A detail from The Crucible poster

Camille Bromley reviews the Upstage production of Arthur Miller’s The Crucible, running at Ste-Marie-d’en-Bas until Saturday March 19.

In an ambitious choice, this year’s Upstage production is The Crucible, Arthur Miller’s dramatization of the Salem Witch Trials and allegory of 1950s McCarthyism. Upstage, Grenoble’s finest English-language theater group, and made up of high school students from the Cité Internationale, never fails to put its best foot forward and this year I was quite looking forward to seeing how the young actors would treat such a sober and violent subject.

But I was wrong in thinking that the Upstage group would rise up to the mature themes presented in the play; in fact, I found that the themes treated in the play spoke very well to adolescence, and as such the teenage actors did a wonderful job of bringing this out to the audience. After all, the accused-cum-accusers that fuel the drama are the young girls found to be “dancing” in the woods—girls much the same age as the actors playing them. And a large part of the horror felt by the puritan townspeople of Salem and subsequent finger-pointing comes from a disbelief that these “children,” who are actually young women, could be capable of lying, vengeance, deception, and sexual acts. Not to mention the fuss raised in our day and age over peer pressure — from Act I we see the influence of the group working on each individual girl, until one by one they crack from the pressure and join the ranks of the accusers, condemning others to save their own skin.

The Crucible’s cast includes a healthy representation of female actors, but the male actors held their own, occupying no less challenging, if less terrifying, roles. John Proctor, conflicted and confounded by the women in his life, is the victim in Act IV of a nail-baiting interrogation of circuitous logic administered by the very severe Deputy Governor Danforth, in which he realizes hopelessly that to be accused is already a condemnation, and a dishonest confession may be better than a righteous death.

Passionate performances (screams, shrieks, tears, thundering accusations, uncontrollable trembling and general hysteria) were given by most of the cast, notably the character of Mary at the climax of the play, and there were several standout character performances, especially Giles Corey complete with cane and fabulous accent. And Upstage didn’t forget their signature interjections of humor (“We saw our gym teacher with the devil!”), as difficult as it is to inject humor into such a play.

The simplicity of the set design and the subtle lighting cast a barren, chilled atmosphere as background to the action, and left the attention on the performances. As always in the Theater Ste-Marie-d’en-Bas, the intimacy of the room and conviviality of the bar made for a pleasant evening.

Kudos to directors Dave Simpson, Julie Valade, Claude Deladoeuille, and Therese Zanone for another impressive performance by Upstage. But I have to admit, after witnessing such a “world gone mad,” I sure was glad leaving the theater, feeling secure in being a little less mad than them.

A still from Garage, 2007, directed by Lenny Abrahamson

Camille Bromley reports back from the Celtic Connection’s third annual Irish film event and tells us a bit more about activities planned by the association over the year.

At the end of November Grenoble’s Irish cultural association, Celtic Connection, held a film event at Cinema les Melies, showing two Irish films: the animated children’s film Brendan and the Secret of the Kells, and Garage, winner of the 2008 Irish Film awards as well as the CICAE Art and Essai Cinema Prize at the 2007 Cannes Film Festival.  

Asked about the choice of the film Garage, Celtic Connection explained, “We have shown films for three years now and wished to show the ‘maturity’ of Irish cinema with a provoking film about a social theme that was not too evident in the euphoria of the “Celtic tiger” era, and we seem to have been a bit prophetic in our choice.”

The film shows a lonely garage attendant’s tentative first steps towards friendship and human connection with a 15-year-old boy.  The story plays between comic and tragic, with a nuanced and delicate perfomance by Patt Short. Perhaps the most wonderful aspect of seeing the film on the big screen was the beautiful Irish country landscapes. The pace of the film being slow (like life in a rural town), it allows plenty of time to appreciate gorgeous shots of Irish countryside, which can only be described in the most typical way as green, lush, and foggy. The film was shot in Cloghan, County Offaly; Woodford, County Galway; and Rathcabbin, County Tipperary over a six week period in late summer 2006

This was the third annual Irish film event for Celtic Connection.  Previously they had shown Small Engine Repair with the Cinemathéque de Grenoble, and Once.  At every event Celtic Connection offers an apéritif beforehand and “a few drinks” afterwards in the Irish bars of Grenoble.

Don’t want to wait until November 2011 to see another Irish film? 

