Академический Документы
Профессиональный Документы
Культура Документы
JULY 2014
Index
Introduction.5
1. Geometry and Art .6
2. Art and CLIL ..9
3. English and Creative Dots 13
4. International Art Museum: Paint the world ..14
5. Living Paintings ..17
6. My Art .19
7. Numbers in our life- project The numbers travel around Europe ..23
8. Sweet Art and a European card game ..28
9. The story from the colours box-an eTwinning project ..31
10. We are the painters of the world .35
11. Web 2.0 Tools in eTwinning Project 38
12. English language training 41
13. Drama Games .43
14. Lets speak music .............................................45
15. Comics as fotonovelas ..46
16. Comics auf Detsch ..50
17. Comics as stimuli and mean of engagement 51
18. Dangers all around ..52
19. Traveling to beautiful places: the project Travel and Languages ..55
20. Let our nature shine ..59
21. My P.I.C. (My Place Is Comely) eTwinning Project 61
22. Our illustrated story 85
23. Collaborative Artful Storytelling 89
24. Sense Europe-our story ..92
25. Working on a radio project: Time Voyagers on the European School
Radio.97
26. ULYSSE 2014 : L'ODYSSE DU TWINSPACE .113
Introduction
This year we talked a lot about Arts in eTwinning projects especially Drama activities.
This was the reason I suggested to create a book with your best eTwinning practices.
In the next pages, you will find interesting ideas regarding drama, arts, music,
storytelling, photography and media activities. I have to say that this book is
definitely the most colourful book, we ever did in the Creative Classroom group. All
Arts can make us really creative and as Pablo Picasso said: Every child is an artist.
The problem is how to remain an artist once we grow up.
Thank you all for your valuable contributions and hard work and remember:
Creativity takes courage (Henry Matisse) so just keep the courage you already
have!!!
Irene Pateraki
http://www.didactic.ro/pagina-proiectului/despre/nazdravaniile-
Participants: students and teachers to "secondary school NO.6" Nicolae Titulescu ",
Constana and School Holy Martyrs Brncoveni,Constana, Romnia
Objective:
The project aims to stimulate student interest in apps to discover the world around
the circle of society; participation in the education of all children, promoting
diversity and equality. The activity is Online and here are some of the final products:
1. In the "circle and art 'students have shown on the drawings the relative
position of the circles:
student-Mircea Rebecca
Gilan El yAZJI
Laoghin
Melisa
Link:http://newtwinspace.etwinning.net/c/portal/layout?p_l_id=30311550&p_p_id=20&p_p_lifecycle=0&
p_p_state=maximized&p_p_mode=view&p_p_col_id=column1&p_p_col_pos=1&p_p_col_count=5&_20_struts_action=%2Fdocument_library%2Fview&
_20_folderId=30459888
Map
1. Piazza del Ges
2. Chiesa del Ges Nuovo
3. Basilica di Santa Chiara
4. St. Gregorio Armeno
5. Basilica di S. Lorenzo M.
6. Basilica S. Paolo M.
http://newtwinspace.etwinning.net/c/portal/layout?p_l_id=30311550&p_p_id=20&p_p_lifecycle=0&p_p_state=maximized&p_p_mode=view&p
_p_col_id=column-1&p_p_col_pos=1&p_p_col_count=5&_20_struts_action=%2Fdocument_library%2Fview&_20_folderId=30311714
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http://new-twinspace.etwinning.net/c/portal/layout?p_l_id=30311550&p_p_id=31&p_p_lifecycle=1&p_p_state=normal
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http://new-twinspace.etwinning.net/web/p97953/homepage
AN ALBUM
WITH 23 ART
POSTCARDS
FROM OUR
PUPILS AND A
DVD WITH ALL
THE PROJECT
WORK.
Painting in Sign
Language
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Our Artists
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Our students were free to choose the piece of Art they wanted to work on and to use
of make-up, costumes, simple settings or sophisticated ones).
They were all imaginative and had fun!
2. Workshop in France
Our Art teacher teamed up all the students in international teams and they worked all
together on a piece of Art chosen by the teacher. All the students worked in the same
conditions (given time, material). At the end of the workshop they took pictures of
each collaborative work, printed them and added them in our Exhibition room.
Our students wrote: it was a moment of friendship, of commitment, of sharing into a
common activity.
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Materials:
-Sheets of paper
-Brushes Paints
Procedure:
1 - Place the sheets on the tables
2 - Start by wetting the big brush on the container with the paint you want.
3 - Hold the brush and sprinkle ink on paper, rattling his wrist in jerky movements.
Some movements are more "action" than others, but if controlled, also work out.
4 - Add more colors and more speckled.
Illustrative Example:
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7. Numbers in our life- project The numbers travel around Europe by Lica
Mihaela (Romania)
The world of the numbers is fascinating in the eyes of the children (6-8) years.
