Barcelona City Council’s educational renewal and its photographic diffusion (1908-1936) La renovación escolar del Ayuntamiento de Barcelona y su difusión fotográfica (1908-1936)
Sara Gónzalez Gómez, PhD. Lecturer. University of the Balearic Islands ([email protected]). Bernat Sureda Garcia, PhD. Professor. University of the Balearic Islands ([email protected]). Francisca Comas Rubí, PhD. Senior Lecturer. University of the Balearic Islands ([email protected]).
Abstract: active learning processes, the importance of Barcelona City Council’s actions in the the natural environment, the need for modern framework of Catalonia’s educational renewal buildings and well-lit and ventilated schools, movement of the early decades of the twentieth and attention to diversity comprised core val century were very significant. They involved a ues in the dissemination of the discourse that year LXXV, n. 268, September-December 2017, 519-539 series of measures to improve education, hy is the subject matter of this research1. giene, and childcare provision, and to create schools and introduce innovative educational Keywords: School renewal, Barcelona, Cul methods. All of these activities were promoted ture Commission, photography. in a series of publications in which photogra phy played a vital role. The aim of this article is to analyse the iconic and visual discourse Resumen: that Barcelona City Council tried to dissem La actuación del Ayuntamiento de Bar inate regarding its schools policy and educa celona en el marco del movimiento educativo tional renewal plans using photography. In renovador que vivió Cataluña en las prime revista española de pedagogía essence, we intend to examine how, through ras décadas del siglo xx, fue muy importante. its visual message, it attempted to implant Consistió en un conjunto de medidas para la in the public imagination the main ideas be mejora de las atenciones educativas, higié hind its educational renewal project, ideas nicas y asistenciales de la infancia, y en la that coincided with the scientific pedagogy of creación de escuelas e introducción de méto those years. The historical method was used dos educativos innovadores. A toda esta ac to carry out this study, working with photog tuación se le dio publicidad mediante un con raphy as witness. The aim is to demonstrate junto de publicaciones en las que la fotografía how preventative hygiene, physical exercise, adquiere un papel esencial. El siguiente ar
Revision accepted: 2017-04-11. This is the English version of an article originally printed in Spanish in issue 268 of the revista española de pedagogía. For this reason, the abbreviation EV has been added to the page numbers. Please, cite this article as follows: Gónzalez Gómez, S., Sureda Garcia, B., & Comas Rubí, F. (2017). La renovación escolar del Ayuntamiento de Barcelona y su difusión fotográfica (1908-1936) | Barcelona City Council’s edu-cational renewal and its photographic diffusion (1908-1936). Revista Española de Pedagogía, 75 (268), 519-539. doi: https://doi.org/10.22550/REP75-3-2017-03 https://revistadepedagogia.org/ ISSN: 0034-9461 (Print), 2174-0909 (Online) 519 EV Sara GÓNZALEZ GÓMEZ, Bernat SUREDA GARCÍA and Francisca COMAS RUBÍ
tículo pretende analizar el discurso icónico y como como testimonio. Se pretende poner en visual que, mediante la fotografía, trató de evidencia como la higiene preventiva, el ejer difundir el Ayuntamiento de Barcelona so cicio físico, los procedimientos de enseñanza bre su política escolar y sus planes de reno activos, la importancia del medio natural, la vación educativa. Básicamente, pretendemos necesidad de modernos edificios y espacios es indagar cómo, a través del mensaje visual, se colares iluminados y ventilados o la atención trató de incorporar al imaginario colectivo las a la diversidad, constituyeron valores primor principales ideas inspiradoras de su proyecto diales en la difusión del discurso que es objeto de renovación pedagógica, que coincide con la de estudio en esta investigación. pedagogía científica de aquellos años. Para efectuar este estudio se ha utilizado el méto Descriptores: Renovación escolar, Barcelo do histórico y se ha trabajado con la fotografía na, Comisión de Cultura, fotografía.
1. Introduction narily valuable documentary corpus for From the end of the first decade of the uncovering the characteristics of the ini twentieth century, Barcelona City Coun tiatives implemented by Barcelona City cil found itself obliged to respond to a sig Council and seeing how a visual discourse nificant increase in demand for schooling was constructed to emphasise these re resulting from strong population growth. forming ideas superiority over traditional To meet this demand, the Council of Bar ones. celona, within the limitations of its lim Those examining the work performed ited competences in this field, sought to by Barcelona City Council in this era build on the modern educational theories can rely on a pioneering work by Jaume that were spreading at that time in Eu Matas (1977). Following this, books by rope and the USA. The reformist ideas Cañellas and Toran (1982) on Barcelo in education of the Institución Libre de na City Council’s school’s policy between Enseñanza (Free Educational Institute), 1916 and 1936 were published as well as modernised with those of the Escuela one by Salvador Domènech (2008) on the Nueva (New School), boosted an ambitious school groups created by the School Board plan to build school buildings and open- during the Republic. Some monographs air schools, reorganise support for people analyse more specific aspects, such as with disabilities, and generally promote those by Alfred Pérez-Bastardas (2008) and intensify activities to improve chil and Raquel de la Arada (2008) on the spe revista española de pedagogía 2017, 519-539 n. 268, September-December LXXV, year dren’s conditions. cial culture budget of 1908. Domènech’s This effort was recorded in some sev work (1995) covers Manuel Ainaud. The enty books and pamphlets, extensively book by Gonzalez-Agàpito, Marquès, illustrated with photographs. The collec Mayordomo, and Sureda (2002) provides tion of these photographs is an extraordi an overview of the actions of Barcelona 520 EV Barcelona City Council’s educational renewal and its photographic diffusion
City Council in educational renewal in on details. The reforming activities of the Catalonia in this era. Catalanist right in education, as in other fields, occurred in particular in the com Several works have been published bined governments of the provinces of in recent years regarding methodological Catalonia from 1914 in the Mancomuni questions, the possibilities of photog tat de Catalunya (Commonwealth of Cat raphy as a historical-educational source, alonia). At the same time, in Barcelona and the debate around the techniques City Council, not without tensions and required for interpreting it (Pozo, 2006; confrontations, a fruitful collaboration Educació i Història, 2010). Other publica developed between republicans and Cat tions have more specifically explored the alanists enabling a wide-ranging plan for role of photographs in the dissemination school buildings and for modernisation of renovative ideas in Spain (Comas, Mo of teaching and institutions providing tilla, and Sureda, 2011) and in Catalonia for children, such as school camps, chil in particular (Comas and Sureda, 2012; dren’s canteens, and urban parks for play. Comas, Motilla, and Sureda, 2014; Sure The educational reformism of Barcelona da, Motilla, and Comas, 2014). Council was part of this will to modernise