The Celtic Connection gives its recommendations:

For Adults: 

Breakfast on Pluto, 2006, Neil Jordan
The Wind that shakes the Barley, 2006, Ken Loach
Paveen Lackeen, 2005
Once, John Carney, 2007.
Bloody Sunday, Paul Grengrass, 2002
In America, Jim Sheridan
Omagh, Pete Travis, 2005
The Magdalene Sisters, Peter Mullan 

For Children:

Into the West, Mike Newell, 1992
The Ugly Duckling and Me, Michael Hegner and Karsten Kiilerich, 2007
The Secret of the Kells, Tomm Moore and Nora Twomey, 2009

 The Irish film institute website also has an archive of films

What else does Celtic Connection do?

A lot, as it turns out—Celtic Connection holds a variety of activities centered on Celtic identity throughout the year.  All the events are annual.

Upcoming is Christmas drinks at the Family pub on Friday December 17th.

Then they start off the new year with a restaurant meal for the ladies, in the tradition of Nollaig na Mna (Women’s Christmas). Traditionally, each year on January 6th men would take care of the housework for one day, offering women a chance to go out to relax with each other.

Later in January a night to celebrate the life and works of the national Bard Robert Burns: Celtic Connection’s Scottish contingent organized Burn’s night last January, complete with haggis, speeches, and music.

On March 17^th is, of course, St. Patrick’s Day.  Celtic Connection celebrates on a weekend around this date, organizing a meal at a farmhouse restaurant just outside Grenoble.  Last year, they say, “we had 70 people and a band and danced the evening away.”

On June 16th in Dublin and elsewhere is Bloomsday, to celebrate the life of Irish writer James Joyce and relive the events in his novel Ulysses, all of which took place on the same day in Dublin in 1904. Last year the Bookworm Café hosted a reading of Ulysses, with the enthusiastic David Simpson as a reader. On the agenda this year: Edwardian dress-up…? 

Around the 20th of June Celtic Connection holds their annual picnic in conjunction with the Irish association in Lyon, AFIL.  The picnic is held at a lake near Grenoble, and attendees sometimes reach 80 people, making for a great afternoon of fun, games and songs.

Celtic Connection isn’t about to miss a Halloween event on October 31st, seeing as the celebration of Halloween began in Ireland around 100AD.  There’s an event for the kiddies with traditional games, apples and fruit, and costumes, while the adults have mulled wine or the more traditional Irish coffee.  In 2010 the Halloween event was held at Café Mari and included a full Irish breakfast, which is “a brunch with sausages, rashers, eggs, black pudding, lashings of tea and brown bread” (being American, I have no idea what rashers or “lashings of tea” is supposed to indicate, so I leave this in quotations).

The Irish film showing, growing in popularity each year, takes place mid-November.

Finally, Celtic Connection winds up the calendar with Christmas drinks in an Irish bar.  It starts no later than happy hour and everyone brings food and music.  This is a social event and people are welcome to drift in and out all evening.  Celtic Connection does advise drinking in moderation, although they know that it won’t be a problem—at least on the Irish side—because “the French traditionally consume more alcohol than us!”

Don’t believe them?—According to the World Health Organization, Ireland’s per capita litre consumption increased from 7.0 in 1970 to 14.5 in 2001, and was 13.5 in 2004. This compares with 20.4 in France in 1970 down to 13.0 in 2004.  Ok, so the Irish do drink slightly more that the French . . . but it wasn’t always the case!

For more information:

Celtic Connection’s website

To be kept informed of Celtic Connection events sign up for the mailing list by emailing celtic.connection.grenoble@gmail.com

AFIL, Celtic Connection’s sister association in Lyon

The Irish Film Institute website

The 2011 official St. Patrick’s Day festival in Dublin

Burn’s Night

Montessori school shelves with toys. Photo: 3neus

In a three-part blog Camille Bromley describes a day in the life of a teacher at the Montessori International School of Grenoble. Read part I.

7:38 am

Bus stop, Place Verdun.  As the number 31 bus to Meylan: Maupertius approaches I’m hastily devouring the remaining third of my Big Chocolate, freshly purchased for 1 euro from Sandwich House located behind the Maison de Tourisme tram stop, outgoing side. Ordinarily the Big Chocolates from this Sandwich House are not especially good pain au chocolat, but they’re easily the size of two regular pain au chocolat, a good bargain at 1 euro (the American in me is always a sucker for bargains), and in the morning when they’re warm they’re still pretty darn tasty.