Each figure can be a character story. They create games with numbers, they draw on
the computer houses, castles and cities of numbers become characters. They shape
with the clay or paint a world of numbers.
The Romanian students make landscapes using figures, make figures in clay,
draw castles, village for numbers, the family of numbers, numbers at work,
geometric numbers; they create a collaborative games using figures, proposed to
find the age of the man made from figures; make postcards on the computer and
movie with Romanian students singing Carrols; tell stories about every number and
ask to partner students to guess what numbers live in the houses which they made
in clay; they learn a poem with numbers from the German students and sing this
poem; they draw on the computer using geometric figures.
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The same students also worked in the Seven European Families project where we
were supposed to produce a card game depicting typical facts about our countries.
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We created A-sides with pictures, B-sides with facts about the family and pet and a
story.
We had some great discussions about our region and what to show, and we had fun
creating the cards. That could have been a great project to teach intercultural
competences if all partners had contributed their eight cards and we would have got
a template to print the game.
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9. The story from the colours box-an eTwinning project by Livia Dobrescu
(Romania)
Our project "The story from the colors box" started in one eTwinning activity special
created to find partners. There I found one great partner: Marianna Martini from
Greece, who was my great co-founder in this project.
In that time my pupils havent started to learn English at school so I was thinking
they can be in touch with other pupils via drawings. By drawing and painting children
express their feelings, emotions, needs, express themselves thus revealing their
identity. Painting, drawing as it is a game, a dialogue between child and adult, is a
means of communication. The drawing is always a way to describe the story that
cannot be told in words. Colors, paper, chalk can stimulate your child to tell different
stories, to reveal scenes from his life, which cannot express otherwise.
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Activities are carried out monthly, we have a common theme and we compare the
views of pupils from different countries about the same subject. Each activity is
completed with one presentation material that we watch them together with our
students. In this way our pupils can see what is similar and what is different in
drawings of children of the same age in different countries.
Proposed themes were easily integrated into the national curriculum. Students
learned new techniques so they could see how to approach a given topic, layout, and
colors used. The themes were agreed by all partners.
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Similar project can be implemented in every school, small groups of interested pupils
or the whole school can participate.
After the first year of the project, we have not closed it but we added new partners
and work with new themes for our students. Subjects can be discussed using
theoretical concepts, thus knowing each countrys curriculum regarding Arts. To
develop other key skills (communication in English language) our pupils can add
descriptions at their drawings in English.
All the project's activities were planned collaboratively, teachers contacted each
other systematically. Comments under presentations show great interest and
devotion of every project's participant. We were exchanging information using e-
mails, forum, blog and common space of TwinSpace. For Christmas, we send each
other Christmas cards made by our students, our traditions about this event, how
parents spent this time together in family.
We compiled multimedia presentations, slideshows, films, learned how to
communicate via the Internet. Technology tools: a computer, a scanner, a digital
camera. Programs and internet tools to make movies, slideshows, edit graphics, to
upload presentations and documents online: PowerPoint, Word, Paint, FrontPage,
Picassa, GoogleMap, YouTube, PhotoSnack, SlideShare, Kizoa, Smilebox, Smore,
Slidely. The parents have access at this material on our school website or our blog
for this project.
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They drew their lovely heroes and practiced on creative writing. They wrote about
them and practiced their English skills as well. The most important is that they
cooperated with a Spanish primary school. Both schools chose two of their lovely
heroes and wrote a story cooperatively .They used titanpad.com for this purpose.
You can read the text:
How Picasso became famous
A sunny day, MINAS came out for a walk with his beautiful cat GARFIELD. They were
looking at the green trees, they were smelling the fragrant flowers and they were
walking hapilly. As they were walking, a smell of lasagna pierced GARFIELD'S nose.
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There was a restaurant nearby. Suddenly, GARFIELD cut off his leash strongly and ran
to find lasagna.
But suddenly, the dog of the restaurants owner stand on the door and Gardfield
looked scared. His eyes are open but he is really hungry....
The owner of the restaurants name was Pablo Picasso. He was a great artist and
painter but he decided to open a restaurant because nobody bought his paintings.
His dogs name was "Dove"
DOVE started barking when he saw GARFIELD.PABLO PICASSO heard the voices and
he went outside to see what happened. When he saw the cat he was enchanted by
his beauty and thought to get him to his home to paint him in his paintings. Perhaps
in this way , he could sell paintings.
While MINAS was desperately looking for his cat he listened to the voices and he
turned into the restaurant.
When this hard working day finished, Picasso came back home and relaxed on his
favourite sofa. He was watching TV when suddenly he got inspirited: he started to
paint and paint to Garfield. He painted him with all kind of colours and geometrical
forms. e painted millions of different Garfields: Garfield eating, Garfield watching TV,
Garfield sleeping on the sofa. Picasso was really happy although Minas and Dove
looked at him worried.