the city, improving hygiene conditions year LXXV, n. 268, September-December 2017, 519-539 and services. The plans for new school 2. The educational work of Barce- buildings responded to both the pedagogic lona City Council and aesthetic criteria of the period. Barcelona City Council actions in the framework of Catalonia’s educational re The initial impulse for the education newal movement in the first decades of al programme of Barcelona City Council the twentieth century were very import owed much to Hermenegildo Giner de los ant. They involved creating schools, re Ríos (Cadiz, 1847-Granada, 1923) who
newing teaching methods and, in general, was the brother of the founder of the Free revista española de pedagogía improving education, hygiene, and child Educational Institute, was committed to care provision. The impetus that the City Krausist ideas, and for twenty years from Council proposed giving to schools and 1989 to 1918 held a chair in psychology, childcare coincided with the influence in logic, and moral philosophy at the Insti Catalonia of the ideas of the New School, tuto de Segunda Enseñanza de Barce adopted by the Catalanist right to lay the lona (Barcelona Institute of Secondary foundations for a programme of social re Education). Ever since his youth, he had form and for building a new national proj sympathised with republican ideas and ect for Catalonia. The Catalanist right, was elected as a councillor for the Unión representing the industrial bourgeoisie, Republicana (Republican Union) party and groups from the republican centre- in the municipal elections of November left agreed on the need to modernise ed 1903, a position he would hold on several ucation, especially from the start of the occasions. In the council, he enjoyed great second decade of the twentieth century, prestige, even among his political rivals albeit with disagreements and differences who respected his opinions on educational
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matters and supported his proposals pioneer of active schools in Catalonia. on schools policy. His propositions, influ The budget plan was criticised by the as enced by the Free Educational Institute, sociation of public teachers, which felt it took shape in the plans to build open-air was inappropriate to create model centres schools, such as the one in the woods of while not meeting the needs of all schools. Montjuic, conceived in 1906 but not inau The Church opposed it because of its lay gurated until 1914, the municipal school focus and support for coeducation. The camps that were launched in 1906, or the radical republicans eventually withdrew school canteens that were created follow their support as a consequence of its de ing the first one in the Hostafrancs dis fence of teaching in Catalan and because trict, which was run by the educationalist the project could come into conflict with Celestina Vigneaux i Cibils. Hermenegil the network of schools created in the re do Giner also believed it was vital to im publican clubs and associations. Eventu prove teacher training and so encouraged ally, only the Catalanist republicans still the provision of grants, funding for tra supported it and the project was finally vel, and assistance for initiatives such as cancelled by the civil governor who, under the private school for teachers created by pressure from its opponents and following Juan Bardina in 1906 as an alternative to instructions from the government in Ma the traditionalism of the official Escuela drid, claimed that the Council’s proposal Normal teacher training centres (De la exceeded its authority. Arada, 2008, pp. 242-244). In 1916 Barcelona City Council —now The ideas of Hermenegildo Giner, the with a greater presence of the Catalanist basic principles of which were shared right, meaning that the republicans had by all of the republican movement and lost their dominant position— created a by many of the educationalists from the Culture Commission, thus giving a new Catalanist right, shaped Barcelona City impulse to the creation of educational Council’s culture budget proposal of 1908. centres and activities related to childcare A Council with a republican majority and (Cañellas & Toran, 1982, pp. 61-85). a Catalanist minority decided to allocate Despite the political changes, the Free part of its budget to building four school Educational Institute’s ideas, comple groups that were to follow principles of mented by those of the New School with educational renewal and would be run the support of conservatives and republi by an Institución de Cultura Popular (In cans alike, continued to shape the Council’s stitute of Popular Culture). Republicans schools policy. To support the actions of close to the Free Educational Institute the Culture Commission, a Technical Com were involved in setting the foundations
revista española de pedagogía 2017, 519-539 n. 268, September-December LXXV, year mission was created with the participation for the project, such as Luis de Zulueta of various professionals. Its management who was to be the commissioner of the was entrusted to the educationalist Man new institutions, or Pere Coromines along uel Ainaud i Sánchez, who had travelled with Joan Bardina, also with institution around Europe to discover the experi alist influences, a friend of Giner and a ences of the New School. As well as the
522 EV Barcelona City Council’s educational renewal and its photographic diffusion educational section run by Ainaud, there groups were planned and building work were two other sections: the school archi started on them: Milà i Fontanals i Lluïsa tecture section, entrusted to the archi Cura, Ramón Llull, Lluís Vives and Pere tect Josep Goday, and the school hygiene Vila. Other school buildings designed section, led by the paediatrician Enrique by Goday, either as new builds or reno Mias. The professional standing of the com vations, were: Dolors Monserdà, Baldiri mission’s members helped it operate with Reixach, Jacint Verdaguer, Carles Arib- a certain degree of autonomy, giving conti au, Francesc Pi Margall and San Raimon nuity to the municipal educational actions. de Penyafort, which were completed Furthermore, Ainaud surrounded himself and opened in 1931, shortly before the with prestigious collaborators like the poet proclamation of the Second Republic Ventura Gassol, with whom he worked un (Gonzalez-Agàpito, Marquès, Mayordomo, til the dictatorship of Primo de Rivera, or & Sureda, 2002, pp. 142-143). Artur Martorell, who assisted him during The Council only had powers to cre the Republic, continued his work, and pre ate special schools, such as the Bosque served the testimony of the educational de Montjuïc, el Mar, or Vilajoana schools, work of Barcelona City Council during but not to intervene in the running of or