The Big Chocolate is the ritual first step in my once-weekly workday as an English teacher at Montessori International Primary School in Meylan, as this is the only day in the week I exit the house early enough to catch one while still warm. The other days of the week I work as an English assistant in public primary schools.

Teaching at Montessori International School is not like teaching in French public school.  It’s vastly different, in fact.  If you’re not familiar with what’s called the Montessori Method, I’ll briefly explain: The Montessori Method of children’s education was originally developed in the early 20th century by an Italian educator named Maria Montessori. It’s an alternative approach to schooling, encouraging a child’s individual self-directed learning using the support of materials and teacher observation. 

From what I understand, while many schools worldwide function under the heading of Montessori School there are no defined guidelines for the specific practical application of this education system. However, the general idea is that children learn best when they follow their natural instincts and interests. In other words, it’s self-study for kids; less academically-put, the kids do what they feel like.

This “do-what-you-feel-like” philosophy is most decidedly not the norm in French public schools, from what I’ve seen in my year’s experience there, the essential part of a teacher’s oral utterances consisting of phrases such as, non, tu n’as pas le droit!; vous levez la doigt pour avoir la parole!; TAISEZ-VOUS! [yelled shockingly loud]; vous êtes insupportables aujourd’hui! [tone of resignation and accompanying sigh]; and finally the much-loved Bravo!, with exaggerated sarcasm. Thus, Montessori International reputedly offers an alternative to parents who prefer their kids to receive more positive encouragement than negative during the first 6–9 years of their educational development.

However, I haven’t given an entirely clear picture of the Montessori International School in Meylan. This school is foremost an international school, with instruction provided in French and English. I am the English-instruction teacher (on Mondays anyways), and a woman with a confounding last name, Martine Grzelak, functions as school director and French-instruction teacher. 

We take care of the primary-age children, age 6–12. The children in this group, about 25 of them, are mostly Francophone, with a solid group of Anglophones and couple French-English bilingual kids. There is another, separate class of students at the school, the pre-school age group (ages 3–6), also Francophone or Anglophone or both, headed by Emilie Ballivy. The pre-schoolers are called Les petits castors, which gives an accurate impression of their work ethic and focused accomplishment under the guidance of Ms. Ballivy.

The school makes use of an impressive collection of Montessori materials and supplies, and the curriculum is organized around the French National Education program, so that children are expected to cover a similar material to public school students. More on the Montessori Method as the day progresses.

Part II

Part III

Part III

12:00 pm

Lunchtime. The microwave cart is wheeled in, desks are cleared, chairs fetched. The students eat in the classroom. The children are expected to be settled quietly in their chairs, ask to go wash their hands, and then ask to get their lunchboxes before they are allowed to eat. Meanwhile, the child in charge of setting the table this week goes to get the silverware and dishes.   

12:30 pm

Everyone is finally sitting and has more or less the complete tableware set in front of them: plate, fork, knife, little yogurt spoon, and plastic cup (Martine’s cabinet has slowly but surely been rid of all the glassware glasses, not intentionally).

The table setting procedure always takes much longer than is logically necessary, probably because the child assigned to set the table is for some reason 90% of the time the same small boy, who due to his diminutive size and severely ADD nature seems the absolute worst person in the room to give the task of distributing various separate pieces of cutlery to students sitting in disorganized clumps around the big room, not to mention that when you see him trying to lug the heavy glass water pitchers around to each table you get the sinking sense of futility of watching someone trying very hard to complete a Sisyphean task. Half the pitcher will have been emptied on the floor by the time he gets to the table, and he’ll be sent to get more in five minutes.

I send the children in groups of two or three to the cloakroom to get their lunchboxes. I imagine that you can tell a lot about the home life of individual children from their lunchboxes. A lot of the older children seem to have the freedom to creatively fashion their own concept of a meal; there’s a group of three girls (who aggressively defy the assertion that social cliques don’t exist in small schools) that bring their lunches in family-style portions to share with each other: a bag of Lay’s potato chips, a Tupperware box of pasta and sauce, an entire sleeve of Speculoos cookies.

The Anglophone children belong to a different breed of household, one that clearly holds in contempt the irresponsible consumption of low nutrient-to-calorie ratio foods and environmentally unfriendly packaging. S—, a six-year-old with extraordinary feminine style (how a child of that age is able to exude such class is beyond me), declares matter-of-factly that she hates ice cream and cake. Her treat of choice is the green pressed seaweed paper that sushi rolls come wrapped in — in French it’s translated as algae, which expresses better, I think, the total bizarreness of a six-year-old reveling in the taste of a seaweed wrap (imagine an apple cheeked little girl saying with a charming missing-front-tooth smile, “My favorite food is algae”).  

