Mes: juny de 2026

 

Teacher’s Assessment Form – Video Production Project
Project Title: ___________________________
Class/Group: ___________________________
Date: ___________________________
1. Group Collaboration (20%)
– Teamwork and cooperation
– Distribution of roles
– Communication within the group
Comments:
____________________________
Score ( /20 ): _______
2. Planning and Organization (20%)
– Clear timeline and deadlines
– Step-by-step planning
– Task management and responsibility
Comments:
____________________________
Score ( /20 ): _______
3. Content Quality (20%)
– Clarity and structure of narration
– Relevance and accuracy of content
– Creativity and engagement
Comments:
____________________________
Score ( /20 ): _______
4. Filming and Technical Execution (20%)
– Quality of video and audio
– Camera work and editing
– Overall production quality
Comments:
____________________________
Score ( /20 ): _______
5. Final Presentation (20%)
– Coherence of final video

– Smooth transitions and editing
– Overall impact and professionalism
Comments:
____________________________
Score ( /20 ): _______
Final Grade: ______ / 100
General Feedback:
____________________________
____________________________

A local artist like Francesc Llop i Marqués can contribute to international artistic culture by sharing his unique vision, techniques, and artistic experiences with a wider audience. Through exhibitions, travel, and cultural exchanges, his work can reach people from different countries and become part of the global artistic community.
At the same time, he can preserve his local identity by continuing to draw inspiration from the landscapes, traditions, colours, and cultural heritage of his homeland. In the case of Francesc Llop, many of his paintings were inspired by the natural beauty of Campredó and the Terres de l’Ebre. These local elements gave his work a distinctive character that made it both authentic and valuable internationally.
Therefore, Francesc Llop i Marqués demonstrates that artists do not need to abandon their roots to achieve international recognition. On the contrary, their local identity can become their greatest strength, allowing them to contribute something original and meaningful to world culture.

LEARNING DIARY
Learning Situation: Francesc Llop i Marquès and Impressionist Art
Name: Hèctor Rayo
Class: 1r Batxillerat G
School year: 2025-2026

17th December – Visit to the Picasso Museum (Horta de Sant Joan)
Today we visited the Picasso Museum in Horta de Sant Joan. It was a very interesting
experience because we were able to see original artworks and better understand
Picasso’s artistic development.
During the visit, I learned that Picasso’s stay in Horta had a strong influence on his artistic
style. The landscape and natural environment played an important role in his work and
inspired many of his creations.
I especially learnt:
• The relationship between an artist and the surrounding landscape
• The importance of different artistic periods in a painter’s career
• How environment can influence artistic creation
I took notes and photos that will help me later in the final project. This visit helped me
better understand modern art and artistic evolution.

23rd March – Francesc Llop Art Gallery (Campredó)
The second visit was to the Francesc Llop Art Gallery in Campredó, where we studied
the work of the Impressionist painter Francesc Llop i Marquès.
We observed several of his artworks and analysed the main characteristics of his style. I
was especially interested in his use of light, soft colours, and the way he represents
everyday scenes in a personal and emotional way.
I learnt:
• The main characteristics of Impressionism
• How Francesc Llop interprets reality in a subjective way
• The importance of local artists in cultural heritage
During the visit, I took notes and selected one artwork that I will use in my written project. I
also discussed ideas with my classmates, which helped me understand the artworks
better.

4th June – Joan Panisello Ceramics Workshop (Jesús)
The third visit was to the ceramics workshop of Joan Panisello in Jesús. This was a very
different experience because we saw the creative process inside a working artist’s studio.
We observed how ceramic pieces are created step by step, from the initial idea to the final
product. I found it very interesting to see how technique, creativity, and experimentation
are combined.
I learnt:
• The different stages in creating a ceramic artwork
• The importance of patience and technique in artistic work
• The connection between traditional and contemporary art
I also recorded videos and audio that I will use in my final multimedia project. This visit
helped me understand that art is not only something we observe, but also something that
is carefully built and developed.

