La Leggendaria Guerriera - Rinascita di una dea (anteprima)Aurora Ballarin
Venezia 1896
Ainwen Carnelio, giovane rampolla di una delle famiglie più in vista della città, non ha mai capito la ragione del suo strano aspetto.
Cresciuta da un ammiraglio, che l'ha addestrata all'arte della spada fin da bambina e da una madre insolitamente attenta a farle apprendere la magia, la giovane passa le sue giornate divisa tra due realtà: quella diurna, la vita apparentemente normale di una ragazza della sua età; e quella notturna tra duelli, visioni di cui non conosce il significato e incubi che infestano le sue notti.
Tutto evolve all'improvviso il giorno in cui conosce il nuovo istitutore, Barahir. Un uomo enigmatico, di una bellezza unica e fin troppo interessato a lei.
Con il suo arrivo le visioni aumentano, facendosi via via più terrificanti.
Ogni volta che i loro sguardi si incrociano è come se lei vivesse l'esistenza di un'altra persona.
La mente viene travolta da ricordi non suoi e perfino la vita stessa arriva quasi a non appartenerle più, confondendosi con quella di un'altra donna di cui a malapena conosce il nome.
Fino a quando, spossata nell'animo e nelle carni decide di voler sbrogliare la matassa dei misteri di tutta una vita.
Solo un nome dalla sua parte. Un unico fievole indizio a ricollegare ogni sua visione: Urwen.
Il nome della dea degli elfi.
Il nome della donna che, cinquecento anni prima salvò il mondo dall'apocalisse...
Iris Šmidt Pelajić
Drama Education at Croatian Schools. Dream or Reality?
One of the constant challenges, but also the aims and desiderata of teaching is the desire to shape the teaching in such a way that the teaching is both mediated and acquired in a playful, easily comprehensible and challenging way.
La Leggendaria Guerriera - Rinascita di una dea (anteprima)Aurora Ballarin
Venezia 1896
Ainwen Carnelio, giovane rampolla di una delle famiglie più in vista della città, non ha mai capito la ragione del suo strano aspetto.
Cresciuta da un ammiraglio, che l'ha addestrata all'arte della spada fin da bambina e da una madre insolitamente attenta a farle apprendere la magia, la giovane passa le sue giornate divisa tra due realtà: quella diurna, la vita apparentemente normale di una ragazza della sua età; e quella notturna tra duelli, visioni di cui non conosce il significato e incubi che infestano le sue notti.
Tutto evolve all'improvviso il giorno in cui conosce il nuovo istitutore, Barahir. Un uomo enigmatico, di una bellezza unica e fin troppo interessato a lei.
Con il suo arrivo le visioni aumentano, facendosi via via più terrificanti.
Ogni volta che i loro sguardi si incrociano è come se lei vivesse l'esistenza di un'altra persona.
La mente viene travolta da ricordi non suoi e perfino la vita stessa arriva quasi a non appartenerle più, confondendosi con quella di un'altra donna di cui a malapena conosce il nome.
Fino a quando, spossata nell'animo e nelle carni decide di voler sbrogliare la matassa dei misteri di tutta una vita.
Solo un nome dalla sua parte. Un unico fievole indizio a ricollegare ogni sua visione: Urwen.
Il nome della dea degli elfi.
Il nome della donna che, cinquecento anni prima salvò il mondo dall'apocalisse...
Iris Šmidt Pelajić
Drama Education at Croatian Schools. Dream or Reality?
One of the constant challenges, but also the aims and desiderata of teaching is the desire to shape the teaching in such a way that the teaching is both mediated and acquired in a playful, easily comprehensible and challenging way.
Rosy Nardone – University “G. D’Annunzio” of Chieti - Pescara
I read therefore I play.
Intersection between literature and videogames for children and adolescent.
The document discusses Bruno Munari's picture books and their educational potential. It summarizes Munari's research on children's books, which found that they should engage all senses, allow children to explore concepts from multiple perspectives through trial and error, and give children pleasure and increased knowledge. The document then describes an observational study of Munari's books with toddlers, finding the books supported cognitive, emotional, and social development by distinguishing self from others and developing empathy.
