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Projecte Euromediterrani

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Projecte Euromediterrani

  1. 1. <ul><li>IES POMPEU FABRA </li></ul><ul><li>MARTORELL – CATALUNYA </li></ul><ul><li>SECONDARY SCHOOL OF GIRLS </li></ul><ul><li>JERASH – JORDANIA </li></ul>Projecte de cooperaci ó Euromediterrani PECE-MED. 1r Any
  2. 2. LANDSCAPE: what are we surrounded by? JERASH-AMMAN-MARTORELL Programa Euromediterrani de cooperació educativa PECE-MED
  3. 3. IES POMPEU FABRA PROJECTES D’INNOVACIÓ <ul><li>PROGRAMA EUROMEDITERRANI DE COPERACIÓ EDUCATIVA (PECE-MED). </li></ul><ul><li>CLASSES DE CULTURA I LLENGUA ÀRAB. </li></ul><ul><li>COMÈNIUS: ASSOCIACIÓ MULTILATERAL: “ Steady European Development of My School- Past, Present, Future” (BG-LTH-F-I-S) </li></ul><ul><li>PROJECTE DE LLENGÜES ESTRANGERES </li></ul><ul><li>EDUCACIÓ PER A LA SALUT: “Alimentació, Drogues, Medicaments i Plantes medicinals” </li></ul><ul><li>AGRUPACIONS ESCOLARS IES CCAA (MEC). “En la mezcla está el color” </li></ul>
  4. 4. PLÀ EXPERIMENTAL DE LLENGÜES ESTRANGERES <ul><li>Incrementar el contacte de l’alumnat amb una tercera llengua. </li></ul><ul><li>Ampliar l’àmbit d’ús en àrees no lingüistiques </li></ul><ul><li>Aplicar la metodologia AICLE </li></ul><ul><li>Impartir dues matèries optatives de 1r de Batxillerat totalment en Anglès: Física pràctica i Comentari crític de texts. </li></ul><ul><li>Curs 2008-2009: Introduir-ho a l’ESO (Socials o Experimentals) </li></ul>
  5. 5. CLASSES DE CULTURA I LLENGUA ÀRAB <ul><li>Dirigit a alumnes de primària i secundària del poble </li></ul><ul><li>2 hores setmanals dijous i divendres a la tarda </li></ul><ul><li>Professor natiu depenent del Ministeri d’Educació del Marroc </li></ul><ul><li>OBJECTIUS: Que els nois i noies de Martorell d’origen magrebí no perdin la seva identitat. Es treballen temes com: </li></ul><ul><ul><li>Llengua àrab </li></ul></ul><ul><ul><li>Tradicions </li></ul></ul><ul><ul><li>Folcklore </li></ul></ul><ul><ul><ul><li>PECE-MED Programma Euromediterrani de Cooperació Educativa </li></ul></ul></ul><ul><ul><ul><ul><li>Aproximació cultures Nord-Sud del mediterrani. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Crear una xarxa de comunicacions entre estudiants i professors de països Nord-Sud. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Utilitzar les TIC entre països en règim de desigualtat pel que fa a la tecnologia. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Estudiar el “PAISATGE” desde diversos punts de vista, ja que és el tema del projecte. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Treballar entre els nostres alumnes conceptes de xenofòbia i racisme. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Millorar l’aprenentatge de llengües estrangeres. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Fer adonar als estudiants que la mediterrània (Nord-Sud) forma part d’una realitat geogràfica iu cultural molt propera. </li></ul></ul></ul></ul>
  6. 6. OBJETIUS COMUNICACIÓ INTERCULTURAL PROFESSORS Conèixer-nos Coneixer nostres sistemes educatius Intercanvi d’experiències ALUMNES Noves tecnologies (Internet) Cercar un tema comú: paisatge Cercar una llengua comuna
  7. 7. HIPOTESI DEL PROJECTE <ul><li>Amb un tema comú a tots tenim la possibilitat de fer aflorar els nostres diferents punts de vista i així conèixer-nos. </li></ul>
  8. 8. Amman Baccalaureate School IES Pompeu Fabra – Martorell 2n. Any
  9. 9. RESEARCHING THE SITES <ul><li>IES Pompeu Fabra: </li></ul><ul><li>The burnt forest </li></ul><ul><li>Study of biotic elements in Garraf Natural Park </li></ul><ul><li>Spot the difference: environmentalist approach </li></ul><ul><li>Study and interpretation of landscape through art </li></ul><ul><li>Performances: “Site modifications” </li></ul><ul><li>Amman Baccalaureate School: </li></ul><ul><li>Fuheis: restructuring the old town. </li></ul>