PROJECT DEVELOPMENT
April – Written work and posters
During April, I completed the written report about Francesc Llop i Marquès and
Impressionism. I had to research information, select the most important ideas, and
organise them in a clear and structured way.
I also created posters to summarise the key concepts of the project. This helped me
transform complex information into visual and easy-to-understand content.
I worked on:
• Structured academic writing
• Selecting relevant information
• Creating visual materials (posters)
• Organising ideas in different formats
This phase helped me consolidate everything I had learned during the visits.

May – Self-assessments
In May, I completed several self-assessments to reflect on my learning process.
I evaluated:
• My level of participation in the activities
• What I had learned about Impressionism and the artists studied
• The difficulties I faced during the project

• What I could improve in the future
This helped me become more aware of my learning process and understand my strengths
and weaknesses.

June – Video editing and podcast creation
In June, I completed the final products of the project.
Video editing:
I selected images, videos, and recordings from all the visits and edited them into a final
video. I also added explanations and reflections to make the content clearer.
I learned how to:
• Organise audiovisual materials
• Use video editing tools
• Communicate ideas visually and clearly
Podcast:
I also created a podcast where I explained the project, the visits, and my final reflections.
This helped me improve my oral communication skills.
I learned how to:
• Speak in a structured and clear way
• Reflect on my learning process
• Adapt my language to an audio format

FINAL REFLECTION
This project helped me better understand:
• Impressionist art and Francesc Llop i Marquès
• The relationship between art, territory, and culture
• The importance of learning through real-life experiences
The visits were the most valuable part because they allowed me to see artworks and
creative processes in real life.
I also improved my ability to work with different formats (text, images, video, and audio),
which helped me develop my communication skills.

What I enjoyed the most was:
What I enjoyed the most was visiting the three artistic spaces and seeing real artworks and
creative processes. Each visit was different: the Picasso Museum helped me understand

artistic evolution, the Francesc Llop gallery showed me local Impressionist art, and the
ceramics workshop let me see how an artwork is created from scratch. I especially
enjoyed taking photos and notes that later helped me build the final project.

What I would improve in the future is:
What I would improve in the future is my organisation of time and materials during the
project. I would like to take more detailed notes during each visit and start the written work
earlier so I have more time to review and improve it. I would also try to be more consistent
when editing the video and recording the podcast, so the final result is even more
complete and polished.

PODCAST: “STROKES OF MEMORY” – EPISODE 1

Students established a clear timeline for the project, setting deadlines throughout the month of May and organizing the work into a series of manageable stages. During the first week of May (1–7 May), students finalized the script and assigned roles within their groups. Between 8 and 18 May,
Group 2 prepared and recorded the narrations, while
Groups 1 and 3 coordinated the planning and logistics for filming. Video recordings were completed between 19 and 25 May, and the final editing process took place from 26 to 31 May.
This structured schedule allowed all groups to work efficiently, monitor their progress, and successfully complete the project on time.

To ensure an efficient and collaborative workflow, students were divided into three groups according to the different stages of the production process.
Group 1, consisting of Hector Rayo and Odette Ndiaye, was responsible for filming and editing the video, overseeing both the recording of footage and the assembly of the final product.
Group 2, made up of Jan Curto, Berta Palanques, Irene Vivas, and Sara Aioanei, took charge of the narration, preparing and delivering the voice-over content. Meanwhile,
Group 3, formed by Laia Ibáñez, Manuel Martín, Anastasia Pinchuk, and Meritxell Mulet, handled a variety of supporting production tasks, contributing to the planning, coordination, and overall organization of the project. This distribution of responsibilities allowed each group to focus on a specific aspect of the production while working together towards a common goal