Next day, Picasso carried all his paintings to a near gallery and made a nice
exposition there called: "The Catnica". It was great!! Everybody in the town visited it
and bought a lot of his paintings
PICASSO thanks to GARFIELD became one of the most famous painters in the world
and gained a lot of money. He donated his restaurant at MINAS who will be cooking
lasagna and feeding the cat that made him so recognizable over the world.
Afterwards they searched for Picasso in Wikipedia, they learned a lot about him and
they worked on the worksheet that I had prepared about Guernica. It was an
enjoyable and constructive process.
Guernica
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What colors do you see that dominate and what are the feelings they
emerge?
What are the basic forms you figure out?
What animals do you see?
What do you think that animals and people do and how they feel?
Why do you think that they feel like that?
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Communication language: EL
Age of students: 12-15
Number: 30
Tools: General Use Software (Word, Ppt, Movie Maker, ImageEditor, Photos,
e-mail,
Web 2.0 tools
Aims
The students will be able:
1) to explore the historic-cultural past, the society of yesterday and the
environmental character of their landscape, of Greece and of Cyprus.
2) to develop their interest in Greek and Cypriot stamp and so to realize and evaluate
the fact that the stamp is not just a simple piece of paper but a piece of paper with
the spirit and soul
of our nations.
3) to be acquainted with the influence of personalities, of facts and of other
elements as well as the criteria of their portraying on stamps.
4) to learn how different schools can cooperate and promote the harmony and
respect as far as the relations of their nations are concerned.
5) to develop the exchange of view and projects, with the contribution of New
Technologies
in groups, in person or through teleconference.
6) to get involved in activities which will provide the children with the qualifications
in order to become active citizens.
Work process
The project is materialized based on the experiential, cross subject, group
cooperation method of project. The framework of the project includes
brainstorming, aim setting, distribution of activities in groups, search of data (in
libraries, printed and electronic sources, stamps) interactive exploration of the
subject and of its subcategories, organization and critical processing of the material,
continual internet communication of the two schools, in order to exchange
viewpoints - projects and the production of the final product (through
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teleconference, for example, or through e-mails, chat, forum, blog, wiki), evaluation
through questionnaire, as well as the diffusion of the results in school and in society.
Expected results
To give the students the opportunity, exploring the stamp, not only to recognize the
course of their nations, but also to discover themselves developing communicative
and creative skills. The final products are expected to be the TwinSpace, records PPT
and word, poster (printed and electronic), works made with Web 2.0 applications.
Web 2.0 Tools
Indicatively, several applications are utilized for a variety of targets. With these tools,
we will communicate commenting and sharing opinions.And, also, we will create our
own personal stamp.
Voki,
RealTime Board,
Kizoa,
Padlet,
Prezi,
SlideBoom,
ComicStrip Creator,
Youtube etc.
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works that were then uploaded to the portal to be shared with other participants in
the group. In March, having joined the project "The tree full of birds spring" we
created 50 paper birds and sent to as many schools scattered throughout Europe,
then received the same number, which we then hung on a large branch at the
entrance of the school. At the end of this cycle of lectures supported by structured
exercises with completion of games to completion and drag the correct answers, all
in a pleasant atmosphere it was found that improvements were noted both
educational and behavioral. Seems to confirm that detected during the series of
lessons assisted by the (dialogue, conversation and discussion) the difficulties
encountered were largely overcome. Besides that the entire class has learned to
master and apply fundamental knowledge in different situations related logicalsyntactic organization of the simple sentence. The class has learned to master some
of the functions of the European portal, such as wikis, blogs, and chat. The materials
used were basically structured learning resources were drawn either from the
habitual learning from websites and materials so structured or semi-structured
(multimedia presentations, lectures made using authoring software.) The expected
results were largely achieved because the student has had the opportunity to
appreciate its improvements and touch what he had learned, playing with his friends
using the foreign language. The student were also asked to use the structured games
for learning other subjects. The whole class has benefited from this type of activity.
This is an example of our tree full of spring birds from all over Europe.
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patience and guidance and to all our participants in the project that shared with us
ideas and opinions.
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Aims
Work process
1st term till 23rd December: stories from photos for students to introduce
themselves (fotonovelas),
-2nd term till the end of March: power points about the places where they
live, their countries.
-3rd term till the end of June: videos about Europe and citizenship, comparing
the two countries, places, especially after the two terms they will get to know
each other.
-and all along, chats, e-mails.