1:15 pm

The kids are fairly hopping to get outside after a full morning of being together in one room. They go into the cloakroom to remove their slippers and put on their outside shoes, most of which resemble work boots or what English people call “wellies” rather than the slick bright white Pumas or the metallically shiny girl-sized heels (!) public school children wear. This is because the playground provided for amusement and the venting of various child frustrations during the lunch recess is not actually a playground, it’s an empty field behind the Montessori school building accessible only by a quick jump across a ditch (a wide step for you or me, a brief air-bound thrill for the 11-year-olds, and an unbreachable chasm for the 3-year-olds, who nevertheless enjoy the jump immensely so long as you’re holding their hand.

Supervising, I can’t help thinking that innovative playground developers, with their tangle of curved colored bars and knotted rope systems, are entirely missing the point — the kids have more fun rolling around in the grass and throwing rocks at trees than with any preconstructed equipment education authorities can buy. I’m reminded how innocent and sweet children are at heart when I hear G— and S— playing a sort of tag-zombie game which seems to consist of yelling “I’m going to suck your brain!” and attempting to grab the skull of another player.

2:00 pm

Emilie and I file the children back into school, past the company workers in button up shirts and pencil skirts taking their smoke break. Monday afternoon is devoted to art class and Spanish class, and the children are sent in small groups to participate in those activities. Otherwise, the students can continue the projects of the morning. The students complete impressive individual projects throughout the year that don’t sacrifice depth or quality for the lack of collaborators.

S— is working on a postcard project; she’s contacting friends and acquaintances across the U.S., asking them to send her postcards at the Montessori school address, teaching her about their town or state. She’s gathered a large number of postcards and will organize them into a visual presentation. O— has completed a project about the state of Israel, its history, people, and culture, and the poster is hanging on the classroom wall.

One of the goals of the Montessori school is to effectively link all subjects together in the child’s mind; to create a truly interdisciplinary understanding of the world. This objective makes for very creative project ideas, and the results are evident in the variety of student-made artwork and presentations on display around the school.

3:30 pm

The school day is over, but many students will stay for the next one to two hours, playing the gymnasium or participating in an activity Martine or Emilie has organized. I, however, say my rounds of “See you next week” and am out the door.

The next day I’ll be at one of the public primary schools in Grenoble. Not being an education expert, I’m not going to offer my judgment of the effectiveness of the education system in public schools compared to the Montessori approach. The purposes and needs of the two school systems are vastly different and require different methods of teaching and classroom management. Montessori schools may give more individual attention, but they also provide a lot less guidance and structure. This may or may not work well, depending on the character of each individual child. One thing I do know, however, is that I’ll be doing a lot more yelling in my public school.

Part I

Part II

For more information:
http://www.montessori-grenoble.com/UK/school-montessori-grenoble.htm
http://en.wikipedia.org/wiki/Montessori

Part II

8:12 am

Terminus on the number 31 bus line. The bus halts in front of a grouping of new, enterprise-y looking buildings with big reflective glass windows framed in a shade of blue that suggests innovation and forward-thinking. The school is rather unexpectedly housed in one of these buildings, towards the back of the complex, sharing quarters with some kind of company that requires men and women in business attire to enter and exit through the same doors as the free-spirited, frequently-in-high-speed-motion Montessori kids.

The school is essentially three large rooms, the primary schoolroom, the pre-school room, and the gym, which is carpeted and doubles as an art studio and Spanish nook. There is also Martine’s office, a nap room for the preschoolers, a storage room, and a cloakroom where the children hang their coats, bags, and change their shoes into indoor shoes. They are only allowed to wear slippers inside the school, as it is carpeted. This reminds me of Japanese schools, except that here the children are allowed to bring their own slippers. In Japan the slippers are part of the uniforms and must be regulation color and design.

8:45 am

The kids wander in the room one by one and are by this time more or less all present. After some general comments and reminders, Martine starts the weekly routine of designating “responsibilities” onto each child. This is performed by use of a chart listing cleaning tasks to be completed each day and a small canvas sack containing the names of each child on Velcro tabs.