The Flip & Movie Seminar took place on June 13th of 2017. The event was attended by many people outside the local educational community and the Spanish team also had the collaboration of Mr. Jose Carlos Carmona Dr. of the University of Seville. During the event, the members of the Spanish staff showed the 2 intellectual outputs: the kit "Be Happy 2 Read & Write" and the educational game "StoryInventor".
This document describes the facilities at a kindergarten in Pescara 8, Italy. It includes 2 buildings that house a polifunctional space, gym, creative labs, classrooms with structured corners to promote learning through play, communication, manipulation, and expression, and a canteen.
This document summarizes activities and programs at a school, including its library, canteen, multimedia lab, team work spaces, and performance spaces. It describes European projects focused on enhancing creative reading and writing through technology. The school also offers common courses between grade levels, a creative reading and writing program, a didactic vegetable garden, music programs, and sports programs in volleyball, rugby, and an end-of-year event.
Presentation showed to the European class composed by the pupils of the schools of the partner countries during the workshop MAKING A MOVIE conducted by the expert of the MediaMuseum Martina Corongiu.
Presentations showed to the European class composed by the pupils of the schools of the partner countries during the workshop MAKING A MOVIE conducted by the expert of the MediaMuseum Martina Corongiu.
This document summarizes key concepts from works about new media literacies and participatory culture by Henry Jenkins. It discusses how participatory culture shifts the focus of literacy from individual expression to community involvement, requiring new social skills like collaboration, networking, and collective intelligence. These skills build on traditional literacies. The document also examines concepts like transmedia navigation, multimodality, appropriation, and how new approaches to reading and writing are emerging that focus on participation, motivation, and sharing meanings across media. It advocates for teaching these new media literacies in classrooms.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
Erika Gerardini organized non-formal educational activities for 80 participants from 5 countries during a Flip&Movie project international week in Pescara, Italy. On the first day, icebreaking activities helped participants get to know each other through an introduction circle, number counting game, and guessing European flags. Subsequent days included learning about the EU through quizzes and a scavenger hunt at Europaurum, dancing energizers, a friendship bingo activity, and group challenges to learn about the EU's history and institutions. The participatory methods aimed to foster socialization and knowledge of Europe in a fun, informal way.
This document summarizes the training for coordinators of the Flip&Movie project. It included exercises to:
1) Understand the project cycle management and logical framework for strategic partnerships.
2) Map out the general process and timeline of Flip&Movie using a Gantt chart.
3) Simulate organizing the first transnational meeting in Croatia.
The training aimed to strengthen the working team and build synergies between the 19 participants from different partner schools.
Margarita is distraught because her lover Pedro must join the army and go to war. Pedro promises to return after helping the king defeat the Moors. Meanwhile, the Count of Gomara is haunted by a vision of a mysterious hand that saved him during a battle. He later hears a ballad about a woman who was betrayed by her lover's unkept promise to return from war. The ballad mirrors the Count's own situation, as he realizes he had also made unkept promises to his lover Margarita. It is then revealed that Margarita and the Count were lovers, and that her spirit has been trying to communicate with him since her death.
A new teacher at a school was seen transforming into a snake by a janitor. She explained that she was under an evil spell from a trip to Africa and asked him to marry her to break it. The shy janitor agreed. His mother was suspicious of the snake woman and gave her difficult tasks. When the old mother left sad and exhausted, she helped a hungry girl, who was grateful for the kindness she had never received before.
Peter was sailing in a mysterious fjord when he fell into a deep sleep and was approached by an enormous snake. The snake transformed into an enchanting girl that Peter liked. However, Peter's wise mother sensed the girl was hiding her true identity as a snake. The snake girl began living with them and assigned dangerous tasks to Peter's mother. One day, the snake girl disappeared, leaving behind only her scales. Peter was distraught until his mother's new friend helped him find love again.
Peter was a shy teenager who wanted to fit in and be accepted. He took some pills from a stranger on the subway in an attempt to appear outgoing, but didn't realize they were drugs. That night, Peter had nightmares about the girl he liked and the effects of the drugs caused him to fall out of bed. An ambulance then took Peter to the hospital where he would have to struggle to survive.