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Expected results
Comics as fotonovelas
To tell their stories from photos, called fotonovelas by our Spanish partner,
our students used different web tools to create original and funny comics. For this
they took pictures of their families, their homes, their friends. Even if not all the
students know how to use web tools those who are good at computers helped the
others and had a lot of fun creating their fotonovelas through comics. They also had
the opportunity to work in teams, in a funny, pleasant, creative way. They played
with their photos, different colours, shapes and sizes to create their stories. I think
comics were a proper way for our students to express themselves, to present
themselves. Moreover, even if not all the students speak or understand English very
well, the comics were a very comprehensible way to communicate their stories. The
Romanian students have experience in telling their stories to English and French
students by writing letters, but comics are more attractive and creative as they use
their favourite tool, the computer. Students learned that computers can be used for
different purposes that they can play on them but constructively. They really
enjoyed doing all these especially with their colleagues from Spain. Here are some
comics as fotonovelas:
Mirabelas fotonovela
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Sabins fotonovela
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Paulas fotonovela
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After the exhibition the other pupils from other grades voted their favourite one and
the winner got a small gift as a prize.
ALL THE PHOTOS were exhibited on a card at the schools but on twinspace they were
posted using: PICTURE TRAIL AND CANVA web tools.
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19. Traveling to beautiful places: the project Travel and Languages by Lica
Ovidiu (Romania)
What is more exciting than to spend time traveling?
So students from many countries have tried to describe, photograph and present
beautiful places in their countries to convince you to visit them.
Romanian students sought information and images about the culture,
traditions and customs of the Romania and made a presentation. They
communicated with each other, have collaborated and cooperated in making the
final product. They made Easter cards that have posted various wishes for their
partnerships from other countries. They take photos and have described the most
picturesque places in Romania, to persuade their foreign colleagues to visit these
places. They show the Christmas Romanian traditions and other customs from the
winter. They painted ceramic pots for to show the traditional art of ceramic pots.
They made postcards on the computer for to wish A nice summer! for all
partnerships.
The students and teachers had the opportunity to find out about the most
beautiful places from other countries and practice foreign languages. The Romanian
students tried to convince their partners to visit these picturesque places. To
accomplish this goal, they studied and searched for information about Romanian
history, art, tradition and habits. They created PPT presentations and they described
those beautiful places by using English language. They used imagination and drawing
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skills to paint the ceramic pots. They created the postcards, by using computer skills
and creativity for to write the good wishes for their foreign partnerships.
Postcards made by students
The students developed foreign language skills, they improved their ICT skills
(drawings, PPT presentations, Word, Gif, e-mail), they made geographical and
historical connections when they presented the picturesque places from their
country.
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in many languages
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We are sure that students from different countries have learnt about other
countries in a pleasant way. They have realized that learning a foreign language
became easier when you have the joy to meet new people. We expect that the
virtual travel will become real and the friendship will increase the tolerance and the
European Union spirit. The project work and its results will be described and
documented on TwinSpace and the Websites of the schools.
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21. My P.I.C. (My Place Is Comely) eTwinning Project by Ana Beln Gmez
Muoz (Spain)
My Place is Comely is an eTwinning project run since January to June 2014. This
project has the nature as the principal topic. The objectives of the project are:
To learn about our climate, vegetation and landscape and improve the
competence in knowledge and interaction with the physical mean.
To learn about the climate, vegetation and landscape of other places in
Europe.
To analyse how the climate affects in the vegetation during the year.
To meet students from other parts of Europe.
To improve the linguistic competence in a foreign language (English) using a
CLIL methodology
For this purposes we have developed activities based on the nature of our
countries. Some of the activities have included pictures taken by the students and
drawings done by them.
The first of them required our students to take pictures of their favourite nature
spot of their region or country. Here are the results:
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The second activity consisted on drawing one of the plants or flowers of their
regions. They used free technique to do it. They created their pictures in the arts and
crafts lessons with the help of their teacher. Here are some of their final work arts:
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AIMS: Our goal is to help children "learn how to learn" about other countries'
cultures through myths and traditional tales and not through the usual school
learning process. The more they get to know them, the more they love them. Also,
another goal was to learn how to be cooperative with foreign students.
TOOLS TO BE USED: Chat, e-mail, Forum, Other software (Powerpoint, video,
pictures and drawings), Project Diary, Twinspace platform Video conference, Web
publishing.
WORK PROCESS: 8 month project
1st and 2nd month: First of all, we introduce to our students the schools we are
going to work with using maps and share any information they might know about
these countries. Schools exchange myths and traditional tales giving any details that
may exist connecting them to the country's culture. Also, it would be very interesting
to share stories concerning monuments or historical buildings of the countries. This
way, students would learn about some historical facts, too. Stories or myths
connected to countries' religion would also be quite interesting, so that children
would learn about different religions. After working on each country's story, we try
to find similarities with stories or myths from our country.
This first activity was very interesting and also very productive because all the
involved teams created wonderful presentations about their countries and schools.
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After the school presentation, all partners exchanged their traditional stories in
English and mother tongue.
I have chosen to present The legend of Martisor, a story that talks about
the springs arrival, the snowdrops and about our traditional trinket, story that was
dramatized by the students of Primary school of Kallianos, Greece. This
dramatization can be found at: http://www.youtube.com/watch?v=1XagGx6g41o
3rd and 4th month: Choose a myth or a traditional tale of another European country
and dramatize it. We can then exchange videos and see the result. Alternatively we
can create a song about the story.
