The document summarizes an ERASMUS project involving 37 classes from two kindergartens, two primary schools, and one secondary school in Alba Iulia, Romania. It describes the project's monitoring process and use of didactic-action research to compare traditional and innovative teaching methods based on Dalcrozian pedagogical principles. Various project stages are outlined, including presentation, exploration, experimentation, structuring, check, and self-assessment.

1. Alba Iulia 2017

2. There are two
kindergarten schools,
two primary schools
and only one secondary
school with a combined
total of 37 classes
involved in the
ERASMUS project led
by ours teachers.
In the town of Alba Adriatica there is only one comprehensive school .

3. • On going
monitoring
• Self-assesment
questionnaire
• Assessment
template
• Didactic-action
research:
comparison
between the
traditional and
innovative method
(based on the
Dalcrozian
pedagogical
principles)
•Diversified practices
with the use of
different languages
• Topic acquisition and
interpretazion logical
connections, links use
of specific language
Critical area Hypothesis
CheckActions
THE PROCESS

4. Actions
STAGES:
-PRESENTATION/WARM UP
Stimulation of pupil intuitions, through free and
little-structured activities.
-EXPLORATION
Leave time to explore the topic proposed, dealing
with it in different ways in order to have the pupil
experiment from different prospectives
-SCIENTIFIC EXPERIMENTATION
-STRUCTURING
Giving the lesson a more structured form, playing
through some elements such as: repetition,
modules.
-CHECK AND ASSESSMENT AT THE END OF THE
ACTIVITY
-COGNITIVE SELF-ASSESSMENT

5. MUSICAL COURSE

6. INTRODUCTION
The teacher takes the pupils to the gym and asks
them to move freely in space pretending to be many
small water drops
EXPLORATION OF THE BODY in free space with
spontaneous sound effects, with movements suited
to the drops
SOUND ADDED TO MOVEMENT
STAGE 1:PRESENTATION/WARM-UP
The Story of
Little Seed and
Little Drop

7. PRESENTATION OF THE OBJECT FACILITATING
MOVEMENT: the headscarf
Imagining the sound contexts linked to words and
the movement with the object
STAGE 1:PRESENTATION/WARM-UP
The Story of Little
Seed and Little
Drop

8. Circle-time arrangement,
ANIMATED STORYTELLING
“The story of Little Seed and
Little Drop”
1st step: The teacher adds
sound with the Orff musical
instruments while pupils tell
the story through their
bodies.
STAGE 2: EXPLORATION

9. Circle-time arrangement,
ANIMATED STORYTELLING
“The story of Little Seed and
Little Drop”
2nd step: the teacher repeats only
the sounds of the story while
pupils tell the story with their
bodies
STAGE 2: EXPLORATION

10. STAGE 3: SCIENTIFIC EXPERIMENTATION
SOWING

11. Memorization of the doggerel with the main
steps of the course in order to interiorize the
process
STAGE 4: STRUCTURING

12. STAGE 5: SELF-ASSESSMENT

14. PROCESS REWORKING

15. STAGE 1: PRESENTATION Mirtilla e i fiori
Evocative Introduction
• Presentation of pictures
related to atmospherical
phenomena in circle-time
Pictures exchanging and sharing.
Evocation of the emotions
aroused: personal description
within the group
Water and its
States

16. STAGE 1: WARM UP
Water and its
States
a) Body exploration
• Individual free
experimentation in space of
the movement suited to the
drops: AERIFORM STATE
Groups
experimentation of
the movements:
LIQUID STATE
Movement
experimentation in
the bigger group:
SOLID STATE

17. STAGE 1: WARM UP
B) Sound exploration
Sound added to the movements with the musical
instruments

18. STAGE 2: EXPLORATION
Water and its
states
a) Making up of three different groups
corresponding to the different states of water
- Handing out of the scientific text and explanation of the task:
Searching for the key information and representation of the three
states
-Sharing of the group works

19. STAGE 2: EXPLORATION Water and its
state
b) In the bigger group, experimenting the three
changes of state through the body