  10. 11. PROJECT MEETING 21st - 23rd January 2008 -Coffee Break 10:50-11:10 - Design Technology ( Ruwan Batarseh, Iman Awwad, dema Sawalha) - English (Diane Sellick) - Art (Najwa Ennab) - Science (Sana’ Merie) -Grade 11 presentation of their work form last year renovation project. Media Center 10:00-10:50 - Iman Awwad, Ruwan Batarseh -Site visit to project site in Fuheis Site visit 9:00-10:00 -Ruwan Batarseh, Iman Awwad -Arrival to school by taxi from hotel. -Orientation In Design Technology. -Introduction of grade 10 renovation project Design Tech Department 8:00-9:00 Staff members involved Agenda Items Venue Time
  11. 12. -Iman Awwad -Tour in the school -Meeting with teachers from different disciplines upon request. Media Center 2:30-3:20 -Mr. Chris Webb -Mrs. Lina Salem - Design Technology ( Ruwan Batarseh, Iman Awwad, Dema Sawalha, Hani Qabar) -Discussing further strategies to pursue the project in different disciplines. -Discussing the possibilities of collaboration between the two schools through video conferencing. Media Center 1:30-2:30 -Launch Break School Main Cafeteria 12:30-1:30 - Design Technology ( Ruwan Batarseh, Iman Awwad, Dema Sawalha, Hani Qabar) - English (Diane Sellick) - Art (Najwa Ennab) - Science (Sana’ Merie) -Presentation of Spanish School work and further discussions concerning the implementation of the project . Media Center 11:10-12:30
  12. 13. <ul><li>Visiting the school and discussing the project. </li></ul>
  13. 14. <ul><li>Trip to Fuheis: restructuring the old town. </li></ul>
  14. 15. PROJECT IMPLEMENTATION
  15. 16. <ul><li>Choose sites near each country’s school. </li></ul><ul><ul><li>Urban </li></ul></ul><ul><ul><li>Rural </li></ul></ul><ul><ul><li>Natural </li></ul></ul><ul><li>Study the sites deeply: </li></ul><ul><ul><li>Take pictures </li></ul></ul><ul><ul><li>Make videos </li></ul></ul><ul><ul><li>Make drawings </li></ul></ul><ul><ul><li>Write descriptions </li></ul></ul><ul><ul><li>Describe the feelings they transmit </li></ul></ul><ul><ul><li>Study the biotic and abiotic elements </li></ul></ul><ul><ul><li>Study the architectural and urban elements </li></ul></ul>
  16. 17. <ul><li>Both countries exchange this information. </li></ul><ul><li>Modification and interpretation of the sites described by the other country. </li></ul><ul><ul><li>Make drawings, sculptures, engravings, art performances, land art, earth art,… </li></ul></ul><ul><ul><li>Urban planning. </li></ul></ul><ul><ul><li>Urban furniture design. </li></ul></ul><ul><ul><li>Restoration of the landscape. </li></ul></ul>
  17. 18. <ul><li>Objectives: </li></ul><ul><ul><li>Exchanging experiences between teachers and students. </li></ul></ul><ul><ul><li>Studying the sites thoroughly ( looking for the elements that constitute the landscape and check the consequences of the different management models). </li></ul></ul><ul><ul><li>Approaching the landscape through the senses. </li></ul></ul><ul><ul><li>Interdisciplinary work ( Natural Science, Technology, Design, Art and Languages ). </li></ul></ul><ul><ul><li>Having the opportunity to know different pedagogical approaches. </li></ul></ul><ul><ul><li>Promoting intercultural dialogue between Mediterranean countries. </li></ul></ul>
  18. 19. FINAL PRODUCTS <ul><li>Make a blog in order to exchange experiences between teachers and students: http://www.myschoolpecemed.blogspot.com </li></ul><ul><li>Video conference with the students. </li></ul><ul><li>Powerpoint presentations of the projects. </li></ul><ul><li>Possible exhibition at each school. </li></ul><ul><li>Possible visit of Amman Baccalaureate in Martorell. </li></ul><ul><li>Possible students’ exchange. </li></ul>
  19. 20. <ul><li>Jordanian views. </li></ul>
  20. 21. THE BURNT FOREST <ul><li>AN EXAMPLE OF THE MEDITERRANEAN FOREST LANDSCAPE </li></ul>Projecte Euromediterrani de Cooperació Educativa PECE-MED
  21. 22. <ul><li>CAUSES OF FOREST FIRES </li></ul><ul><li>Railway sparks and fires caused by dung rubbish dumps 1% </li></ul><ul><li>Lightning 5 % </li></ul><ul><li>Negligence (butts,…) 23% </li></ul><ul><li>Indeterminate 30 % </li></ul><ul><li>Deliberate 41 % </li></ul>They are among the major environmental problems in Catalonia. In 1994 there were 1200 fires in Catalonia that affected 150.000 hectares. In 1998 27.000 hectares of mountain, forest and bush got burnt. In 2000, 8.565 hectares got burnt in 460 fires.