It took me a few months to figure out that the responsibility entitled Muffin referred to the class hamster. Insisting that the responsibilities be assigned by a random pull from the bag, Martine cheats openly on her own rule by fishing for names that she believes merit a particular nasty chore this week. The kids either suffer tremendously from the injustice of this favoritism or get a kick out of it, depending on how you choose to interpret the situation.

The responsibilities I find to be an ingenious system for ensuring an attitude of collective care and respect from all the students towards the cleaning and upkeep of the school room and materials. By being allowed to choose, in a fashion, what chore they do each week the child is given some autonomy and feels like she’s making a voluntary decision to contribute. This is probably a distinctive Montessori touch. Japanese schoolchildren also clean the school as part of their daily duties, although there they are responsible for the bathrooms as well, which I remain convinced is a mistake (imagine how what kind of clean job a second-grader might do on a bathroom — then repeat that every day for the whole year).

8:52 am

Work time. The children are either broken up into groups or sent to a desk to work individually. All the primary school kids, from 6 to 12, work in the same room, some in groups and some independently, and they pursue different activities. Martine keeps an eye on all of them and remains aware of how they’re doing and what progress they’re making, a remarkable feat for about 15 different students and different levels.

There are no set subject periods or age groups. The children have more or less the choice to work on one activity the entire morning or change subjects freely. There’s no morning recess, although there is a snack, which the children are expected to provide, following a rotation schedule. If the children tire of one activity and want to do some less-strenuous but still constructive activity such as reading, it is permitted within reason.

I take the group of English speakers. There are two first grade girls, a third grader, a fifth grader, and sometimes a first grade boy. We either do a language-arts activity all together, harder versions adapted for the third and fifth graders, or I split them up to work in pairs or alone. It’s my choice based on what we’re doing that day and how well the children are working together. When the English speakers take breaks to work on another subject, I choose a group of French children to do an English language lesson.

11:00 am

With Martine in the room, the classroom functions smoothly. With some notable exceptions, the children work quietly, although their rate of productivity is subject to debate. Clearly, some children are more ideal Montessori students than others. A group of three boys writes a bilingual dialogue together concerning an inept motorist and a driving instructor for their upcoming play. Another boy does French grammar exercises on the computer. A girl visualizes multiplication with wooden beads and a counting board.

Meanwhile, little G— sulks at his desk, complaining that his work is “too hard” and he doesn’t “understand nuffing,” and I— doodles on the margins of his essay and gazes out the window. I remind I— to get back to his work and Martine appears over G—‘s shoulder to investigate the veracity of his claim.

Part I

Part III

Upstage 2010

Grenoble Life’s Camille Bromley was in the audience at Ste-Marie-d’en-Bas for this year’s Upstage theatre production: Joe Orton’s Loot and Harold Pinter’s Mountain Language. Here’s what she has to say.  

Grenoble is home to a plethora of theaters running shows every night of the week, but not many of those are performed in English.  Luckily we have Upstage productions to step up to the task; every year Upstage puts on a six-day running of English language theater, performed by high school students at the Cité Internationale.  This year producer and director David Simpson presented a double-bill, Joe Orton’s Loot and Harold Pinter’s Mountain Language.  

Those expecting “High School Musical” should look elsewhere.  Although the team of actors is made up of high school students, the plays chosen confronted difficult and provocative issues. The group emphasizes that its shows are professional productions aimed for all mature audiences, and challenging plays are chosen to reflect this.  

First on the bill was the short but intense Mountain Language, a serious political play about the imprisonment and torture of an ethnic minority group and their loss of culture and identity as a result of the forced suppression of their language.  The play was written after writer Harold Pinter became aware of the treatment of Kurds in Turkey, but the play’s setting is non-specific.  Heavy subject matter and a demanding script, which the actors handled with deliberate subtlety, making the events on stage resonate even more.  

Loot, a subversive black comedy recounting a funeral, a bank robbery on the same day, and the consequent mayhem, is full of lively, sharp characters and witty one-liners.  The actor playing Nurse Fay got the character’s prim voice and maligning saunter down pat, while Inspector Truscot and Hal got through their bits with perfect comic delivery, including a Clouseau-ish French detective impression that won the house over.  

In both plays gender roles were not strictly kept to, with girls playing male roles to balance out the distribution.  To make the small number of roles available to more actors, two actors playing each role alternated nights.   

The play ran from Monday to Saturday the week before last.  Thursday night opened to a full house in the Ste-Marie-d’en-Bas, a small theatre with plenty of ambience just off of the place Notre Dame.  Many Anglophones were audible in the audience, but a good mix of Francophones was present as well.  