20. STAGE 3: SCIENTIFIC EXPERIMENTATION
Water and its
state
THE CHANGES OF STATE

21. The Water Cycle

22. STAGE 4: STRUCTURING The Water and
its state
Memorization of a rap song with the
main steps of the course in order to
interiorize the process

23. STAGE 5: CHECK AND ASSESSMENT
AT THE END OF THE ACTIVITY

24. STAGE 6: SELF-ASSESSMENT

25. • Handing
of images
PROCESS REWORKING
The Water Cycle
Water and its state

26. STAGE 1:
PRESENTATION/WARM UP
The Water Cycle
a) Listening of the different sounds
linked to natural phenomena.
Sharing of the emotions felt
Circle-time arrangement,
Evocative and motivating introduction
according to the topic

27. STAGE 1: PRESENTATION/WARM
UP
The Water Cycle
b) Searching for the movements to be
matched to the sounds

28. STAGE 2: EXPLORATION
Water and its states
a)-Making up of different groups
- Handing out of the scientific text
- Reconstruction of the process of the different natural phenomena through
music added with the Orff instruments

29. STAGE 2: EXPLORATION The Water Cycle
b) Sharing of the group works

30. STAGE 3: SCIENTIFIC EXPERIMENTATION
The Water Cycle
The water cycle through the reconstruction of the microclimate

31. STAGE 4: STRUCTURING
The Water Cycle
(Homework:)
Group creation of a rap song with the main
steps of the course in order to interiorize the
process
-Sharing of the group works

32. STAGE 1:
PRESENTATION/WARM UP
the heart and the
circulatory system
Cycle
Circle-time arrangement,
BODY EXPANSION:
mobilization, explorating
different possibilities of
expansion with the different
body parts

33. STAGE 1:
PRESENTATION/WARM UP
the heart and the
circulatory system
Water Cycle
PRESENTATION OF THE OBJECT
FACILITATING MOVEMENT: the sponge .
Free position in space.
The object expands and squashes.
Some aspects can be varied: accents, rhythms,
dinamics, speed.
a) The teacher moves the object and the pupils
mirror the movements through their bodies, showing
speed, accents and intensity; then the teachers invite
the pupils to add vocal sound to the movement

34. STAGE 1: PRESENTATION/WARM
UP
the heart and the
circulatory system
ter Cycle
Presentation of the object facilitating
movement: the sponge
Free position in space.
The object expands and squashes.
Some aspects can be varied: accents,
rhythms, dinamics, speed.
b) Pupils in turns try to move the object, and
the others reply with their body
The pupil moving the object tries to add
sound, while the group moves accordingly.

35. STAGE 2: EXPLORATION
a) DIFFERENT RHYTHMICAL PLAYS with the object facilitating movements
(increase, decrease, invertion) in order to explore pulse.
Circle-time arrangement
THE HEART
AND THE CIRCULATORY SYSTEM
Water Cycle

36. STAGE 2: EXPLORATION
b)WORK ON GAIT in accordance with the pulse (Free position in space).
THE HEART
AND THE CIRCULATORY SYSTEM
Water Cycle

37. STAGE 3: SCIENTIFIC EXPERIMENTATION
THE HEART
AND THE CIRCULATORY SYSTEM
Water Cycle
-Film watching on the functioning of the
circulatory system
-Clinic conversation
-Analysis of the didactic text
-At home: study on the text, analysis of the
specific terms and map construction
-Bodily reworking of the course

38. THE HEART AND THE
CIRCULATORY SYSTEM
Water Cycle

39. STAGE 4: STRUCTURING
THE HEART AND THE
CIRCULATORY SYSTEM
Water Cycle
Homework:
Group creation of a rap song with the main
steps of the course in order to interiorize the
process
-Sharing of the group works

40. STAGE 5: CHECK AND ASSESSMENT
AT THE END OF THE ACTIVITY

41. STAGE 6: SELF-ASSESSMENT

42. PROCESS REWORKING