DRAFT SCRIPT
Francesc Llop i Marqués: Life, Art and Legacy
Introduction
Student 1:
Good morning everyone. Today we are going to present our project about Francesc Llop i
Marqués, an important Impressionist painter from Campredó, in the Terres de l’Ebre region.
Student 2:
During this project, we researched his life, studied his paintings, visited the Francesc Llop Art
Gallery, the Picasso Museum in Horta de Sant Joan, and Joan Panisello’s Ceramic Workshop in
Jesús. These experiences helped us understand different artistic disciplines and appreciate our
local cultural heritage.
Early Life
Student 1:
Francesc Llop i Marqués was born on 24 August 1873 in Campredó, a little village in the Baix
Ebre county council. He grew up in a rural environment surrounded by nature, fields, rivers, and
landscapes.
Student 2:
These natural surroundings would later become one of the main sources of inspiration for his
paintings. From a young age, he showed a great interest in drawing and painting.
Student 1:
His family later moved to Barcelona, where he continued his artistic education and became
involved in cultural and artistic circles.

Artistic Training
Student 2:
In Barcelona, Francesc Llop developed his artistic skills and met other artists. He participated in
artistic associations and exhibitions.
Student 1:
He became especially interested in Impressionism, an artistic movement that focused on
capturing light, colour, and atmosphere rather than precise details.
Student 2:
His paintings often represented landscapes, rivers, countryside scenes, and everyday life.
The Mexican Period
Student 1:
One of the most important periods of his life began in 1901 when he travelled to Mexico.
Student 2:

He lived there for almost ten years and achieved professional success. The colours,
landscapes, and culture of Mexico influenced his artistic style.
Student 1:
During this period, he gained recognition and established relationships with important artists and
intellectuals.
Student 2:
His period in Mexico helped him become a more mature and internationally recognised painter.
Artistic Style
Student 1:
Francesc Llop is mainly known as an Impressionist landscape painter.
Student 2:
His works are characterised by:
Bright colours
Natural light
Visible brushstrokes
Peaceful atmospheres
Rural and coastal landscapes
Student 1:
He was especially talented in watercolour painting and became highly respected for his ability to
represent changing light effects.
Student 2:
His paintings invite viewers to appreciate nature and observe the beauty of everyday life.

Recognition and Legacy
Student 1:
Throughout his career, Francesc Llop received several awards and participated in many
exhibitions.
Student 2:
His paintings are still preserved in museums, galleries, and private collections.
Student 1:
Today, Campredó continues to honour his memory through cultural activities and the Francesc
Llop Art Gallery.
Student 2:
His work remains an important part of the artistic heritage of the Terres de l’Ebre.
Educational Visits
Francesc Llop Art Gallery
Student 1:

The visit to the Francesc Llop Art Gallery allowed us to observe some of his works and learn
more about his artistic techniques.
Student 2:
We analysed the use of colour, light, and composition. Seeing the paintings in person helped us
better understand his style.
Picasso Museum – Horta de Sant Joan
Student 1:
We also visited the Picasso Museum in Horta de Sant Joan.
Student 2:
This visit showed us another artistic perspective and helped us understand how artists can be
inspired by the places where they live.
Student 1:
We compared Picasso’s artistic evolution with Francesc Llop’s work and discussed different
artistic movements.

Joan Panisello Ceramic Workshop
Student 2:
At Joan Panisello’s workshop in Jesús, we discovered the world of ceramics.
Student 1:
We learned about materials, techniques, and the creative process involved in ceramic art.
Student 2:
This visit helped us understand that art is not limited to painting and that there are many forms
of artistic expression.
Personal Reflection
Student 1:
This project helped us improve our English skills while learning about local culture and heritage.
Student 2:
We learned new vocabulary related to art, improved our research skills, and gained confidence
in speaking and writing in English.
Student 1:
The educational visits made learning more meaningful because we could connect theory with
real experiences.
Conclusion
Student 1:
Francesc Llop i Marqués was a talented Impressionist painter whose work reflected his love for
nature, light, and colour.
Student 2:

His artistic legacy continues to inspire new generations and reminds us of the importance of
preserving our cultural heritage.
Both students:
Thank you for your attention.

