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.
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.
Peter brought home a bat he found that had been transformed into a beautiful woman. The woman's plan was to marry Peter so she could become human again. Peter's wise mother recognized the woman was not sincere and could transform back into a bat. They began living together, but the cruel woman gave the mother dangerous tasks. The mother later met a kind girl, Eleonora, and they developed a friendship. Peter then met Eleonora and fell in love with her kindness. They married and lived happily ever after.
The king had three daughters and wanted to choose one to be queen after his death. When he asked how much each daughter loved him, the youngest, Marushka, said she loved him like salt. The king was angry and banished her. Later, when the kingdom ran out of salt and people grew ill, Marushka returned with salt and was made queen. She discovered an underground castle of salt from dwarves. Marushka was chosen as queen because she demonstrated her deep love for her father through her analogy of salt.
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.
Peter brought home a bat he found that had been transformed into a beautiful woman. The woman's plan was to marry Peter so she could become human again. Peter's wise mother recognized the woman was not sincere and could transform back into a bat. They began living together, but the cruel woman gave the mother dangerous tasks. The mother later met a kind girl, Eleonora, and they developed a friendship. Peter then met Eleonora and fell in love with her kindness. They married and lived happily ever after.
The king had three daughters and wanted to choose one to be queen after his death. When he asked how much each daughter loved him, the youngest, Marushka, said she loved him like salt. The king was angry and banished her. Later, when the kingdom ran out of salt and people grew ill, Marushka returned with salt and was made queen. She discovered an underground castle of salt from dwarves. Marushka was chosen as queen because she demonstrated her deep love for her father through her analogy of salt.
3. Viņam bija trīs meitas, kuras viņš
ļoti mīlēja. Karalis domāja, kura no
tām kļus par karalieni pēc viņa
nāves, un izdomāja, ka par
valdnieci būs meita, kura mīl tēvu
visvairāk. Karalis sasauca meitas,
pateica viņām savus noteikumus un
jautāja par mīlestību vecākajai
11. “Ko? Tu patiešam nemīli tētiņu
vairāk par sāli?” jautāja māsas. “Jā,
kā sāli”, atkārtoja Maruška. Bet
karalis kļuva nikns. “Ja atnāks laiki,
kad cilvēki cienīs sāli vairāk par
zeltu, tad tu būsi karaliene”, un viņš
izdzina Marušku no pils. Meitena
raudāja un aizbēga.
12. Viņa gāja pār kalniem un
paugurien,kamēr neatnāca tumša
mežā. Maruška nezināja, ko viņai
darīt, un bija ļoti bēdīga.
13. Pēkšņi paradījās vecīte. “Kapēc tu
raudi, Maruška?” jautāja viņa.
Maruška visu izstāstija un teica, ka
grib tikai, kai tēvs zinātu, kā viņa to
15. Viņa palīdzēja tantei visos darbos
un bieži runāja par savu tēvu un
māsām. Vecīte centījās nomierināt
viņu.
16. Kādreiz pilī notika liela balle.
Pavārs atskrēja pie karaļa un
pateica, ka pazuda viss sāls. Nikns
valdnieks lika gatavot ēdienus bez
sāls, bet viesiem tie nepatika, un
drīz visi aizgāja.
17. Karalis pavēleja kalpiem meklēt
sāli visā karaļvalsti, bet kalpi
atgriežās ar tukšām rokām. Ja
kādam arī bija sāls, tas negribēja to
atdot pat par zeltu.
18. Gāja dienas, bet ēdieni bija bez
sāls. Katrs domāja tikai par to, un
visi cilvēki karalvalstī, ka arī karalis
un princeses, jūtās slikti.
20. Vecīte visu pateica meitenei un lika
tai atgriezties mājās, bet vispirms
pajautāja: “Tu labi strādāji pie
manis, ko tu gribi par to saņemt?”
21. “Es gribētu paprasīt sāls. Es
atnesīšu to tēvam, māsām un
visiem pilsoņiem. Ceru, ka tie
izveseļosies.”
22. “Tu esi laba un gudra meita,
Maruška, un es došu tev to, ko tu
gribi. Šeit ir nūjiņa. Kad pienāks
laiks, tā tev paradīs ceļu un
atversies zeme. Visu, ko tu tur
atradīsi, ir tavs.”
23. Maruška pateica paldies un gāja
mājās, uzvilkusi šalli uz seju.
Neviens nepazina karaļa meitu un
negribēja laist, bet Maruška
pateica, ka viņai karalim ir dāvana
vērtīgāka par zeltu, un meiteni
laida.
24. Kad Maruška atnāca pie karaļa,
viņa paprasīja maizi. Karalis lika
maizi atnest. “Bet mums nav sāls!”
25. “Tas nekas. Man ir”, atbildēja
Maruška un paradīja sāli. “Sāls!
Paldies tev, dargā sieviete, ko tu
gribi par šo dāvanu?”
26. Marushka paņēma šalli pie viņas galvu,
paskatījās uz tēva labi un sirsnīgi teica:
"Don ' t pieminēt to, mans tēvs, tikai mīl
mani, kā jūs mīlēt šo sāli!" Karalis jutās
laimīgs, un lūdza viņam piedot meitai.
Viņš aicināja visus cilvēkus un teica: "Šis
ir mans mīļais bērns, Marushka, paķērusi
dāvanu, kas ir vērts vairāk nekā visi
pārējie – sāls. Viņa ir jūsu jaunā
karaliene, jo viņa mīl mani visvairāk."
27. Kā viņa kļuva par karalieni, viņa gāja kā jauku
vecā sieviete pateica - vairāk nekā trīs ieKā
viņa kļuva par karalieni, viņa gāja kā jauku
vecā sieviete pateica - vairāk nekā trīs
ielejas un trīs pakalni, tad viņa apklusa un
pieskaras zemei ar zizli. Zemes atvēra un
Maruska gāja uz zemes.
lejas un trīs pakalni, tad viņa apklusa un
pieskaras zemei ar zizli. Zemes atvēra un
Maruska gāja uz zemes.
28. Pēkšņi viņa ienāca lielā pils. Tas bija kā
ledus. Maz rūķīši tika palaists un aicinot:
"Welcome, laipni, mūsu pavēlniece, mēs
gaidām jūs." Rūķīši parādīja viņai visu, un
iedeva viņai rozi ar bez smaržas. "Viss
šeit ir sāls," rūķīši paziņoja. Marushka
pateicās rūķīši labi un nāca ārā no zemes,
bet viņas zeme palika vaļā. Pēc
atgriešanās mājās, viņa parādīja rozi
viņas tēvu un visu izstāstīja, ko viņa
29. Marushka got the most beautiful gift ... there was
enough salt in her Kingdom forever.