commented on what
\nemotion produced us or, conversely, the hospital students expressed their emotions
\nthat they had and the one of the conservatory played with its instrument a piece that
\ncould reflect this emotion.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nTo achieve states of relaxation we use instruments such as
\nTibetan bowls, rain sticks, ocean drums, etc. Making them sound
\nwe managed to relax.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWe played a lot of music to express how we felt
\nor simply to relieve us.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nTogether with the students of the Composition Techniques class
\nApplied to the Didactics of the Professional Conservatory of Music we develop
\nDutitca's activity (means reverse attitude). This activity consisted
\nin telling a story of a girl named Dutitca who was running out of hair and
\nEvery morning when I looked in the mirror I went through a moment of pessimism, but
\nshe immediately changed her attitude and optimism invaded her, leaving her all gone
\nhappy. The students of the Conservatory made their own composition for each
\npart of the story, the hospital students performed optimistic rhythms or
\npessimistic depending on the time and also the special effects. The story is over
\nwith the phrase: \u201cThe important thing is not to wait for the storm to pass, but
\nlearn to dance in the rain. \u201d<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nThe activity 'Unknown Princesses' consisted of each girl and boy
\nof the hospital associated his emotion with a character, in this case princesses, already
\nthen he elaborated his biography and the drawing of the same. The students of the
\nConservatory composed a piece of music for each of the princesses. One day
\nWe put it all together in the hospital and invited families and staff
\nsanitary.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\n'El Sonido del Color Emocionado', in Galician 'O son da cor emocionada',
\nit was another activity that we did together with the students of the Conservatory.
\nIt consisted of associating each emotion with a color and from there making one
\nplastic composition and other written. The students of the Conservatory composed
\nworks for every color and emotion. At the hospital we put it all together, playing the
\nConservatory students behind a color screen
\nthe one we were working with. We once again invite families.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nFrom listening to excerpts from some classic works, such as Las
\nfour Vivaldi stations, the boys and girls of the Hospital associated with
\nemotions this music and also at times of the year. Then they performed
\nmurals suggested to them by music. They also searched the net for images
\ncomposition of those murals.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nActivities to express emotions through art<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWith the help of the Pedagogical Team of the Museum of Contemporary Art of
\nthe city (MARCO), we visualize
\nslides about the Museum to observe it and then develop a
\ntalk about how it is, what it is for, what we can do in it, what we know
\nthey consider works of art. The idea was to bring the Museum closer to the Hospital, since
\nwe couldn't go to him.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWe were observing in different sessions slides of works and
\nfacilities that were at that time in the Museum and from there
\nwe worked on the emotion they produced in us and the why of that emotion.
\nAfter viewing through different slides
\nfacilities dedicated to magic, we make dolls and decorate them. A
\nThen we put in it writings with our emotions and desires.
\nThese dolls were related to magical thinking.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nAnother plastic work related to the exhibition on magic that
\nThere was in the Museum was the elaboration of small plays with characters and objects that
\nthey were a reflection of how we didn't feel. In the end we saw them through the light
\nblack so that they were also magical and we told what each one meant
\ntheater.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nAfter observing paintings on display in the Museum, we worked
\nour own compositions of shapes and colors. We study the color and the
\nhue, we associated each color with an emotion and made compositions
\nplastic and written with them. After verbalizing the emotion that
\nwe felt, we tried to translate it into a quick drawing. We expressed through one
\nphrase how we felt and from it we were stretching the letters up
\nmake a plastic composition of colors and shapes. We turned the emotion
\nthat a character invaded us and from there we elaborated his portrait and his
\nbiography. We made self-portraits where emotion was expressed in the expression
\nwhich predominated in us at that time.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nActivities to express emotions through stories and
\nwritten expression<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nFrom the excitement we were working on, we searched the net
\nsome story related to it, we read it and created a debate about it.
\nWe make a selection of stories for emotions and web pages where they are
\nthey can find stories classified by emotions or values.
\nAfter reading them we work on the stories themselves (cover, text,
\nillustrations, back cover, characters, situations) and about emotions
\nthat we have and how we can regulate them. For this we elaborate
\ndifferent tokens.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWe make our own stories with illustrations from the
\nemotions we feel inside the hospital. We write poetry from
\nof the emotion we felt. We write words or phrases expressing it
\nemotion we felt and then we drew them and made postcards with
\nthem.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nActivities to express emotions through puppets<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWith a wide variety of puppets, each child chooses one of them
\nthat you believe can represent the emotion you are feeling. Then the puppet speaks
\ntelling how it is, why, etc. The teacher is asking questions to the
\npuppet.<\/span><\/span><\/div>\n
\nWe write stories or stories expressing how we feel or how
\nwe are inside the hospital. Then we learn to place it as a text
\ntheatrical and we make glove dolls that we use for the performance.
\nFinally, we represent her with music and special effects.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nWith this experience we work together for the best way to
\nexpress our emotions without hurting ourselves, being respectful of them
\nothers and trying to create positive attitudes towards life despite the
\ndifficulties we may go through.<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\n
<\/span><\/div>\n
\n* The development of this Project has been awarded a first prize
\nof Educational Innovation Projects of the Galician Autonomous Community and also
\nwith a Crearte award from the Ministry of Culture<\/span><\/span><\/div>\n
\n
<\/span><\/div>\n
\nJulia Fern\u00e1ndez Rodr\u00edguez<\/span><\/span><\/div>\n
\nAula Hospitalaria Xeral-C\u00edes del CHU de Vigo<\/span><\/span><\/div>\n
\nxula@edu.xunta.es<\/span><\/span><\/div>","protected":false},"excerpt":{"rendered":"

Didactic experience: 'I express the emotions I have in the hospital... <\/p>\n

Keep readingI express the emotions I have in the hospital through different artistic manifestations<\/span><\/a><\/p>","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[133],"_links":{"self":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts\/5116"}],"collection":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/comments?post=5116"}],"version-history":[{"count":1,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts\/5116\/revisions"}],"predecessor-version":[{"id":5117,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts\/5116\/revisions\/5117"}],"wp:attachment":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/media?parent=5116"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/categories?post=5116"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/tags?post=5116"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}