El hombre encontró un cerdo parlante en el baño de un bar que le pidió matrimonio. El hombre aceptó con la intención de hacerse famoso llevando al cerdo a la televisión, pero cuando confirmó su matrimonio el cerdo se convirtió en una hermosa mujer, arruinando sus planes. El hombre llevó a la mujer a su casa donde su novia desconfiaba de ella. La mujer envió a la novia a realizar tareas imposibles para quedarse a solas con el hombre, besándolo cuando la novia regresó y fue ech
Peter finds a talking pig in the bathroom of a pub. He decides to take the pig home hoping to become famous by bringing it on a TV show. However, the pig transforms into a beautiful woman and asks Peter to marry her. When Peter brings the woman home, his girlfriend becomes suspicious and angry when she finds them kissing. She kicks them out of the house and forbids them from returning. Later, the girlfriend finds the pig-woman kissing her own boyfriend at her home, so she burns down the house in anger.
Peter meets a girl named Ottavia who is the leader of a bad group known for drinking, drugs, and vandalism. Peter's wise mother warns him against Ottavia, but he doesn't listen and begins emulating her bad behaviors. Over time, Peter meets a new classmate named Sally who is kind and smart, and he falls for her goodness. Peter leaves Ottavia for Sally and the two marry, living happily together. The story's message is that good will ultimately overcome evil.
Rosy Nardone – University “G. D’Annunzio” of Chieti - Pescara
I read therefore I play.
Intersection between literature and videogames for children and adolescent.
The document discusses Bruno Munari's picture books and their educational potential. It summarizes Munari's research on children's books, which found that they should engage all senses, allow children to explore concepts from multiple perspectives through trial and error, and give children pleasure and increased knowledge. The document then describes an observational study of Munari's books with toddlers, finding the books supported cognitive, emotional, and social development by distinguishing self from others and developing empathy.
The Flip & Movie Seminar took place on June 13th of 2017. The event was attended by many people outside the local educational community and the Spanish team also had the collaboration of Mr. Jose Carlos Carmona Dr. of the University of Seville. During the event, the members of the Spanish staff showed the 2 intellectual outputs: the kit "Be Happy 2 Read & Write" and the educational game "StoryInventor".
This document describes the facilities at a kindergarten in Pescara 8, Italy. It includes 2 buildings that house a polifunctional space, gym, creative labs, classrooms with structured corners to promote learning through play, communication, manipulation, and expression, and a canteen.
This document summarizes activities and programs at a school, including its library, canteen, multimedia lab, team work spaces, and performance spaces. It describes European projects focused on enhancing creative reading and writing through technology. The school also offers common courses between grade levels, a creative reading and writing program, a didactic vegetable garden, music programs, and sports programs in volleyball, rugby, and an end-of-year event.
Presentation showed to the European class composed by the pupils of the schools of the partner countries during the workshop MAKING A MOVIE conducted by the expert of the MediaMuseum Martina Corongiu.
Presentations showed to the European class composed by the pupils of the schools of the partner countries during the workshop MAKING A MOVIE conducted by the expert of the MediaMuseum Martina Corongiu.
This document summarizes key concepts from works about new media literacies and participatory culture by Henry Jenkins. It discusses how participatory culture shifts the focus of literacy from individual expression to community involvement, requiring new social skills like collaboration, networking, and collective intelligence. These skills build on traditional literacies. The document also examines concepts like transmedia navigation, multimodality, appropriation, and how new approaches to reading and writing are emerging that focus on participation, motivation, and sharing meanings across media. It advocates for teaching these new media literacies in classrooms.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
Erika Gerardini organized non-formal educational activities for 80 participants from 5 countries during a Flip&Movie project international week in Pescara, Italy. On the first day, icebreaking activities helped participants get to know each other through an introduction circle, number counting game, and guessing European flags. Subsequent days included learning about the EU through quizzes and a scavenger hunt at Europaurum, dancing energizers, a friendship bingo activity, and group challenges to learn about the EU's history and institutions. The participatory methods aimed to foster socialization and knowledge of Europe in a fun, informal way.
This document summarizes the training for coordinators of the Flip&Movie project. It included exercises to:
1) Understand the project cycle management and logical framework for strategic partnerships.
2) Map out the general process and timeline of Flip&Movie using a Gantt chart.
3) Simulate organizing the first transnational meeting in Croatia.
The training aimed to strengthen the working team and build synergies between the 19 participants from different partner schools.
