25 schoolchildren from primary 5 at the CP Ignacio Aldekoa in Astrabudua.
Teacher: Rosa Mª Almena.
Artist: Ibon Garagarza.
“I had a great time with Ibon. We did lots of things: the work on the constellations, the one on flowers... And the best bit was the trip to the Guggenheim Museum Bilbao to see the sculptures by Ernesto Neto and Richard Serra. Ernesto Neto’s works are great.”
9 schoolchildren from primary 3 and 4 at the CP San Ignacio Eskola in Getxo.
Teacher: Marian Antolín.
Artist: Ainhoa Ortellls.
“I felt a little afraid when I was making my way through Richard Serra’s maze and when I was standing beside the ‘spider’.
23 schoolchildren from primary 4 at the CP Iruarteta in Bilbao.
Teacher: Arantza Beascoechea.
Artist: Naia del Castillo
“Children can make art too.”
“We were lucky: we were able to see how an artist works.”
23 schoolchildren from primary 2 at the CP Lezo, in Lezo.
Teacher: Mª José Ascunce.
Artist: Manu Muniategiandikoetxea.
“Our sculpture will be on display as from June 6. If you’d like to see it, go to the Guggenheim Bilbao Museum; it’s really pretty.”
25 schoolchildren from primary 5 and 6 at the CP Karmengo Ama in Trintxerpe-Pasaia.
Teacher: Kontxi Oiarzabal.
Artist: Maider López.
“The workshop was hugely interesting. In it, we worked above all on the imagination and learned to make a handicraft out of whatever comes into our heads.”
10 schoolchildren from primary 5 and 6 at the CP Labastida, Labastida.
Teacher: Itziar Belaustegi.
Artist: Jorge Rubio.
“What I liked best about the project was going to the Guggenheim Bilbao Museum. There I discovered several artists; my favorite things were the works by Ernesto Neto. I liked Puppy a lot too because it is bright and packed with color.”
Naia del Castillo
“Every year we artists are faced with a different challenge. We want the students to act as the catalysts of their intellectual, emotional, and experiential discovery through art. The teacher’s help is essential in encouraging them to become involved in innovative proposals and to discover different ways of understanding reality, of its representation in art. Thanks to the three players—students, the teacher and the artist—we manage to achieve enriching and gratifying collaboration and discussion.”
“This program, in addition to backing the curricular subjects and offering a different way of looking at them, is a tool to awaken curiosity in students. This year I am delighted, given that my 25 round-the-universe girl and boy travelling companions have been highly entertaining. This large, multifaceted group came together as we worked on an ambitious project: to explore the universe and its elements.”
“In the project we connect colors and feelings. Choosing the color code was a rather difficult task, as not all of us think in the same way. We decided that red meant love; however, Oier put up his hand and said that red means anger, not love. Some agreed with him and the class split into two factions: love vs anger. I love it when the class picks up its own steam to overshoot what has been planned or expected.”
“The artist's role is to assist in gaining awareness of the meaning of art, to try and make the children see with their own eyes, and to develop the idea of what is and what is not a human expression. With this project, we introduced them to different cultures and identities, to dissimilar environments, landscapes, and economies. But the main thing is to succeed in prompting them to see themselves as part of an enormous whole, where each and every individual is essential.”
“The students studied emotional expressiveness and, through art, reflected their most intimate emotions to become more aware of them and discover a world they didn’t know, pleasantly and comfortably. Set around the idea of reinforcing the concept of personal and collective ego, we created a class ‘flag’ where each individual symbol has a space and each of us has our place."
“They say that the masters of shadow theatre, in addition to revealing their popular wisdom during the performance, would forget who they were to become inanimate puppets and merge into the tale, improvising their lines. This meant that no two stories were the same. These students similarly too with shadow theatre, just like a storyteZller, based on a script. But the stories were yet to be told and their morals formed. In fact, they're ready now! Some people have seen them in the class, at home, as they progressed; everyone has written their own, no two tell the same story.”