I chose the story Nasreddin Hodja and his cauldron, a story from Turkey.
With two children from my class, Alex and Elif (actually Elif has Turkish ethnicity) we
dramatized
the
Turkish
story.
This
dramatization
can
be
found
at:
http://www.youtube.com/watch?v=zjHS78NVL3U
5th and 6th month: Creating a book, written and illustrated by students. Each team
chooses one or more of their stories and writes it in both mother language and
English. In this activity, we created a book, in English and in mother language:
http://issuu.com/tania_24/docs/nasreddin_hodja_borrows_a_cauldron_/1?e=11929
288/7810013
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7th month: Each school selects one or more of another country's story and children
draw pictures of parts of several parts of the story. In the end, we share and gather
texts and pictures and create a book written and illustrated by our children.
Here are some drawings from our illustrated story, the Turkish story:
8th month(June): Evaluation : If any partner thinks that time is not enough we can
extend the project period of course.
The favorite story was Nasreddin Hodja and his cauldron, who received
46% from all the votes and it was on the 1st place. The Legend of Martisor,our
traditional story was on the 2nd place chosen by favorite illustrated story and also on
2nd place at favorite presentation of the shared story.
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I think we have done a great job, I am very proud of my children and we cant
wait to go on, into the next eTwinning projects.
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Tools:
-
twinspace
www.storybird.com
Moviemaker or prezi (or other videos software)
Partners: 4 countries: Greece, Czech Republic, Poland and France (minimum of two
countries, no maximum)
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Process: the project starts with the creation of small groups in each class and then of
European teams. After this the students starts writing stories on a round-robin
fashion on the website www.storybird.com. After this step, some of (or all) the
stories are transformed into videos with the voice of the students reading the
stories, images and even music if they want!
Example: extracts from the story Pig Romance created by the students:
Cover:
Page 1:
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Page 2:
Last creation step of the project: the videos which are posted on the TwinSpace.
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The friends found the pictures of each other and clapped their hands.
Suddenly the gate made one more sound and it opened.
We can continue our journey! And friends entered the gate and continued their
journey.
Suddenly 7 trumpets started to play and a voice came out of nowhere. For this
challenge, you have to recognize the different languages and national anthems of
each country.
It took a while for them to work out each anthem but they worked together as a
team and started to figure them out. They were all doing very well until they got
stuck on one. Nobody knew the answer so the Voice suddenly boomed, Look around
you for some clues. They found some letters hidden and some chamomile. They
played about with the letters until it spelt F-R-A-N-C-E.
Your final challenge in order to open this gate, explained the Voice, is to look at
this globe. When you hear the words, you must point to the country.
Bonjour! The children easily guessed that it was France and the first of the six locks
on the door opened.
Salut! One of the young boys knew that was how to say hello in Romanian and they
searched for the country on the globe. At last they found it and the second lock
opened.
Czesc! The children scratched their heads wondering until they saw their Polish
friends grinning. Look here is Poland on the map and this is the capital, Warsaw.
Now they had opened three locks and were half way there.
Yassu is Greek, shouted the twins. Excitedly they looked on the globe and found
Athens and Chakidiki.
The Latvian friends jumped for joy when they heard Sveki. Where is your
country? asked the Greek children. Look, we are here, between Estonia and
Lithuania.
Just one more challenge to go. Hello. The children quickly found the UK on the map
and the last lock turned slowly. Everyone skipped through the open gate, singing the
National Anthems.
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The 7 friends had been walking for hours, when they entered a magic forest. It was
full of lollipop-trees and ice-cream flowers. At the end of the forest, there was a big
gate with the sign The Gate of Taste on it. After eating lollipops and ice-creams, the
7 friends tried to open the gate and continue their quest, but it was locked and a
voice was heard When you taste and find the food, the lock may change its mood.
Suddenly, a huge wooden table appeared with lots of food, sweets and drinks on it. In
a basket there were 7 flags. The voice was heard again Find the food and stick the
flag, otherwise Ill get mad. The friends got scared, but Greece I said, Dont worry!
We have to concentrate and save the queen!. Yes., replied Romania, We can do it
if we work as a team.
Romania grabbed the Romanian flag from the basket and searched the table. There!
There is a Romanian Christmas cake on the table!, exclaimed France. Romania
smiled and put the flag on the cake.
France got the French flag and started looking when she found the Yule Log. She was
so excited that she cut a bite and ate it.
At this time, Poland saw the meat soup next to the fish, grabbed the Polish flag and
stuck it on the food. The friends clapped.
Latvia with the Latvian flag in hand looked at the table. Immediately England jumped
Come here! Here is your gingerbread!. Well- done my friend!, said Latvia and put
his flag there.