Margarita is distraught because her lover Pedro must join the army and go to war. Pedro promises to return after helping the king defeat the Moors. Meanwhile, the Count of Gomara is haunted by a vision of a mysterious hand that saved him during a battle. He later hears a ballad about a woman who was betrayed by her lover's unkept promise to return from war. The ballad mirrors the Count's own situation, as he realizes he had also made unkept promises to his lover Margarita. It is then revealed that Margarita and the Count were lovers, and that her spirit has been trying to communicate with him since her death.
A new teacher at a school was seen transforming into a snake by a janitor. She explained that she was under an evil spell from a trip to Africa and asked him to marry her to break it. The shy janitor agreed. His mother was suspicious of the snake woman and gave her difficult tasks. When the old mother left sad and exhausted, she helped a hungry girl, who was grateful for the kindness she had never received before.
Peter was sailing in a mysterious fjord when he fell into a deep sleep and was approached by an enormous snake. The snake transformed into an enchanting girl that Peter liked. However, Peter's wise mother sensed the girl was hiding her true identity as a snake. The snake girl began living with them and assigned dangerous tasks to Peter's mother. One day, the snake girl disappeared, leaving behind only her scales. Peter was distraught until his mother's new friend helped him find love again.
Peter was a shy teenager who wanted to fit in and be accepted. He took some pills from a stranger on the subway in an attempt to appear outgoing, but didn't realize they were drugs. That night, Peter had nightmares about the girl he liked and the effects of the drugs caused him to fall out of bed. An ambulance then took Peter to the hospital where he would have to struggle to survive.
El hombre encontró un cerdo parlante en el baño de un bar que le pidió matrimonio. El hombre aceptó con la intención de hacerse famoso llevando al cerdo a la televisión, pero cuando confirmó su matrimonio el cerdo se convirtió en una hermosa mujer, arruinando sus planes. El hombre llevó a la mujer a su casa donde su novia desconfiaba de ella. La mujer envió a la novia a realizar tareas imposibles para quedarse a solas con el hombre, besándolo cuando la novia regresó y fue ech
Peter finds a talking pig in the bathroom of a pub. He decides to take the pig home hoping to become famous by bringing it on a TV show. However, the pig transforms into a beautiful woman and asks Peter to marry her. When Peter brings the woman home, his girlfriend becomes suspicious and angry when she finds them kissing. She kicks them out of the house and forbids them from returning. Later, the girlfriend finds the pig-woman kissing her own boyfriend at her home, so she burns down the house in anger.
Peter meets a girl named Ottavia who is the leader of a bad group known for drinking, drugs, and vandalism. Peter's wise mother warns him against Ottavia, but he doesn't listen and begins emulating her bad behaviors. Over time, Peter meets a new classmate named Sally who is kind and smart, and he falls for her goodness. Peter leaves Ottavia for Sally and the two marry, living happily together. The story's message is that good will ultimately overcome evil.
2. Margherita piangeva con
il volto nascosto tra le
mani. Piangeva
silenziosamente e le
lacrime le correvano
lungo le guance. Pedro
era accanto a Margarita,
e cadde in un profondo
stato di silenzio.
3. Le ombre iniziavano a
cadere sopra il fitto
fogliame nei boschi.
La luna cominciava a
brillare nel cielo viola,
e le stelle più luminose
stavano apparendo
una dopo l'altra.
4. Pedro stava parlando con voce
affettuosa: "Margherita, per te
l'amore è tutto, e non vedi altro
che l’amore. Tuttavia, c'è qualcosa
che è altrettanto importante, ed è il
mio dovere. Il nostro Signore, il
conte di Gómara, marcerà dal suo
castello domani per raggiungere
l'esercito del nostro re, Don
Fernando, il quale salverà Siviglia
dal potere degli Infedeli, e io devo
andare con lui. "
7. Pedro slegò il suo cavallo
che era stato legato ad un
albero, e dopo essere
montato, galoppò via nelle
profondità della foresta.
Margherita seguì Pedro col
suo sguardo fino a quando
non scomparve nelle ombre
scure e non riuscì più a
vederlo.
8. La prima luce del giorno stava
appena risplendendo all'orizzonte
quando su tutta la terra di Gómara
si udì il suono di trombe
dell’esercito del conte. Alcuni
erano già seduti o si erano
arrampicati sugli alberi; la
saracinesca fu sollevata, e le porte
massicce del cancello
scricchiolarono sui cardini quando
fu aperto l'arco di ingresso al
cortile.