Franco’s dictatorship (Domènech, 1995). year LXXV, n. 268, September-December 2017, 519-539 dinary schools. With the aim of being able Barcelona City Council’s Culture Com to have more impact on the renewal of mission, at the suggestion of the Techni teaching methods, Manuel Ainaud with cal Commission, managed the Escola del the government in Madrid managed the Bosc de Montjuïc, which was created in creation of a Schools Board in which the 1914, and in 1922, also with a clear hy Ministry and the Council would jointly giene focus, founded the Escola del Mar participate. This board was created in on the beach in la Barceloneta. The Es- 1922 for the Baixeras and La Farigola cuela del Parc del Guinardó was opened school groups and these two centres op the following year, again as an open-air erated as schools for practices attached to revista española de pedagogía school. Similarly, the Council, with the the Escuela Normal de Maestros teacher occasional assistance of donations from training centre. Furthermore, their teach individuals, constructed buildings of ers, who continued to be paid by the gov great quality and aesthetic value in the ernment, could be selected by the Board. city’s neighbourhoods to house centres This was but a small advance in control with model educational methods. of the school system by the Catalan in stitutions (Domènech, 2008). With the The architect Josep Goday planned introduction of the Second Republic, the various educational centres, influenced by Schools Board also started to manage the the intellectual, aesthetic, and educational new school groups inaugurated in 1931. ideology of the Catalan middle-classes. The first was the Baixeras school group, Along with the construction of school which opened in 1922 and was followed groups, the Culture Commission also sup the same year by the small La Farigola ported the implementation of the meth school. In a brief period, other large school ods of Maria Montessori, which in that
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era received much support from Catal years was also expressed in the creation anist groups and from the autonomous of school canteens in various districts of institutions they controlled (Comas and Barcelona and in the impulse of school Sureda 2012). This fact caused reserva camps, semi-camps, and bathing in the tions among the republicans, reserva sea. With a comprehensive view of chil tions that did not, however, prevent the dren’s needs and the aim of making the Council from providing grants in 1914 for city a more pleasant place for children, four teachers to attend the course on the the Culture Commission also intervened Montessori method in Rome or providing in the design of children’s playgrounds resources for another course to be organ and play areas. Furthermore, the Cul ised in Barcelona during 1916. In 1914 ture Commission also took an interest in Montessori’s method started to be applied enhancing professional studies, in 1917 in an official centre with the Council’s putting forward a plan to improve their support, run by Celestina Vigneaux and operation2 (Alberdi, 1980; Monés, 1991). in 1916 two more municipal Montessori Barcelona City Council also took an in nursery schools were created. terest in the education of women, super vising the Escola municipal de Labors i The educational experimentation im d’Oficis de la Dona (municipal school for plemented by the Culture Commission women’s work and occupations) created in was also reflected in the scientific basis of 1913, the activities of which were reported the special schools, which were reorgan in a book published in 1920. ised and integrated into a single institu tion named the Escola de Cecs, Sordmuts i Anormals for children who were blind, 3. Barcelona City Council’s publi- deaf and/or mute or had learning diffi cations about its educational efforts culties, located in the Vilajoana house in Between 1909 and 1933 Barcelona Tibidabo (Puigdellívol, 2015). The Esco- City Council published almost seventy la de Bosc, the Escola del Mar, and the works including books and pamphlets Guinardó school were open-air schools about its educational activities. The prioritising physical exercise and activ most comprehensive collection is held in ities in nature to improve the health of the Biblioteca Artur Martorell of the In their pupils. Although they were created stituto Municipal de Educación de Bar to help students with health problems, an celona and can be consulted online3. The educational approach with a marked ren rest of the works, which we are aware ovative character was soon imposed. Sev of thanks to the lists prepared by eral New School methods were tested in Gónzalez-Agàpito (1978) and Cañellas them, in particular the methods of Ovide and Toran (1982), can be consulted in a revista española de pedagogía 2017, 519-539 n. 268, September-December LXXV, year Decroly. These open-air schools served as variety of libraries (Biblioteca de Cata an example for other initiatives in Spain lunya, Biblioteca Rosa Sensat, Bibliote (Moreno, 2005, p. 214). ca de Montserrat, Biblioteca Nacional The will to improve Barcelona City de España, etc.). The table below lists Council’s childcare provision in those the books published by Barcelona City
524 EV Barcelona City Council’s educational renewal and its photographic diffusion
Council about its school and childcare tions, and programmes for activities and activities between 1909 and 1936. The events organised by the Council for the many forms, advertising leaflets, invita pupils have not been included.
Table 1. List of publications by Barcelona City Council (1909-1936).
No. Title Year Lang. Loc. 1 Report on the school camps organised by Barcelona City 1909 Spa. B.C. Council in 1906, 1907 and 1908 / Childhood Hygiene Committee
2 Summary report on the school camps organised by Bar 1909 Spa. B.C. celona City Council in 1909 3 Schools from District VI: history, organisation, and tea 1912 Cat. Cited in ching methods [G. Gili] Cambeiro (2006-07)
4 Municipal school for children who are blind, deaf-mute 1912 Spa. A.M.
or have learning difficulties. By its staff year LXXV, n. 268, September-December 2017, 519-539 5 Educational activities of the school camps and wood 1914 Spa. A.M. land schools commission 6 Regulations of woodland schools 1914 Spa. B. C. 7 Municipal school for children who are blind, deaf-mute 1915 Spa. A.M. or have learning difficulties 8 The school camps of 1915 1916 Spa. A.M. 9 Operational rules for school camps 1916 Spa. A.M. 10 The school camps of 1916 and 1917 1917 Cat. revista española de pedagogía 11 Laying the first stone of the Baixeras school group 1917 Cat. B.C. 12 Vallcarca streamed school for boys (laying the first stone) 1918 Cat. A.M. 13 Municipal school canteens: January 1915 to December 1918 Spa. B.C. 1917 / [Celestina Vigneaux] 14 Primary technical education schools 1918 Cat. A.M. 15 The school camps of 1918 and 1919 1919 Cat. A.M. 16 Lluís Vives streamed school (laying the first stone) 1920 Cat. A.M. 17 Sea bathing for pupils from Barcelona’s schools 1920 Cat. A.M. 18 The nursery schools 1920 Cat. A.M. 19 School for blind children 1920 Cat. A.M. 20 School for deaf-mute children 1920 Cat. B. C. 21 School for women’s work and occupations: Ronda de 1920 Cat./ A.M. Sant Antoni, nº 19 Spa.