Then, England took her turn and easily found the scones and tea. The 7 friends liked
the scones so much that everyone ate one.
The twins were the last to go. Each of them took one of the two Greek flags and
smiled when their friends pointed at avgofetes and melomakarona.
Immediately, the lock opened with a loud noise and the 7 friends, with the taste of
their favourite food in their mouth, continued their journey.
As they were walking on a path in the forest, they found 5 small perfumed packets on
the floor.
They wanted to open them, but it was written: Do not
open it if you want to see your beloved Queen again!. So they took them and
continued walking. When they reached the next gate, they saw a big sign and it was
written: Be careful! Do not open your packets! Use your smell to find what there is in
each packet! They realized it was time for the next challenge.
Greece I took one and declared: I know its honey, we love this smell in our
country!.
Poland was the second and said: What a lovely smell!
For sure, there is gingerbread in this packet!. It was the turn of Latvia. They smelled
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The journey wasnt over. They took an air balloon and followed her. The dragon reached a secret
cave.
If you want your queen back there is one last challenge. You must recognize the natural
phenomenon that dominates in each country.
And the sky went black.. It started to rain heavily. Our English friend step forward .
Its my country, England. Then the rain turned into snow.Its my country Latvia The Latvian
friend shouted happily. Then a strong mountain air begin to blow.Its me Poland jumped the Polish
friend. Suddenly they were surrounded by tree leaves and could feel the rustle of the forest.
Its my country France said our French friend and step forward.
Then a chilly wind blew and a roar from the river was coming near them. its me Romania said our
Romanian friend really excited. But the weather changed rapidly. They felt hot air on their faces
together with an ocean breeze, Our country exclaimed Athens and Chalkidiki.
All friends were excited. Their beloved queen will finally be back with them.
They were ready to begin their journey back home.
The dragon saw them leaving and waved them goodbye. He was so sad . He started to cry.
I meant no harm. I Lost my baby dragon and I wanted her as a friend to stay with me. Im sorry.
The friends looked at each other and shouted all together. So come with us. There is always a place
for a new friend.
So they jumped on her back and flew back together singing :
Together as one
we ll be friends for ever
we help everyone
and hold hands together.
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As part of their work for the Foreign Language (English) and Project classes during
school year 2013-2014, the current 6th Graders worked on two projects.
(1) Family Ties, an eTwinning project focusing on the issue of Reconciliation of
Family and Work Life
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and (2) Time Voyagers, a Cultural Project focusing on aspects of the life of the
childrens parents in the 70s and the 80s when the parents were children and
teenagers themselves.
The second project was combined with the eTwinning one and radio was the
medium used for the students to communicate their findings and the results of
their work.
Goals & Objectives of the radio project
Having fun and getting to know a medium which is relatively unknown to children
nowadays were the primary goals of the project. In addition, the following objectives
were set for the students:
to improve their pronunciation, enunciation, rhythm, stress and intonation
both in their native language (Greek) as well as in the Foreign Language
(English)
to improve their ICT skills, namely to learn how to use software related to
radio projects (audacity) and practice using other software such as word,
powerpoint, online tools (smilebox, YouTube), the internet
to study radio history
to cooperate with others
to get involved in the production of an online radio show
to decide the topics of the radio shows based on the main theme given to
them
to use different sources (questionnaires & the internet) to collect
information on the topic chosen by the group
to combine pieces of information to produce radio texts in MT and in FL
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Later on, it became the main idea behind a Comenius project bearing the title
European School Radio: The voice of Young Europeans.
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In 2012 the project partners turned to eTwinning and made the most out of the
eTwinning platform available. In 2013, schools from Norway, Portugal, Italy, the
Czech Republic, Germany, Bulgaria, Belgium, Turkey and Greece participated in the
ESR project. During the school year 2013-14 more than a 150 kindergartens, primary
schools, junior and senior high schools mainly from Greece but also from other
European countries joined in and broadcasted shows on European School Radio.
Today the web radio station operates under the management of ESR which is a nonprofit scientific society.
Well see how a teacher with his/her students can contribute radio shows to the ESR
programme. Before that, lets see what types of shows teachers create for ESR with
their classes.
Types of Radio Shows on ESR
Radio Shows on ESR are classified either in terms of purpose and content or in terms
of duration.
1. Types of Radio Shows in terms of purpose and content.
Whats the purpose of the radio show? Does the teacher want his/her students
a. to share school news, local or world news,
b. to entertain ESR audiences with a music show or with childrens songs and
fairy tales,
d. to talk about what they did as part of a school subject or class,
e. or as part of a school project (a mainstream or a Foreign Language one)?
By Foreign Language school project, we mean eTwinning and Comenius projects.
There is a special time zone for Foreign Language Radio Shows on ESR.