9. Il conte era seguito dal resto
dei suoi scudieri. Tra il clamore
della folla il grido acuto di una
donna. Era Margherita, che
aveva appena visto che il suo
amante misterioso era il
superbo e molto temuto conte
di Gómara, uno dei nobili più
potenti e di alto rango della
Corona di Castiglia.
10. Dopo aver lasciato la città di
Cordoba, l'esercito di re Fernando
aveva trascorso diversi giorni in
viaggio verso Siviglia. Il conte di
Gómara era seduto su una panca di
legno nella sua tenda. In piedi al suo
fianco c’era il suo più vecchio
scudiero e gli parlava. "Cosa vi
affligge, mio Signore?" Chiese.
"Cos'è che vi affligge e vi consuma?
11. "L'hai visto: nel bel mezzo della
battaglia il mio cavallo, ferito e
accecato dalla furia, si è lanciato
verso l'esercito Moresco, fuori
controllo. Ho combattuto invano per
fermarlo. Quando ... credetemi, non
era un'illusione, ho visto una mano
che afferrava la briglia con una forza
soprannaturale e, dopo aver arrestato
la nostra carica, ne ha cambiato la
direzione verso i nostri soldati e mi
ha salvato miracolosamente ".
12. Il conte di Gómara accompagnato
dal suo fedele scudiero passò
attraverso gli animati gruppi di
persone senza alzare gli occhi da
terra, silenzioso e triste, come se
nessuna delle scene o dei suoni
potesse raggiungerlo. Accanto alla
tenda del re, in mezzo a una folla di
soldati, che stavano tutti ad
ascoltare a bocca aperta, c’era uno
strano personaggio che vendeva
bigiotteria.
13. Il conte si avvicinò al gruppo e
ascoltò con grande interesse.
Per qualche strana coincidenza
il titolo della ballata rispecchiava
perfettamente i pensieri che
avevano sopraffatto il suo
spirito. Secondo quanto il
cantante aveva detto prima di
cominciare a cantare, la canzone
si intitolava, La Ballata della
mano morta.
14. La ragazza aveva un amante
che diceva di essere uno
scudiero. Lo scudiero annunciò
che andava in guerra. "E se
non torni?" "Tornerò, amore
mio." Mentre l'amante faceva
questo voto, dicono che il
vento abbia risposto: Guai a
chi crede alle promesse degli
uomini!
15. Il conte e il suo esercito
stavano lasciando il castello.
Quando lei lo riconobbe,
esclamò con dolore: "Ahimè, il
conte sta partendo, e porta con
sé il mio onore." Mentre la
povera ragazza piangeva,
dicono che il vento abbia
risposto: Guai a chi crede alle
promesse degli uomini!
16. Suo fratello era lì, e sentì
quello che diceva. “Ci
hai disonorati", disse. "Ha
giurato che sarebbe tornato."
"Se lo farà, egli non ti
ritroverà." Mentre la ragazza
stava morendo, dicono che il
vento abbia risposto: Guai a
chi crede alle promesse degli
uomini!
17. La portarono nella foresta e la
seppellirono nell'ombra; nonostante
la terra che le mettessero sopra, la
mano non riusciva ad essere
ricoperta, la mano sulla quale c'era
l’anello che il conte le aveva dato. Di
notte, sopra la tomba dicono che il
vento rispondesse: Guai a chi crede
alle promesse degli uomini!
18. Il conte a bassa voce domandò:
"Dimmi da dove vieni?" "Dalla
città di Soria," “Dove avete
appreso la ballata? A chi si
riferisce? "chiese il conte.
"Signore", questa canzone è
cantata dagli abitanti di un
villaggio nella terra di Gómara, e
si riferisce ad una donna infelice
che è stata trattata crudelmente da
una persona potente.
19. Dopo che il conte si
inginocchiò a terra e prese nella
sua mano la mano di
Margherita, un prete, che era
stato autorizzato dal Papa,
benedì la triste unione. Dicono
che da allora la miracolosa
ricorrenza ebbe fine, e la mano
morta sprofondò sotto terra e
scomparve per sempre.
20. Ai piedi di alcuni grandi,
vecchi alberi c'è un piccolo
prato che ogni primavera si
copre di fiori. E secondo
quello che dice la gente,
quello è il luogo dove è
sepolta Margherita.