Drafts and Notes Taken During the Project
Project Title
Study of the Impressionist Painter Francesc Llop i Marqués and Other Artistic Disciplines

1. Initial Research Notes
Francesc Llop i Marqués
 Impressionist painter connected to Campredó.
 Known for landscapes, light effects, and use of colour.
 Inspired by nature and everyday life.
 Important local artist and cultural reference.
Impressionism
 Artistic movement from the 19th century.
 Focus on light, colour, and movement.
 Painters worked with visible brushstrokes.
 Importance of natural landscapes and daily scenes.
Vocabulary Notes
English Term Meaning
Brushstroke Technique used with the paintbrush
Landscape Painting of nature or scenery
Light effects Use of light in painting
Exhibition Public display of artworks
Artistic style Particular way of creating art

2. Draft Ideas for the Script
Introduction Draft
“This project is about the life and artistic work of Francesc Llop i Marqués, an Impressionist
painter connected to Campredó. Through this research, I learned about his paintings, techniques,
and contribution to local culture.”

Biography Draft
“Francesc Llop i Marqués was an important painter whose work was influenced by
Impressionism. His paintings represent nature, landscapes, and scenes full of colour and light.”
Personal Reflection Draft
“I enjoyed learning about local art because it helped me understand the importance of cultural
heritage. The visits were very interesting and helped me observe different artistic techniques.”

3. Notes from the Visit to the Francesc Llop Art Gallery
(Campredó)
 Observation of original paintings.
 Bright colours and soft light effects.
 Landscapes inspired by local scenery.
 Impressionist influence visible in brushstrokes.
 Calm and natural atmosphere in the paintings.
Personal Observations
 The paintings looked different in real life than in photographs.
 The use of light was one of the most interesting elements.
 The gallery visit helped me better understand the painter’s style.

4. Notes from the Visit to the Picasso Museum (Horta de
Sant Joan)
 Picasso stayed in Horta de Sant Joan during his youth.
 Different artistic styles compared with Impressionism.
 Importance of creativity and experimentation.
 Influence of the local environment on the artist.
Key Reflection
“This visit helped me compare different artistic styles and understand how artists are influenced
by the places where they live and work.”

5. Notes from Joan Panisello’s Ceramic Workshop (Jesús)
 Introduction to ceramic art and sculpture.
 Observation of materials and creative processes.
 Importance of texture, shape, and colour in ceramics.
 Discovery of another artistic discipline different from painting.
Personal Reflection
“I learned that art is not only painting. Ceramics also require creativity, patience, and technical
skill.”

6. Teacher Feedback Notes
 Improve pronunciation of artistic vocabulary.
 Use more connectors in writing.
 Expand explanations about Impressionism.
 Good participation during visits and discussions.
 Positive attitude and involvement throughout the project.

7. Final Reflection Notes
 Improved English vocabulary related to art.
 Better understanding of Impressionism and local culture.
 Educational visits made learning more interesting and practical.
 Increased confidence in writing and speaking in English.
 Appreciation for different artistic disciplines and cultural heritage.

TASK PLANNING AND ORGANISATION Educational Project Report 

Project Title 

Study of the Impressionist Painter Francesc Llop i Marqués and Other Artistic Disciplines 

1. Introduction 

This interdisciplinary project was designed to improve students’ English communication skills at B2 level through the study of art, culture, and local heritage. The main focus of the project was  the life and work of the Impressionist painter Francesc Llop i Marqués. In addition, students  visited different artistic spaces in order to discover a variety of artistic disciplines such as  painting and ceramics. 

The project combined classroom research, written production, oral participation, and educational  visits to promote meaningful and experiential learning. 

2. Main Objectives 

∙ To research and understand the life and artistic work of Francesc Llop i Marqués. ∙ To improve reading, writing, speaking, and comprehension skills in English. ∙ To expand artistic and cultural vocabulary related to visual arts. 