An impressive show, by an impressive group of bilingual students.  I look forward to next year’s.  

Upstage 2010 poster

Film Projector Lens. Photo: Daniel Leininger

Are you a film buff? Know your Nouvelle Vague from your Cinéma Vérité? Grenoble has a wealth of cinemas and film festivals to cater for all movie tastes. Grenoble Life’s Camille Bromley investigates. 

During the grey Grenoble winter I frequently find myself ducking out of the rain and snow and into the cozy darkness of the movie theater. Grenoble’s a particularly rich city for movie lovers; lately there’s been one film festival after another, while the numerous movie theaters in town already provide plenty of occasions to see lesser-known or international films.   

Most of the theaters mentioned below show films in their original language with French subtitles—check for VF (version française) or VO (version originale) next to the listing. Ticket prices in the art cinemas range from about three to six euros, and are free in some special cases as part of film festival programs. Be sure to catch some of the extras with film festival screenings, as they often program-in shorts, stage talks before the film or dialogues afterwards, invite the filmmaker to be present, or even plan a goûter. 

The theater of choice for all cinephiles in Grenoble would be La Salle Juliet Berto, home to the Ciné-Club de Grenoble. Juliet Berto is conveniently located on Place Saint André, across from the former Tribunal court. The Ciné-Club projects films each Wednesday at 8:00 pm, and many more films are shown throughout the week at Juliet Berto on behalf of other associations. The Ciné-Club has just finished a cycle of film noir, including The Maltese Falcon; a cycle of B horror movies, including Invasion of the Body Snatchers; and will kick off a cycle around the theme “strange love” with Hal Ashby’s Harold and Maude on March 3^rd. 

The biennial film festival Cinéduc concluded their 10-day program last week. This year’s theme was Bonjour le Bonheur!, and included daily films, debates, and conferences exploring how happiness is portrayed in cinema spanning all corners of the world and all decades in film history. If you’ll be in Grenoble in 2012, keep an eye peeled for the next festival. 

La Cinémathèque de Grenoble is another association that projects films regularly (about 120 showings per year) at Juliet Berto. The films are often accompanied by talks, debates, conferences, and meetings with the directors. Last week I saw a free showing of Fritz Lang’s 1927 silent classic Metropolis, along with Arrival of a Train at a Station, one of the Lumière brothers’ first films. Currently they are projecting a cycle of animated films and films for children. To come is a selection of established classics, including The Grapes of Wrath; an evening with Yemenite director Khadija Al-Salami and her films; a conference on cinema and pornography; and a showing of Jacques Tati’s Mon Oncle. From July 6^th to 10^th this year, the Cinémathèque de Grenoble will also hold its annual Festival du Court Métrage en Plein Air. Thirty to forty short films competing for prizes will be shown under the stars in the center of Grenoble. 

Until March 3^rd, the cinéma le Méliès is hosting a series of children’s films and events. Among the 14 films being shown are The Wizard of Oz and Where the Wild Things Are.       

This year’s annual Festival isérois du film sur la Résistance, organized in connection with the Museum of Resistance and Deportation, will take place from March 15^th to 25^th.  Classics of European cinema, documentary films, and conferences will be held in various theaters in Grenoble and the surrounding area. 

From April 20^th to 27^th, the organization Vues d’en face will hold its annual Festival international du film gay et lesbien. The films are not yet selected. 

While it’s not film, there is also a Marionnette Festival happening now, from February 15^th to 28^th, on stages across Isère. 

Listing of independent/art house cinemas: 

La salle Juliet Berto
Passage du palais de justice, 38000 Grenoble
04 76 54 03 08 

Le Méliès
3, rue de Strasbourg, 38000 Grenoble
04 76 47 99 31

Mon ciné
10, avenue Ambroise-Croizat, Saint-Martin-d’Hères
04 76 44 60 11 

Espace Aragon
19 bis boulevard Jules Ferry, 38190 Villard-Bonnot
04 76 71 22 51 

Commercial movie theaters: 

La Nef
18, boulevard Edouard-Rey, 38000 Grenoble
08 92 68 00 31 

Le Club
9 bis, rue du Phalanstère, 38000 Grenoble
04 76 87 46 21 

Multiplex Pathé-Chavant
21, boulevard Maréchal-Lyautey, 38000 Grenoble
08 92 68 00 31 

Les 6 Rex
13, rue St Jacques, 38000 Grenoble
08 92 68 00 31 

*Film showings for the theaters without websites can be seen on www.allocine.fr or in the weekly publications GreNews and Grenoble & Moi.

