The document summarizes an ERASMUS project involving 37 classes in Alba Adriatica, Italy. It describes the traditional and innovative teaching methods used, including animated storytelling, body movement, role playing, and adding sound and music. Student self-assessment found the innovative musical method to be more motivating and creative, allowing free expression without judgment while incorporating multiple languages.

1. Saragozza 2017

2. In the town of Alba Adriatica there
is only one comprehensive school .
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.
OUR HEADTEACHER

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
• Difficulty of
understanding within the
mother-tongue
competence
Critical area Hypothesis
CheckActions
THE PROCESS

4. STAGES
STAGES
• Introduction: immediate
involvement in the activity
(symbolic play and images)
• Animated storytelling (body
exploration,, favouring
movement objects, voice and
instruments)
• Final revision (sound added
to story through body, voice,
ordinary tools and
instruments)
• Test for the final survey
• Cognitive self-assesment
Actions

5. TRADITIONAL COURSE

6. “PONGO
IN SEARCH
OF FRIENDS”
The teacher reads the story
in circle time,
Then asks specific questions to stimulate
the children
LISTENING AND SPEAKING

8. GRAPHIC REPRESENTATION OF THE STORY
KINDERGARTEN
SCHOOL
FIRST GRADE

9. CHECK AND ASSESSMENT
AT THE END OF THE ACTIVITY

10. RE-ORDERING
THE STORY

11. FIRST GRADE
KINDERGARTEN
SCHOOL

12. SELF-ASSESSMENT

13. SELF-ASSESSMENT

14. Start up

15. COOPERATIVE
LEARNING

16. COOPERATIVE
LEARNING

17. Feedback

18. START UP: CLINIC INTERVIEW

19. COOPERATIVE
LEARNING

20. COOPERATIVE
LEARNING

21. Test for the final survey

22. MUSICAL COURSE

23. “ GUIZZINO”
INTRODUCTION:
• immediate involvement through symbolic play

24. •) Body exploration (free
and guided)
•Experimenting with
individual and group role
play
•Vocal sound added to
movement
GROUP WARM-UP:

25. ANIMATED
STORYTELLING:
•Introduction of favouring
movement object: parachute
•Beginning of the story and
introduction of the main character

26. •Intonation of a simple song to present the
characters of the story
•Presentation of the main theme of the story:
fear and courage.

27. FINAL VERSION OF THE STORY:
•Free manipulation
•Search for the sounds which suit the characteristics of the characters
•Choice of instruments (for different scenes)

28. •Creation of a “sound carpet” to read the full story

29. GRAPHIC REPRESENTATION
OF THE STORY

30. CHECK AND ASSESSMENT
AT THE END OF THE ACTIVITY

31. SELF-ASSESSMENT

32. STAGE 1: INTRODUCTION Mirtilla e i fiori
a) Immediate involvement in the lesson
• Symbolic play
Come into the room
like you are
butterflies!
• Body warm-up
Mirtilla e i fiori

33. STAGE 1: INTRODUCTION Mirtilla e i fiori
b) Body exploration
• Experimentation of activities
with exchanging role plays and
imitation (first individual and
then in group)
• Vocal sound added
to movement

34. STAGE 1: INTRODUCTION Mirtilla e i fiori
c) Movement experimentation withing the
group and sharing of proposals

35. STAGE 2: ANIMATED
STORYTELLING
Mirtilla e i fiori
a) Introduction of the facilitator object (foulards) and
introduction of the environment and the characters of
the story

36. STAGE 2: ANIMATED
STORYTELLING
Mirtilla e i fiori
b) Intonation of a simple song by the teacher and
students’ reproduction

37. STAGE 2: ANIMATED
STORYTELLING
Mirtilla e i fiori
c) Animation through cardboard puppets and bodily
movements

38. STAGE 2: ANIMATED
STORYTELLING
Mirtilla e i fiori
d) Use of the favouring
movement object
• Representation of the
flower swaying

39. STAGE 2: ANIMATED
STORYTELLING
Mirtilla e i fiori
e) Representation of the flower swaying through body
and music

40. STAGE 3: FINAL REVISION
OF THE STORY
Mirtilla e i fiori
• Handing
of images

41. STAGE 3: FINAL REVISION
OF THE STORY
Mirtilla e i fiori
• Reseach work within the group

42. STAGE 3: FINAL REVISION
OF THE STORY
Mirtilla e i fiori
• Sharing with the
other groups

43. Introduction: anticipation of the atmosphere of the
story through images

44. Evocation of the emotions elicited from the reading of
the chosen image
and its sharing with class

45. Search of the body
movement prompted by the
image
Vocal sound added to images
and creation of a “sound
carpet” through voice and
instruments

46. Handing of the text and silent reading

47. Evocative reading of a single sentence
(linked to the chosen image) and class sharing

48. Detection of the scenes through given titles and
matching of the scenes to different groups

49. Group homework: sound added to each scene through
ordinary tools, home-made instruments and voice

50. Rehearsals before the final revision
of the story

51. Rehearsals before the final revision
of the story

52. Final revision of the text: sharing of the different
group works

53. Final revision of the text:
sharing of the different group works

54. Have reported a good comprehension
have found this experience motivating
as it has favoured an immediate involvement
in the story,
It has created moments of sharing and
enabled them
to express their creativity
They felt they could freely express
themselves
without the fear of being judged
And it has allowed them to use other
languages
AT THE END…..
ALL THE STUDENTS