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No. Title Year Lang. Loc. 22 Open-air schools in Montjuic park 1921 Cat. A.M. 23 Sea school 1921 Cat. A.M. 24 Mobile school libraries 1921 Cat. A.M. 25 Book of the sea 1921 Cat. A.M. 26 Normal course in domestic teaching for female primary 1921 Cat. R.S. school teachers 27 Normal course in technical teaching for female primary 1921 Cat. B.C. school teachers 28 Opening of the Vilajoana schools 1921 Cat. R.S. 29 School buildings in Barcelona. Collection of studies, 1922 Cat. A.M. plans and other preliminary materials held at City Hall to solve this problem
30 Pere Vila i Codina school 1922 Cat. A.M. 31 Ramon Llull school 1922 Cat. A.M. 32 Milà i Fontanals i Lluïsa Cura schools 1922 Cat. A.M. 33 Publications of the Culture Commission 1922 It. A.M. 34 Reports from the Vilajoana school for children with 1922 Fr. A.M. learning difficulties: presented at the Paris Mental Hygiene Conference
35 The mission of Barcelona City Council in the cultural 1922 Cat. A.M. work of the city [Lluís Nicolau d’Olwer] 36 A short report on the school groups: «Ramon Llull», 1929 Spa. A.H.C.B. «Lluisa Cura i Milá i Fontanals», «Lluis Vives» and «Ge neral M. Primo de Rivera»
37 Short course on education for scouting and camping 1930? Cat. B.C. techniques 38 Exhibition by the Escola Massana managed by the 1930 Cat. A.H.C.B. Association to Encourage Decorative Arts: July-August 1930
39 School festival held in the woodland schools of Montjuic 1930 Cat. A.M. park, in honour of the national teachers of Seville, Fri day 27 June 1930
revista española de pedagogía 2017, 519-539 n. 268, September-December LXXV, year 40 School festival held in the woodland schools of Montjuic 1930 Cat. A.M. park, in honour of the national teachers of Seville, Fri day 27 June 1930
41 The work of school camps and sea baths 1930 Cat. A.M. 42 Start of works for the «Escoles Casas» 1930 Cat. A.M.
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No. Title Year Lang. Loc. 43 Open-air educational institutions 1931 Fr. A.M.
44 Short advanced course for nursery teachers from the 1931 Cat. A.M. school groups 45 Exhibition of educational essays, school works and wor 1931 Spa. A.M. ks to complement the school 46 The school groups of Barcelona 1931 Spa. A.M.
47 Culture Commission publications: 1930-31 1930/31 Cat. A.M.
48 Report on the competition between national teachers to 1932 Cat. fill the teaching posts of the new school groups 49 A record of the festival to celebrate the opening of the 1932 Cat. A.M. canteens of the Hermenegildo Giner de los Rios school group located in the area of low-cost houses of the Turó de la Peira Horta 50 A record of the festival to celebrate the start of work by 1932 Spa. A.M. the Hermenegildo Giner de los Rios school group loca
ted in the area of low-cost houses of the Turó de la Peira year LXXV, n. 268, September-December 2017, 519-539 Horta 51 A record of the unveiling ceremony of the bust of Antoni 1932 Cat. A.M. Nicolau that the Municipal Music School has erected in its building in homage to its honourary director
52 The 16th festival of the sun / Organised by the Astro 1932 Cat. A.M. nomical Society of Spain and specially dedicated to the children of the schools of Barcelona
53 Instructions for teachers at school camps 1932 Cat. A.M. revista española de pedagogía 54 A tribute to Barcelona [Jaume Aguadé i Miró] 1932 Cat. A.M.
55 The start of work on the Berga permanent school camp 1932 Cat. A.M.
56 The start of work on the «Collaso i Gil» school group 1932 Cat. A.M.
57 The opening of the Forestier nursery 1932 Cat. A.M.
58 A brief history of the plaça de la República that the Cul 1932 Cat. B. C. ture Commission offers to the pupils at the city’s schools to celebrate the first anniversary of the proclamation of the Republic 59 The work of the school camps, sea baths and semi-camps 1932 Cat. A.M. for pupils from the schools of Barcelona 1906-1931 60 Culture Commission publications: 1930-32 1930/32 Cat. A.M.
61 The teaching work of Barcelona City Council 1932 Fr. A.M.
62 The «Turissa» school camp 1932 Cat. A.M.
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No. Title Year Lang. Loc. 63 Spiritual life at «Vilamar»: a lecture given by Pere Ver 1932 Cat. A.M. gés in the conference room of the Casa de l’Ardiaca, on 31 October 1930 to exhibit the activities of the children at the school camps 64 Summary of the organisation of the school holiday 1932 Cat. A.M. camps, semi-camps, and baths of 1932 65 A visit to the new school camps 1932 Cat. A.M. 66 Culture Commission publications: 1932 1932 Cat. A.M. 67 Instructions for teachers at school camps 1933 Cat. A.M. 68 The public school in Barcelona and the Montessori 1933 Cat. A.M. method
Source: Own elaboration. [Abbreviations used: Location (LOC.); Biblioteca Artur Martorell (A.M.); Biblioteca de Catalunya (B.C.), Rosa Sensat (R.S.), Arxiu Històric de la Ciutat de Barcelona (A.H.C.B.). Languages: Catalan (Cat.); Spanish (Spa.); French (Fr.); Italian (It.)].