  22. 23. <ul><li>CONSEQUENCES </li></ul><ul><li>Ecological catastrophes </li></ul><ul><li>Loss of flora and fauna </li></ul><ul><li>Breaking of ecological balance </li></ul><ul><li>Land erosion </li></ul><ul><li>Vegetable life extinction </li></ul><ul><li>Dam exhaustion caused by sandy sediments filling </li></ul><ul><li>Productive loss: biomass, wood </li></ul>
  23. 24. EXAMPLE OF PINE FOREST AFTER A FIRE Quatre Camins – Martorell – SUMMER 2005 FIRE
  24. 25. <ul><li>STRATEGIES OF MEDITERRANEAN FOREST TREES AGAINST FIRE : </li></ul><ul><li>PINE TREES: Everything gets burnt, as it is very inflammable, the resin contained in pine trees acts as combustible and contributes to the plant’s burning. The pine cones blow up and burst, freeing the seeds (pine seeds) that scatter and contribute to the colonization of new areas. The tree dies. </li></ul><ul><li>HOLM OAKS: Very little inflammable. It is very difficult for the tree to get burnt. After a fire it sprouts by its stump. A new seedling will grow in the same place as the burnt one. </li></ul>Example of land’s erosion
  25. 26. ESO 1A – B GROUPS PLANTING TREES TO RESTORE THE ECOSYSTEM OF A BURNT FOREST
  26. 27. Seedllings of aleppo pine Pinus halepensis. Everything ready to start the planting of pine trees to speed up the ecological succession. The creation of a new forest will be much quicker with the help of a plantation.
  27. 29. DIGGING HOLES TO PLANT PINE TREES
  28. 30. Now they are small,….. But in the near future they will become... …………………………
  29. 31. A GREAT FOREST!!!!!!
  30. 32. LANDSCAPE
  31. 33. <ul><li>Landscape: Territory that can be seen from a certain point. Piece of land which can be classified by a dynamic combination of different geographical, vegetable or urban elements. </li></ul><ul><li>Elements to be analyzed : </li></ul><ul><ul><li>Vertical elements </li></ul></ul><ul><ul><li>Horizontal elements </li></ul></ul><ul><ul><li>Order. </li></ul></ul><ul><ul><li>Arrangement of elements </li></ul></ul><ul><ul><li>Orientation. </li></ul></ul><ul><ul><li>Light, winds </li></ul></ul><ul><ul><li>Geological elements </li></ul></ul><ul><ul><li>Vegetation / Masses of earth and rock /Urban elements (Street lamps, houses, factories…) </li></ul></ul><ul><ul><li>Water Atmospheric effects: (Fog, clouds, humidity, rain…) </li></ul></ul>
  32. 34. <ul><li>Aesthetic elements: </li></ul><ul><ul><li>Colour, harmony, shade </li></ul></ul><ul><ul><li>Shape </li></ul></ul><ul><ul><li>Texture </li></ul></ul><ul><ul><li>Depth </li></ul></ul><ul><ul><li>Light </li></ul></ul><ul><ul><li>Composition </li></ul></ul><ul><ul><li>Rhythm </li></ul></ul><ul><ul><li>Symmetry </li></ul></ul><ul><ul><li>Balance Mass-Space </li></ul></ul><ul><ul><li>Interests </li></ul></ul><ul><li>Analysing the expressive values of the formal elements of the variety of landscape types </li></ul>
  33. 35. Project and analysis of a space <ul><li>The project consists of making a sculpture, painting or engraving proposal out of a landscape or outside space. </li></ul><ul><li>Pupils have to analyse the space they have chosen in depth. They have to establish a geometric proportion among the landscape elements and create a work of art that reflects the chosen landscape in a simple way. Above all, the values they transmit have to be captured. </li></ul><ul><li>The physical features of the space should be taken into account ,as well as their use and the value the various parts of which have been getting or get throughout the years. The plastic qualities and the sensations. </li></ul>
  34. 36. <ul><li>The point of view from which the action is taken also depends on the student: It can be more critical , more poetic, or it can just consist of a game , etc. </li></ul><ul><li>We show the pupils various images of different landscapes and how artists of different times have interpreted them..( Miquel Navarro , Clay Ketter , Ilya Kabakob, Van Gogh, Courbet, Sorolla, Seurat…) </li></ul>
  35. 37. Watercolours
  36. 40. <ul><li>Wax painting </li></ul>
  37. 52. <ul><li>Linocut </li></ul>
  38. 61. <ul><li>Etching </li></ul>
  39. 71. <ul><li>Pastel </li></ul>
  40. 73. <ul><li>Inks </li></ul>
  41. 78. <ul><li>Oil painting </li></ul>
  42. 79. <ul><li>Collage </li></ul>
  43. 81. <ul><li>Photography </li></ul>
  44. 83. <ul><li>Sculpture projects </li></ul>
  45. 86. <ul><li>Markers </li></ul>
  46. 90. Landscape variations. <ul><li>Two artistic projects done in the school gardens by the Sixth Form art students </li></ul>

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