Photo: meddygarnet

 Want to improve your French while in Grenoble but don’t know where to go? Grenoble Life’s Camille Bromley has done the research so that you don’t have to.

Need to work on your French? A look at French classes in Grenoble

by Camille Bromley

For those in Grenoble who need a little push – or a big kick – to get their French up to par: let’s get to it! After arriving in France to live last summer, I discovered that my confidence in my US-learned French was largely unfounded. Pressing ahead with self-motivation and grammar books, I found myself in foreign language quicksand – the more French I gained control of, the more I realized how far I had to go. I promptly researched language schools in Grenoble, settling on a CUEF (Centre Universitaire d’Études Françaises) course at the Université Stendhal, and received the kick start that I needed.

Although your French level will undoubtedly progress in the course of daily life, a language class will accelerate the process and draw your attention to vocabulary or grammar you may be still missing. A language class also introduces you to other foreigners in the community, many non-English speaking, many new to the area, with a similar level of communication to yours, a valuable resource to make friends and practice your French outside of class. Class teachers provide insights into French culture and local goings-on, and many courses organize activities outside of class.

Grenoble offers quite a few community French language classes and several official schools.

Language Schools

The language schools are run professionally and so offer a rigorous schedule, a higher quality of instruction, and more sophisticated materials. The downside is that tuition fees swallow a significant chunk of the wallet.

1. Centre Universitaire d’Études Françaises (CUEF)

I took CUEF’s intensive French language course this summer. It was 20 hours per week, duration four weeks. It cost 640 euros, which works out to eight euros per hour. A variety of courses are offered, general French language courses as well as courses targeted towards specific needs. For those of us with a day job, there is an evening course, eight hours per week.

The teaching materials used in my course were excellent. Audio equipment was available for intensive listening comprehension exercises, and visual materials such as video clips were used regularly. CUEF does not follow a textbook; the class curriculum is created according to teacher preference. Because CUEF is affiliated with University Stendhal, students of CUEF are eligible to perks such as free use of the language laboratory equipment and participation in weekend excursions.

I was satisfied with the course and I definitely saw improvement by the end. For more information see the website. 

2. Alliance Française

The Alliance Française, conveniently located in the center of town, offers intensive, semi-intensive, and specific-needs French courses. The fees work out to nine euros per hour. The organization of classes is similar to CUEF, but the facilities lack a language laboratory with audio equipment.

For more information see the website.

3. Association Babel

Babel, a language association and home to an English library, offers courses in several languages. The class size is smaller and the ambiance more intimate.  There is a French language course as well as a French/English conversation exchange group. At the moment, the course is not available but may resume in January 2010, upon request. The fee for the course is 265 euros per year. The fee for the exchange group is 50 euros per year.

2 rue Sainte Ursule, 38000 Grenoble
04 76 42 43 91
association.babel (at) laposte.net

Community Classes

Community classes are taught by French volunteers, at very low cost. They are more flexible and less demanding than the language schools, and may offer more opportunity for conversation practice and personal interaction. However, almost all the community classes are targeted for beginner to lower-intermediate level learners.

1. MJC Abbaye, Ateliers du Français

Held Mon, Tues, Thurs 2:00-4:00, Fri 9:00-11:00, 2:00-4:00
Fee: 25 euros/year
Level: beginner to low intermediate

2. ODTI

Held Mon and Tues 9:00-11:00
Fee: eight euros/year
Level: beginner to intermediate
Focus: vocabulary, cultural knowledge of France and Grenoble, grammar

3. Association AMAL

Held Tues, Fri 2:00-4:00
Fee: 10 euros/year
Level: intermediate
Focus: grammar, reading, listening
57 Avenue du Maréchal Randon, 38000 Grenoble
04 76 44 71 14