Most of these works were written in attendees at the «Sixième congrès mondi Catalan, although thirteen are in Span al de la Ligue internationale pour l’éduca ish, one is in Spanish and Catalan, three tion nouvelle» held in Nice that year. The are in French, and one is in Italian. The item published in Italian in 1922 is just a use of Spanish is most common in the catalogue of the publications that the Cul early years, up to when the Culture Com ture Commission had on sale that year. mission was created and took over publi cation of the works. The use of languages other than Catalan shows the will to 4. Photography in Barcelona City disseminate the efforts of Barcelona City Council’s publications Council outside Catalonia. For example, Photography plays a fundamental role Rapports de l’Institut d’anormaux de Vi- in these publications by Barcelona City lajoana: présenté au Congrès d’Hygiène Council. In this era, technological advances mentale de Paris was published in 1922, made it easy to include photographs in featuring texts, photographs, maps, and periodical publications and books. While illustrations concerning the care people the photographers are only very occasion with disabilities received in the Vilajoana ally mentioned in the corpus analysed, we institute. In 1931 the work Institutions know that in these years many photog scolaires en plein air was published, de raphers from Barcelona worked with the revista española de pedagogía 2017, 519-539 n. 268, September-December LXXV, year scribing the experiences of applying new public institutions, which regularly com methods in the open-air schools. Also, in missioned photographs of public events 1932 a book was published in French with from them. In the photographic archive of the title L’oeuvre d’enseignement de la Mu- Barcelona City Council, we can find the nicipalité de Barcelone which was given to same or similar photographs of the school
528 EV Barcelona City Council’s educational renewal and its photographic diffusion institutions taken by photographers like order to spell out the discourse to which we Jaume Ribera or his son Francesc, Adolf refer, we will now analyse the classification Zerkowitz, Pérez de Rozas, Josep Domín of photographs we find among these over a guez who in 1924 held a post as photog thousand photographs. rapher in the City Council, Jordi Calafell, As a percentage, the largest number of Josep María Sagarra, and Josep Gaspar, photographs in the collection correspond among others (Domènech, 2007). to the ordinary activities of school camps, Over a thousand photographs can be woodland schools, sea bathing, and nurs found in the body of works published by ery schools. Among these photographs, Barcelona City Council. The publications the most numerous are those relating with the greatest number are: Publica- to «health, hygiene, and physical educa cions de la Comissió de Cultura: any 1932 tion». The significance this type of mat (320); L’Obra de colònies escolars, banys ter acquired in the everyday life of school de mar i semicolònies per als alumnes de camps, woodland schools, and sea bath les escoles de Barcelona 1906-1931 (135); ing is well known and is a matter that is L’Oeuvre d’enseignement de la Municipal- corroborated by collating the number of ité de Barcelone (94), which is very much images included in the publications. The a photograph album; Publicacions de la hygiene movement, in its relations with year LXXV, n. 268, September-December 2017, 519-539 Comissió de Cultura: anys 1930-31 (88); education and the simultaneous physical Institutions scolaires en plein air (51); the development of the child as a basic princi remainder have fewer than fifty. ple for correct mental and intellectual de velopment, had by then been recognised We have noted that photography takes for some time and would acquire a vital on highly important role in these publica role in the work of Barcelona City Council tions, not just because of the number of during the period analysed. images but also because in many cases the
image is more important than the written This concern with health favoured, revista española de pedagogía text. Photographs consequently acquire an among other things, the promotion of important part of the narrative burden and sport and physical activity to care for are used as the principal element for trans and improve the physical condition of the mitting information in synergy with the participating boys and girls. Consequent written text. All of this leads us to believe ly, within this broad category of photo that Barcelona City Council, in its will to dis graphs, the largest sample corresponds seminate its work on educational renewal, to images relating to physical exercise: understood that with the image it would be children practising gymnastic exercises, much easier to depict, demonstrate, repre participating in sporting games, perform sent, and transmit its work and the princi ing physical activities on the beach and ples that inspired it. In fact, the corpus of in the mountains, taking baths, perform photographs, taken as a whole, clearly com ing breathing exercises, sensorial educa prises a discourse showing a specific image tion exercises in the case of children with of the model of school and educational prac certain types of disability, Swedish and tice that the council wished to establish. In rhythmic gymnastics exercises, and so on.
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Photograph 1. Title: Unos niños bañándose (some children bathing).
Source: Banys de mar per als alumnes de les escoles de Barcelona («Sea bathing for pupils from Barcelona’s schools») (1920), p. 16. Collection: Artur Martorell.
The way these physical activities excessive preparation. In other words, were organised is made apparent by pho these are photographs that show spon tographs, from which relevant informa taneity and reflect in a fairly real and tion can be extracted. The photographs precise way what happened during these of schools generally show the new or sessions of physical activity, bathing in eye-catching, and often represent what the sea, and exercise in natural settings. is least ordinary but is deemed most We see in these, for example, groups of relevant, important, prestigious, and/or children on outings to the beach running worthy of being publicised and recorded freely to enter the area allocated to them, revista española de pedagogía 2017, 519-539 n. 268, September-December LXXV, year (Comas, Motilla, and Sureda, 2012). It is an area identified with a letter and a flag worth noting that in this case, while we of a particular colour. The beach was di also find staged compositions that fulfil vided into sections with ropes and bun the previous principle, there are also of ting to enable teaching staff to organise ten images that have been taken without the exercise session. We see boys and
530 EV Barcelona City Council’s educational renewal and its photographic diffusion girls wearing their swimming costumes, inspections, there are some photographs in a lighthearted mood, and clearly en in which we see the staff taking the chil joying the open-air exercise and the sea; dren’s measurements and weighing them. the place towards which head the ropes The children’s bodies are covered only by that guide the children who are always their underwear — or on occasions they overseen by the teachers when it is time are even naked as can be seen in one to bathe, an activity that was understood photograph published in Escoles a l’aire to prevent or cure numerous illnesses lliure del parc de Montjuic — as they (see Photograph 1). However, it was not await their turn, so the staff can obtain just the sea that was used for physical ex data that can subsequently be seen in ercise; there are also many photographs several of the publications. Thirdly, bath showing the gymnastics sessions that time is another activity photographed, the children often did in the camps. As showing the importance given to this a general rule, this type of image shows activity for improving the quality of life a careful and well-organised positioning of the children. The photographs show of the children doing exercises in unison communal showers where boys and girls, imitating the movements shown by the wearing either special clothing for this teacher, displaying a clear influence of purpose or in their swimming costumes, year LXXV, n. 268, September-December 2017, 519-539 the principle characteristics of Swedish wash themselves under the water. This gymnastics: static positions, correct pos type of shower is sometimes installed ture, and performing parade exercises, in enclosed interior spaces, as in the working the arms, legs, and trunk, and case of the open-air schools in Montjuïc jumping, climbing, and doing skills exer park, and sometimes in partially open or cises. roofed-over areas built on the beach, as As well as physical exercise, hygiene, in the case of bathing in the sea. In the latter case, we have found a photograph
and health, we also find sustenance, revista española de pedagogía medical inspections, bath or shower which reappears several times in various time, and times of rest and repose clear publications (see Photograph 3). Finally, ly depicted in another four categories of there are photographs of rest or repose, photographs, which are less numerous where we see children sleeping the siesta than the previous ones. Regarding the under pine trees or canopies, or resting first category, it is known that one of the on loungers set out on the beach. In sum basic premises of all these educational mary, the importance of sleep, correct initiatives was to provide healthy and cleanliness, good nutrition, and medical appropriate nutrition to alleviate the monitoring of the children’s physical con weak condition and symptoms of illness dition, everything that comprises pre of some children. To illustrate this, some ventive hygiene, accompanied by regular of the publications reviewed contain pho physical exercise, were some of the main tographs that show the moment when variables that a clear effort was made lunch is distributed (see Photograph 2) to express in the visual discourse of the and meals at the beach. As for medical photographs published.