Lets see some examples of the types of radio shows outlined above. A news item
the Time Voyagers prepared is available for you to listen. It is about an
international penfriend project the 6th Graders worked on last year. They
prepared this news item right after a Skype meeting with their Argentinian
penfriends.
It
is
in
English.
(click
on
the
audio
file
http://www.mediafire.com/listen/aa3o8pqf74spadj/ArgentinaEn.mp3 to listen
to it)
The students prepared a similar news item in Greek and a third one about our
school joining Earth Hour last March. Both of them are in Greek. Even if it is all
Greek to you, click on the link to listen to it and get an idea of a radio news item
on ESR.
http://www.mediafire.com/listen/c712vz2bzf4o73e/earthhour14.mp3
You may have noticed that some of the children do not pronounce everything
clearly not even in their native language. They are just 11- and 12-year-olds who
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are actually under a lot of stress because they feel they have to do well since
everything they say is recorded. In order to make them feel at ease, I told them
what I was told by an ESR Coordinating Committee member. Joining the
European School Radio isnt the same as entering a competition. You dont
compete against anybody. You just do your best and enjoy the experience. This is
what is expected from the students on ESR. Having noted that, lets go on with
the rest of radio shows.
2 . Types of Radio Shows in terms of radio show duration.
How long is the radio show going to be? How long should it last?
In terms of radio show duration there are spots, brief radio shows, one-hour
radio shows and special shows.
a. Spots. As radio producers, teacher and students need to prepare spots to
advertise their school, their show, a special event. For example, our students
recorded two spots at the beginning of the project (a) to let everyone know that
the
10th
Helioupolis
Primary
school
has
joined
ESR
http://www.mediafire.com/listen/17cmlwredrb4b47/SchSp.mp3
and (b) to advertise Time Voyagers Radio Show. (c) They made a third one a
few months later to let everybody know that our school was going to participate
in the 1st Pan-Hellenic School Radio Festival which took place in Kalavryta (a
picturesque village in Southern Greece) in April 2013. (Spot in Greek about our
participation
in
the
1st
Panhellenic
Student
Radio
Festival.
http://www.mediafire.com/listen/msh7tosn6qny2jm/ESRfestival.mp3
It should be noted that spots should be shorter than a minute. Lets say they
should be 55 long.
Apart from spots, there are also
b. Brief Radio Shows which last less than 15
c. one-hour Radio Shows which should last less than 57.
Duration of the show should be paid attention to because, if the time limit is
exceeded even by a fragment of a second, you wont be able to upload your
show onto the ESR platform. Just to be on the safe side, prepare shows that are a
few seconds shorter than the time limit.
One-hour radio shows usually air once a month on a fixed date and time chosen
by the teacher who needs to cooperate with Coordinating Committee on fixing
time and date. Our show Time Voyagers was on on the third Friday of every
month from December to May from 8 till 9 in the evening.
The one-hour radio shows should cover a specific theme. For example, as it has
already been mentioned, our show was about the 70s and the 80s. Each one of
the 8 shows aired dealt with a different aspect of teenage life within that period
of time. For example, the first Time Voyage which was in Greek was about
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education and fashion in Greece and the world while Radio Show No3 was in
English and it was about Education in the countries of our eTwinning partners in
the 80s.
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After submitting the application, the teacher receives an email message similar to
the one above which contains the ESR Skype address (european.school.radio), ESR
email address (esradio@sch.gr ) and the days and times the Coordinating Committee
members are available to answer your questions live on Skype.
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Step 3: After collaborating with the other school members and deciding the theme
and title of your show, duration and frequency of broadcast, you should prepare a
short text in the project language with information about who you are, what your
show is about etc. Use the text as a blog entry for the ESR blog and prepare a spot to
let everybody know about your schools participation. Heres our blog entry
(Note: Blog entries of cooperative radio project should be in the project language)
(Our school participation spot was also included in the Spots section above)
http://www.mediafire.com/listen/17cmlwredrb4b47/SchSp.mp3
Step 4. Ask your students to prepare a logo for your show and the project schools
participation in ESR. Heres our logo.
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It consists of our school logo, the ESR logo, the title of our show in Greek & in English
as well as our radio show theme i.e. the two decades (the 70s and the 80s) we meant
to explore through our project.
Step 5. Ask your students to prepare a spot advertising your show and providing
information about it that would be useful to the listener such as broadcasting date &
time,
radio
show
topic.
Click
on
the
link
http://www.mediafire.com/listen/cgurbbjwpc07y71/ShowSp.mp3 to listen to the
our radio show spot. It is in Greek. However, spots and radio shows prepared as part
of eTwinning projects should be made cooperatively and be in the project language.