4. Association LEFOP

Fee: two euros/year
06 81 38 97 92

5. Association Préludes

Thurs, Fri 9:00-11:00
No fee
04 76 54 33 14
associationpreludes (at) hotmail.fr

6. MJC Villeneuve

Fee: five euros/year
04 76 09 18 29

7. Centre Social Teisseire, Association FACILE

Tues, Fri 9:00-11:00
Fee: three euros/trimester
04 76 25 49 63

8. Centre Social Vieux Temple

Tues, Thurs 8:45-11:45
Fee: three euros/year
04 76 54 67 53

9. Centre Social Vieux Temple, Communic’Action

Fee: three euros/year
04 76 54 67 53

10. Centre Social Prémol, Atelier Communication

Tues 2:00-4:00, 6:00-8:00; Thurs 9:00-11:00, 6:00-8:00
No fee
04 76 09 00 28

11. Centre Social Arlequin, Atelier de français

Tues, Wed, Thurs, Fri 9:00-11:00, Tues 2:00-4:00
No fee
04 76 22 42 20

Language Partner (Tandem)

If conversational or oral expression is what you need work on, it may be more useful to find a language partner. The idea is that two people meet regularly to practice each other’s native tongues, dividing time equally between the two languages. No fee is involved. This is a great way to make a new friend and learn about French culture and local events.

You can find demands for a language exchange on announcement boards in buildings at the Université Stendhal campus, especially at CUEF and the Maison de Langues. You can also post an announcement yourself.

Alternately, the student organization Integre Grenoble posts demands for Tandem on its website.

Café linguistique

Café linguistiques are open to foreigners looking to practice French and French people looking to practice a foreign language. They are typically held in the evenings in various pubs around the city. The location and date change each time, so you will have to follow the postings. Check Intregre, an organization for international students in Grenoble, and Happy People, an organization for introducing foreigners to locals and arranging language exchanges. Intregre is almost exclusively a young student crowd, while Happy People includes members of more diverse backgrounds.

Musée de Grenoble

The colors of Gaston Chaissac are brightening up the winter season here in Grenoble with the current exhibition at the Musée de Grenoble, Gaston Chaissac: poète rustique et peintre moderne. Camille Bromley of Grenoble Life explains.

by Camille Bromley

Chaissac was a self-taught French painter from the first half of the 20th century, a working class man who was eventually ‘discovered’ by a couple of established artists and introduced to the society of artists in Paris. Chaissac separated himself and his work from the intellectual elite, however, referring to his style as “modern rustic.” The description seems apt; his work is modern in form, in color, and rustic in its simple, even childlike crudeness. In addition to the drawings, paintings, and collages on display at the Musée de Grenoble are sculptures made out of common objects: a bucket, a basket, stones, a personified broom, endowed with Chaissac’s signature awkward smile.

Sans titre, 1957-59, huile

This is a perfect exhibition for children; certainly much of Chaissac’s work actually resembles children’s drawings, and the bright colors and unsteady shapes are immediately appealing. Chaissac’s world is highly personal and isolated as well; despite the rainbow of colors these figures aren’t openly joyous, their uneven eyes and crooked mouths seem to be hiding an inner something. You can imagine an emotional complexity being expressed with unsteady hands. The museum has set aside a room at the end of the exhibition for the Chaissac-inspired artworks done by local children. It is now quite full with colorful figures and bent smiles. There are collages on the wall, faces made with buckets, flower pots, colanders. One of my elementary school classes painted their own Chaissac portraits — what a wonderful way to introduce children to art!

The exhibition will run until January 31^st, 2010.

There’s much more to see than the Chaissac exhibition, however. The Musée de Grenoble is renowned across Europe for its permanent collection, especially that of the 20th century. The museum is over 200 years old (founded in 1798), making it the oldest museum of modern art in France. It houses Egyptian, Greek, and Etruscan antiquities, and a history of Western painting is organized chronologically from the Middle Ages to current day, including significant works by Matisse and Picasso. One of the most pleasantly surprising rooms features former artists from Grenoble and their breathtaking landscapes of the surrounding mountains.

For a small city of about 150,000 residents, Grenoble is home to a rather impressive art museum, and the entrance fee is next to nothing: 5 euro, or 3 euro reduced rate, and only 2 euro for students. Free for children under 18. In addition, every first Sunday of the month is free entry.  

The museum is open every day except Tuesday between 10.00 am and 6.30 pm. Closed January 1^st, May 1^st, and December 25^th. Audioguides are available in French, English, and Italian for 3 euro. Guided visits are also conducted at 3 PM Saturday and Sunday, 3 euro.

On the premises are a library of art history, coffee bar, bookshop, and Sculptures Park. Concerts are held regularly; consult www.musee-en-musique.com

Musée de Grenoble
5, place de Lavalette
38010 Grenoble
Tél : 04 76 63 44 44