531 EV Sara GÓNZALEZ GÓMEZ, Bernat SUREDA GARCÍA and Francisca COMAS RUBÍ
Photograph 2. Title: Repartiendo el almuerzo (distributing lunch).
Source: Banys de mar per als alumnes de les escoles de Barcelona (Sea baths for the children of the schools of Barcelona) (1920), p. 17. Collection: Artur Martorell.
Photograph 3. Title: Banys de Mar. Escola del mar. Les dutxes després del bany (Sea bathing. Sea school. Showering after bathing). revista española de pedagogía 2017, 519-539 n. 268, September-December LXXV, year
Source: L’Obra de colònies escolars, banys de mar i semicolònies per als alumnes de les escoles de Barcelona 1906-1931 («The work of the school camps, sea baths and semi-camps for pupils from the schools of Barcelona») (1932), p. 130. Collection: Artur Martorell.
532 EV Barcelona City Council’s educational renewal and its photographic diffusion
Photograph 4. Title: Una clase en pleno bosque (A class in the woods). year LXXV, n. 268, September-December 2017, 519-539
Source: Escola de Cecs («School for the blind») (1920). Collection: Artur Martorell.
Another sizeable group of photo ities classes (see Photograph 5). In the revista española de pedagogía graphs depicts the educational work. case of the municipal Montessori school, This category covers all of the photo images were taken and published of the graphs relating to teaching-learning children in the open air performing read tasks and work. So, for example, at the ing, writing, and sensory shape and let Vilajoana school for blind children we ter recognition exercises, working with can see through the image the innova frames and caring for domestic animals, tive teaching process through typing ses among other activities. Each of these sions, Braille reading and writing class photographs tries to capture the essence es, touch activities, and a whole group of of the particular school, what makes it activities aimed at sensory education in characteristic, special, and different, the open air (see Photograph 4). There and the modern educational methodolo is a large group of photographs from the gy used to educate the children. And we open-air schools in Montjuic park, taken believe that, from the set of photographs in outdoor spaces and showing arithme analysed, this objective was overwhelm tic, geometry, drawing, or manual activ ingly achieved: they capture the «real
533 EV Sara GÓNZALEZ GÓMEZ, Bernat SUREDA GARCÍA and Francisca COMAS RUBÍ
soul» that would drive each of these ini them touching, trying, putting together, tiatives in their own moment. A common taking apart, accomplishing, and so on. thread to all of them is perhaps the proof Meanwhile, the figure of the teacher is of the children’s active education as also depicted, very much present but they are dynamic participants in their with a clear secondary role. own learning. In all the images we see
Photograph 5. Title: Escuela al aire libre de Montjuic (Montjuïc open-air school).
Source: L’Oeuvre d’enseignement de la Municipalité de Barcelone («The teaching work of Bar celona City Council») (1932), p. 64. Collection: Artur Martorell.
In this group of images there are poles, playing in the woods, and so on, two other basic topics: play and music. are captured in the photographs (see Both are very much present in the ac Photograph 6). Music, closely related to tivities used by these educational ini aesthetic education, is also commonly tiatives and they also appear frequently represented in images relating to mu in the photographs published. Play is sical recitals and sessions, music teach an important way of learning, a mech ing, interpretations of songs through revista española de pedagogía 2017, 519-539 n. 268, September-December LXXV, year anism with which to generate bodily gestures, and everything relating to movement, a tool with which to foster a animated artistic expression, especially good environment and joy amongst the in the Escola del Mar and the Escola de children. Playing in sandpits, slippery Bosque.
534 EV Barcelona City Council’s educational renewal and its photographic diffusion
Photograph 6. Title: Parque infantil de Hostafrancs. Juegos en los cosos de arena. Cría de animales. (Children’s park in Hostafrancs. Playing in the sand pits. Raising animals.) year LXXV, n. 268, September-December 2017, 519-539
Source: Els jardins dels infants («The nursery schools») (1920), p. 33. Collection: Artur Martorell.
Buildings, spaces, and facilities are seignement de la Municipalité de Bar- another of the most photographed topics. celone (1932), with a format very simi As the large number of these images lar to a photo album in which a total of shows, it is possible to infer a clear effort 9 photographs appear, with identifying revista española de pedagogía on the part of the Council to provide vi captions, almost all of them of buildings, sual evidence of its achievements with spaces, and facilities. The grandeur of regards to the construction, renovation some of the school buildings stands out, and improvement of the facilities. In fact, with their large porches and entrance there are some volumes in which this is lobbies, modern facilities and furniture, precisely the aim of the municipality; for the size of the outdoor playgrounds, the example, in 1922 it would publish Con- height of the spaces, the light from large struccions escolars de Barcelona. Recull windows, and so on, as well a series of dels estudis, projectes i altres anteced- very well-chosen elements that transmit ents que existeixen en l’Ajuntament per to the viewer a very clear image of the la solució d’aquest problema, with out Council’s extensive quality work in edu lines, plans, studies, drawings, and 17 cational matters (see Photograph 7, one photographs of the construction works of the most reproduced photographs). of different schools; and L’Oeuvre d’en- Classrooms, canteens, kitchens, reading
535 EV Sara GÓNZALEZ GÓMEZ, Bernat SUREDA GARCÍA and Francisca COMAS RUBÍ
rooms, dormitories, infirmaries, rooms playgrounds also appear in the photo for anthropometrics, offices, gardens, and graphs.
Photograph 7. Title: Edificio de la Escuela del Mar (Escuela de Mar building).
Source: L’Obra de les colònies escolars i banys de mar («The work of school camps and sea baths») (1930), p. 7. Collection: Artur Martorell.