∙ To discover different artistic disciplines such as painting and ceramics. ∙ To encourage autonomous learning, observation, and critical thinking. ∙ To connect classroom learning with local cultural heritage through educational visits. 

3. Project Development 

Phase 1 – Research and Documentation 

Students researched: 

∙ The biography of Francesc Llop i Marqués 

∙ Characteristics of Impressionist painting 

∙ Main artistic techniques and themes 

∙ Historical and cultural context 

Resources used: 

∙ Internet articles

∙ Books and educational materials 

∙ Classroom notes 

∙ Teacher guidance 

Phase 2 – Organisation of Information 

Students organised the collected information into different thematic sections: 

∙ Personal life and biography 

∙ Artistic evolution 

∙ Painting techniques and artistic style 

∙ Main artworks and contributions 

Special attention was given to the use of English vocabulary related to art and culture. 

Phase 3 – Writing Process 

Students prepared a written script in English about: 

∙ The painter’s life 

∙ His artistic career 

∙ The importance of his work and legacy 

The writing process included: 

∙ Draft preparation 

∙ Revision and correction 

∙ Teacher feedback 

∙ Oral reading and pronunciation practice 

Phase 4 – Educational Visits 

Visit to the Francesc Llop Art Gallery (Campredó) 

Students visited the Francesc Llop Art Gallery in Campredó, where they: 

∙ Observed original paintings 

∙ Analysed colours, techniques, and artistic themes 

∙ Took notes and photographs 

∙ Participated actively in discussions and reflections

Visit to the Picasso Museum (Horta de Sant Joan) 

Students also visited the Picasso Museum in Horta de Sant Joan to learn about another important  artistic reference connected to the region. During the visit, students explored Picasso’s  relationship with the village and observed different artistic styles and creative processes. 

Visit to Joan Panisello’s Ceramic Workshop (Jesús) 

In order to discover other artistic disciplines, students visited the ceramic workshop of Joan  Panisello in Jesús. This activity introduced students to ceramic art techniques, materials, and  creative processes, helping them understand the diversity of artistic expression beyond painting. 

These visits allowed students to compare different artistic modalities and appreciate the cultural  richness of the area. 

4. Materials and Evidence 

The following materials were used and collected as evidence of the project: 

∙ Task planning documents 

∙ Research notes and drafts 

∙ Educational resources and classroom materials 

∙ Photographs and videos of the visits 

∙ Follow-up and assessment documents 

∙ Final written script 

∙ Teacher feedback materials 

∙ Students’ reflections and observations 

5. Assessment and Monitoring 

The project included continuous formative assessment through: 

∙ Classroom observation 

∙ Monitoring of the research process 

∙ Evaluation of written tasks 

∙ Oral participation during activities and visits 

∙ Self-assessment and teacher feedback 

6. Results Obtained 

The project was completed successfully and contributed positively to students’ learning process.  Students improved: 

∙ English communication skills

∙ Research and writing abilities 

∙ Knowledge of artistic movements and techniques 

∙ Understanding of local cultural heritage 

∙ Observation and critical thinking skills 

The educational visits were especially motivating because students could experience art directly  and discover different forms of artistic expression. 

7. Proposal for Improvement 

For future editions of the project, the following improvements are suggested: 

∙ Include more collaborative and interactive activities 

∙ Prepare a glossary of artistic vocabulary before starting the project 

∙ Use additional audiovisual and digital resources 

∙ Dedicate more time to oral presentations and debates 

∙ Encourage teamwork and cooperative learning 

∙ Organise practical artistic workshops inspired by the visits 

8. Conclusion 

This interdisciplinary project successfully combined English learning with artistic and cultural  education. Through research activities and visits to artistic spaces such as the Francesc Llop Art  Gallery, the Picasso Museum in Horta de Sant Joan, and Joan Panisello’s ceramic workshop in  Jesús, students developed language skills while discovering different artistic disciplines and  appreciating the importance of local cultural heritage.