Step 6. Get ready to record the radio show. To prepare the text for the radio show
the students worked in groups of 4 or 5 which they formed based on their
preferences. Those who were interested in fashion in the 70s and the 80s, they
formed the Fashion Time Voyagers group, those who were interested in Music in
that period of time, they formed the Music Time Voyagers Group. Each group
prepared a list of questions on the topic, they threw a Parents Event, they invited
their parents over to tea at school and they asked them the questions. Parents didnt
come to the tea party empty handed. They brought along photos, objects,
memorabilia and even clothes from the 70s and the 80s. The students took photos of
all the items as well as their parents and they prepared two digital slideshows, one in
Greek
and
one
in
English.
(Click
on
the
link
http://10dimilioup.att.sch.gr/index.php/2012-02-02-14-32-07/2012-06-19-08-46-14/206parentsevevent to watch the slideshow in English)
Later, in class, the students turned their parents answers into texts, added more
information they found through surfing the Internet, mainly visiting the wikipedia
site, and they suggested relevant songs from the 70s and the 80s they had come
across on YouTube.
106
Above you can see part of a Radio Show text (its actually the beginning of Radio
Show No8) where references are made to the sources of information used as well as
the topics of previous Time Voyages. In addition, right from the beginning of the
show the students make it clear what the topic of the show is going to be. For
example, the topic of RS8 was rock music and ballads of the 70s and the 80s. Finally,
those blank spaces at the bottom of the first page are meant for the students to fill
in their names. They didnt use their real names but stage names instead. They did
so for two reasons. First, during the interviews their parents told them it was illegal
to run a private radio station in Greece in the 80s so those who did run a radio
station they didnt use their real names so as to avoid getting arrested. This piece of
information came as a thrill to the students who thought that using stage names
actually meant working ... undercover. Second, parents felt at ease because their
children did not have to reveal their real identity on air. In general, parents were
very comfortable with the radio project because neither names nor pictures of
students were made public.
Step 7. Record the radio show. The first 3 radio shows were recorded at school
which meant staying over after school so as to avoid noise which was rather
unavoidable because there were street noises, too.
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However, thanks to the Municipal Library of Helioupolis (that is the name of the
town where the school is located) and its newly acquired Media Lab we managed to
record 5 out of our 8 radio shows in a sound-insulated studio. For the recording, the
students worked in groups of 8 or 9.
Step 8. Editing the recorded material and adding music. The last three activities
namely recording, editing and adding music in the form of MP3 files were done with
audacity which is free, open source, cross-platform software for recording and
editing sounds.
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First, the teacher needs to download and install the software. For those who are
new to Audacity, there are many online tutorials for Audacity available on
YouTube. The tutorial noted here is very easy to follow.
Above you can see the edited material in the upper channel and the music mp3
files on the lower channel just before they are merged into a 56-minute mp3 file,
which is the Radio Show No8.
as the information boxes are filled with name of school/s, radio show title, and
the radio show mp3 file is uploaded your show can be broadcasted on the
assigned date and time.
After uploading the audio file, a blog entry should be submitted to the European
School Radio blog with a few words about the uploaded radio show such as
name of school, radio show title, some information about its content as well as
the names or stage names of the students/radio broadcasters. Below you can see
the blog entries for our English speaking radio shows. You can also find the link to
the audio file of the show.
Our first English speaking Radio Show aired on January 17th and it was about
Education in the countries of our eTwinning partners in the 70s and the 80s.
Click on the link http://www.mediafire.com/listen/b1l4n6hkjz7axrj/RS3.mp3 to
listen to the show.
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Our second English speaking Radio Show aired on April 25th and it was about
European Film Festivals, Eurovision Song Contests, UEFa & EuroBasket
Championships which took place in the 70s and the 80s. Click on the link
http://www.mediafire.com/listen/34wj77au9pwj9g9/RS6.mp3 to listen to the
show.
Our third English speaking Radio Show aired on May 23rd and it was about rock
and hard rock hits and ballads of the 70s and the 80s. Click on the link
http://www.mediafire.com/listen/bkihqijkgjd81dd/RS8new.mp3 to listen to the
show.
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Some advice
If you are interested in working on a radio project,
1. make sure you start small with 3 news items. You could start with nursery
rhymes and songs with your first graders or you could have older students
narrate/read aloud fairy tales or stories etc. If you work with teenagers, you
should start small, too but you could involve them in the production and
editing of the show which requires some (not much) practice.
2. If you need more information or support, contact Eftychia Touliou through
the eTwinning desktop. Ms Touliou has created the eTwinning Teachers
Room European School Radio- take part in the radio programme and she is
always available to provide information and support.
3. You could also contact the ESR coordinating committee members who are
very friendly and prompt on answering questions and they would be very
happy to welcome you to the ESR family
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Principal aim:
To study the Odyssey of Homer and use it as a starting point in order to create a
story.
Objectives:
-
One of the activities was to choose a scene of the story and try to create a clay
animation. Very enthusiastic the students used clay to create Odyssey and the
Hawaii island! Finally, they suggested putting our hero into the real world, by the
sea!!! And they did it!
Some photos here:
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