As well as all of this, there are group ing, but their settings vary frequently photographs, images that attempt to (on a mountainside, in front of a car or a serve as a record of the people who formed building, on a stairway, in the woods, in part of a given institution at a specific a playground, and so on). The fact is that time. These are found most often in the both in photographs of ordinary activities publications dedicated to school camps, and in group shots a common identifying always taken outdoors with a minute thread can frequently be found: an out ly calculated arrangement of the group standing presence of the natural environ so that all the children can be seen and ment. Open spaces, beaches, mountains, identified, and with the teacher present and nature provide the backdrop to most revista española de pedagogía 2017, 519-539 n. 268, September-December LXXV, year to complete the intended image of a group of the photographs. In this way, an issue identity. These images are planned, or is reflected that, for Rosa Sensat, would ganised, and have a well thought-out be of fundamental importance: the cre arrangement of the children. As a gen ation of initiatives with not just hygienic eral rule, they wear the same cloth or therapeutic ends, but also as a form
536 EV Barcelona City Council’s educational renewal and its photographic diffusion of introducing students to the study of (Josep Collaso i Gil, Pere Vila i Codina, the natural environment (Bernal, 2000, Lluís Marian Vidal, Evarist Fàbregas i p. 177). Pàmies, Eugeni Maëder, and Hermene Finally, there is a varied series of gildo Giner de los Rios) and with mo photographs and a smaller number that ments relating to school transport (see correspond, for example, with portraits Photograph 8).
Photograph 8. Title: Los pequeños escolares son transportados gratuitamente a las escuelas de los suburbios (The little children are transported for free to the schools in the suburbs). year LXXV, n. 268, September-December 2017, 519-539 revista española de pedagogía
Source: L’Oeuvre d’enseignement de la Municipalité de Barcelone («The teaching work of Bar celona City Council») (1932), p. 46. Collection: Artur Martorell.
5. Conclusions The photographs in this collection Barcelona City Council’s publications clearly represent a very specific way of about its educational work between 1909 conceiving public schools and centres in and 1936 form a very important historical- tended to improve the physical, hygienic, educational record. The wealth of its welfare, and health conditions of a major written and visual content is undeni part of Barcelona’s children in the first able, and the photographs are excellent third of the twentieth century. As we have sources for research into the history of noted on other occasions, the photographs schools, educational renewal initiatives, in the publications studied exemplify the and the development of childcare practic efforts of the Culture Commission of Bar es in general. celona City Council to construct a very
537 EV Sara GÓNZALEZ GÓMEZ, Bernat SUREDA GARCÍA and Francisca COMAS RUBÍ
specific narrative discourse, in this case 3 See: http://mdc.cbuc.cat/cdm/search/collection/ one relating to educational renewal and to tasca implementing innovative actions. The set of photographs form an iconic discourse that corresponds with the principles of References the New School that the creators of the Alberdi, R. (1980). La formación profesional en education policy of Barcelona City Council Barcelona. Política, pensamiento, instituciones in those years had assumed completely. 1875-1923. Barcelona: Ediciones Don Bosco. De la Arada, R. (2008). El pressupost de cultura Aspects like the educational impor de l’Ajuntament de Barcelona de 1908: un refe tance of the natural environment, the rent pedagògic. Temps d’Educació, 34, 241-250. need to have decent and appropriate facil Bernal, J. M. (2000). De las escuelas al aire libre ities, the importance attributed to physi a las aulas de la naturaleza. Áreas: Revista cal exercise, play, and spontaneous activ internacional de ciencias sociales, 20, 171-182. ity by the students, a new understanding Cambeiro, J. A. (2006-2007). Colònies escolars: of the role of the educator, the need for an anàlisi històrica d’una aventura pedagògi integral education that includes aesthetic ca (1876-1920). Educació i Història: Revista and civic education, the support of co d’Història de l’Educació, 9-10, 193-243. education, attention to diversity and Cañellas, C. y Toran, R. (1982). Política escolar de people with disabilities, and the value l’Ajuntament de Barcelona 1916-1936. Barce of basing educational practice on exper lona: Barcanova. imentation are principles that are ex Comas, F., & Sureda, B. (2012). The photography pressed in the photographs included in and propaganda of the Maria Montessori me the publications of Barcelona City Coun thod in Spain (1911-1931). Paedagogica Histo- cil that we have studied. rica, 48 (4), 571-587. Comas, F., Motilla, X. y Sureda, B. (2014). Pedago gical innovation and music education in Spain: Notes Introducing the Dalcroze method in Catalonia. 1 This project was carried out in the framework of the R&D projecct, reference EDU2014-52498-C2- Paedagogica Historica, 50 (3), 320-337. 2-P, «La fotografía publicada como representación Comas, F., Motilla, X., & Sureda, B. (2011). Icono de los cambios y las continuidades en la cultura es- grafía y representación gráfica de las colonias colar (1900-1970)» (Photography published to rep- escolares de la Diputación de Baleares. Una resent the changes and continuites in educational aproximación a través del análisis de las foto culture, 1900-1970), funded under the National grafías de las memorias. revista española de Programme for Fostering Excellence in Scientific and Technical Research, National Sub-Programme pedagogía, 250, 445-462. for Creating Knowledge, in the framework of the Comas, F., Motilla, X., & Sureda, B. (2012). Escue National Plan for Scientific and Technical Research la y fotografía, entre el testimonio y la cons revista española de pedagogía 2017, 519-539 n. 268, September-December LXXV, year and Innovation 2013-2016 (Ministry of Economy, trucción del discurso narrativo. En III Foro Industry, and Competitivity and the Spanish Re- Ibérico de Museismo Pedagógico - V Jornadas search Agency, FEDER and European Union funds). 2 The reform proposal and its rationale are included Científicas SEPHE (pp. 405-417). Murcia. in the book Institucions d’ensenyament tècnic pri- Domènech, S. (2008). Els alumnes de la Repúbli- mari (1918). ca: els grups escolars del Patronat Escolar de
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l’Ajuntament de Barcelona. Barcelona: Publi Monográfico Fotografia i història de l’educació. cacions de l’Abadia de Montserrat. (2010). Educació i Història, 15. Domènech, S. (1995). Manuel Ainaud i la tasca pe- Moreno, P. L. (2005). Renovación pedagógica y dagògica a l’Ajuntament de Barcelona; pròlegs compromiso social en la edad de plata de la Pe de Marta Mata i Garriga i Josep M. Ainaud de dagogía española: Félix Martí Akpera (1898- Lasarte. Barcelona: Publicacions de l’Abadia 1920). revista española de pedagogía, 231, de Montserrat, Biblioteca Abat Oliba. 203-222. Domènech, S. (dir.), Torrella, R., & Ruiz, M. (2007). Pérez-Bastardas, A. (2008). El Pressupost extraor Barcelona fotografiada: 160 anys de registres i dinari de Cultura de 1908: entre solidaritat representació. Guia dels fons i col·leccions de municipal i Solidaritat Catalana. Butlletí de l’Arxiu Fotogràfic de Barcelona. Barcelona: la Societat Catalana d’Estudis Històrics, 19, Ajuntament de Barcelona. 71-84. Gonzalez-Agàpito, J., Marquès, S., Mayordomo, A. Pozo Andrés, Mª del M. del. (2006). Imágenes e y Sureda, B. (2002). Tradició i renovació peda- historia de la educación: construcción, recons gógica. 1898-1939. Barcelona: Publicacions de trucción y representación de las prácticas es l’Abadia de Montserrat. colares en el aula. Historia de la Educación. González-Agàpito, J. (1978). Bibliografia de la Revista Interuniversitaria, 25, 291-315.
