Task planning and organisation Education project report

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.