renovació pedagogica i el seu context (1900- Puigdellívol, I. (2015) Escola de Cecs, Sordmuts year LXXV, n. 268, September-December 2017, 519-539 1939). Barcelona: Universitat de Barcelona. i Anormals de l’Ajuntament de Barcelona Matas i Tort, J. (1977). El Presupuesto Extraordi- (1911-1939): Una experiència truncada. Histo- nario de Cultura de 1908 del Ayuntamiento de ria de la Educación. Revista Interuniversita- Barcelona en el marco de la renovación escolar ria, 26, 161-183. de Catalunya. (Doctoral dissertation directed by Sureda, B., Motilla, X., & Comas, F. (2014). La re Emilio Giralt Raventós). Facultad de Geografía vista Feminal: fotografía y visualización de la e Historia, Universidad de Barcelona, 3 vols. aportación femenina a la renovación educativa Monés i Pujol Busquets, J. (1991). Les escoles pro- en Cataluña (1907-1917). Historia de la Edu- fessionals municipals 1890-1990. Barcelona: cación, 33, 215-230. revista española de pedagogía Ajuntament de Barcelona.
539 EV revista española de pedagogía año LXXV, nº 268, septiembre-diciembre 2017 Spanish Journal of Pedagogy year LXXV, n. 268, September-December 2017 Table of Contents Sumario
Music education Jesús Manuel de Sancha Navarro Music in Secondary: interest for the contents, according Educación musical to the students and the teachers of 4º of ESO Guest editor: Ángela Morales Música en Secundaria: interés por los contenidos, según el Editora invitada: Ángela Morales alumnado y el profesorado de 4º de ESO 433
Ángela Morales Tatiana García-Vélez and Antonio Maldonado Rico Presentation: Music education, looking Reflections on musical intelligence from the past to the future Reflexiones en torno a la inteligencia musical 451 Presentación: La educación musical, una mirada del pasado al futuro 389 Patrick Freer and Alfonso Elorriaga Llor Toward a pedagogy informed by research about Ángela Morales, Enrique Ortega, the boy’s changing voice Elena Conesa and Cecilia Ruiz-Esteban El desarrollo de la voz masculina durante la adolescencia: una Bibliometric analysis of scientific pedagogía basada en la investigación 463 output in music education in Spain Análisis bibliométrico de la producción científica Miguel Román Álvarez en Educación Musical en España 399 Technology at the service of music education Tecnología al servicio de la educación musical 481 Roberto Cremades-Andreu and Desirée García-Gil Musical training for Primary Education graduates Susana Toboso Ontoria, Inmaculada Tello in the context of Madrid Díaz-Maroto y Francisco José Álvarez García Formación musical de los graduados de Maestro en University musical training in a blended-learning context Educación Primaria en el contexto madrileño 415 Formación musical universitaria en un contexto de enseñanza blended-learning 497 Studies 2. Book reviews Estudios Ibáñez-Martín, J. A., & Fuentes, J. L. (Coords.) Educación y capacidades: hacia un nuevo Sara González Gómez, Bernat Sureda García and enfoque del desarrollo humano [Education and Francisca Comas Rubí capabilities: Towards a new focus on human- The educational renovation of the Barcelona City development] (Cruz Pérez). Kristjánsson, K. Council and its photographic diffusion (1908-1936) Aristotelian Character Education (Juan Luis La renovación escolar del Ayuntamiento de Barcelona y Fuentes). Barraca Mairal, J. Originalidad e su difusión fotográfica (1908-1936) 519 Identidad Personal. Claves antropológicas frente a la masificación [Originality and personal Vicente Llorent-Bedmar, Verónica Cobano- identity: Anthropological keys in the face of Delgado and María Navarro-Granados overcrowding] (Aquilino Polaino-Lorente). School leadership and school management Renzulli, J. S., & Reis, S. M. Enriqueciendo el in underprivileged areas currículo para todo el alumnado [Enriching the Liderazgo pedagógico y dirección escolar curriculum for all students] (Patricia Olmedo en contextos desfavorecidos 541 Ariza). Prats, E. Teorizando en Educación: entre erudición, poesía y opinionitis Theorising in education: Between erudition, poetry, and opinionitis] (David Reyero). Segura Peraita, C. (Ed.) El método socrático hoy. Para una enseñanza y práctica dialógica de la filosofía [The Socratic method today: For dialogical teaching and practice of philosophy] (Ernesto Baltar). 571
Table of contents of year LXXV Índice del año LXXV 603
This is the English version of the research articles and book reviews published orig- inally in the Spanish printed version of issue 268 of the revista española de pe- dagogía. The full Spanish version of this issue can also be found on the journal's website http://revistadepedagogia.org.
ISSN: 0034-9461 (Print), 2174-0909 (Online) https://revistadepedagogia.org/ Depósito legal: M. 6.020 - 1958 INDUSTRIA GRÁFICA ANZOS, S.L. Fuenlabrada - Madrid