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.
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.
The document summarizes information about two schools in Croatia - a central school and four local schools in a neighboring area. It provides student enrollment numbers and notes that English has been taught from various grades over the past 10-25 years. It also describes the daily schedule, optional subjects, and extracurricular activities at the schools. Additionally, it outlines the schools' involvement in 45 eTwinning projects since 2009, including awards received, and topics covered by the projects. Finally, it lists some recent school and extracurricular activities from the past few years.
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.
The document summarizes information about two schools in Croatia - a central school and four local schools in a neighboring area. It provides student enrollment numbers and notes that English has been taught from various grades over the past 10-25 years. It also describes the daily schedule, optional subjects, and extracurricular activities at the schools. Additionally, it outlines the schools' involvement in 45 eTwinning projects since 2009, including awards received, and topics covered by the projects. Finally, it lists some recent school and extracurricular activities from the past few years.
2. Margarita raudāja un seja
bija pasleptā ar rokām.
Viņa raudāja klusi un
asaras tecēja pa viņas
vaigiem. Pedro bija
blakus Margaritai, un
iegrima dziļā stāvoklī
klusums.
3. Ēna sāka krist pār
mežu. Mēness sāka
spīdēt violetajā
debesīs, un spožākās
zvaigznes parādījās
vienas pēc otras.
4. Pedro sirsnīgi runāja:
"Margarita, tev patīk, it viss, un
tu neredzi neko vairāk par
mīlestību. Tomēr ir kaut kas, kas ir
ļoti svarīgs, un tas ir mans
pienākums. Mūsu Kungs, Grāfs
Gómara, rīt soļos no pils, lai
pievienoties mūsu karaļa armijai.
Viņš gatavojas glābt Sevilju no
varas par neticīgo, un man ir jāiet
ar viņu. "
6. Margarita teica:
"Pedro! Ej un saglabā
savu godu, bet pēc
tam nāk atpakaļ ...,
atgriezies un aizsargā
mani. "
7. Pedro atsieta savu zirgu,
kas bija piesiets pie
koka, un tad viņš devās
prom mežā.
Margarita sekoja Pedro
ar viņas acīm, kamēr
viņš nozuda tumšās
ēnās.
8. Pirmajā dienā, kad saule spīdēja
virs horizonta, tad visur bija
dzirdama trompetes skaņa no
grāfa armijas. Daži jau sēdēja vai
uzkāpa uz kokiem, tad Portcullis
tika izvirzīts, un masveida
durvju vārtu tika atvērti.
9. Pēkšņi iesaucās skaļš kliedziens.
Tā bija Margarita, kura tikko
bija redzējusi viņas mīļāko, kurš
bija augstprātīgs un ļoti baidās
no grāfa Gomara, viena no
spēcīgākajiem un augsta ranga
amatpersonas.
10. Pēc aiziešanas uz pilsētu Cordoba,
armija karaļa Fernando pavadīja
vairākas dienas ceļojumā uz Seviļu.
Grāfs Gómara sēdēja savā teltī.
Vecākais skvairs stāvēja blakus
viņam, un jautāja:
"Kas satrauc tevi, mans kungs?’’
11. "Vai tu redzēji to, ka kaujas vidū
mans zirgs, ievainodams un
dusmās, steidzās uz Mauritānijas
armijas pusi, es velti mēģināju to
apturēt, kad ... Tici man, tas nav
ilūzija, es redzēju roku, kura
satvēra iemaukti, ar pārdabisko
pilnvaras spēku, un mainīja mūsu
virzienu pret mūsu karavīriem, un
roka saglabāja mani. "
12. Grāfs Gomara, kopā ar savu
uzticīgo skvairi, gāja cauri
cilvēku grupām klusi,
skatoties zeme. Blakus telts,
karavīru vidū, sēdēja vīrietis,
kurš pārdeva rotāļlietas. Viņš
arī dziedāja dziesmiņu.
13. Grāfs tuvojās vīrietim un ar
interesi klausījās dziesmiņu.
Kādu dīvaina sakritība,
nosaukums balādei pilnībā
saistīts ar domu, kura
satrauca grāfu. Pirms
dziedātājs sāka dziedāt, viņš
pateica, ka dziesmas
nosaukums ir ’’Mirušā roka’’.
14. Meitenei bija zēns,
kurš teica, ka viņš ir skvairs.
Skvairs paziņoja
ka viņš gatavojas karam.
"Ko darīt, ja tu neatgriezīsies?"
"Es atgriezīšos, mana mīlestība."
Bet vējš atbildēja:
"Bēdas tam, kurš uzticas
vīriešu solījumiem!"
15. Grāfs un viņa armija
atstāja pili.
Kad viņa atpazina
viņu, viņa iesaucās ar skumjām:
"Ak, grāfs aiziet,
un viņš ņem līdzi manu godu!"
Kamēr nabaga meitene raudāja,
vējš atbildēja:
"Bēdas tam, kurš uzticas
vīriešu solījumiem!"
16. Viņas brālis bija tur,
un viņš dzirdēja, ko viņa teica.
"Tu nicinā mūs," viņš teica.
"Viņš zvērēja, ka viņš
atgriezīsies."
"Ja viņš atgriezīsies, viņš
neatradīs tevi vēlreiz. "
Tā kā meitene nomira,
Viņi saka, ka vējš atbildēja:
"Bēdas tam, kurš uzticas
vīriešu solījumiem!"
17. Viņi aiznesa Margaritu uz mežu
un apglabāja viņu ēnā.
Roku, uz kurās bijis gredzens, kuru
grāfs bija devis viņai, nekas nesedza,
Naktī virs kapa
viņi saka, ka vējš atbildēja:
"Bēdas tam, kurš uzticas
vīriešu solījumiem!"
18. Grāfs zemā balsī prasīja:
"Pasakiet man, no kurienes jūs esat ?"
"No pilsētas Soria"
"Kur jūs esat iemācījušies tādu balādi? "
grāfs jautāja.
"Kungs, šo dziesma dzied Gómara, un
tā attiecās uz nelaimīgo sievieti. "
19. Tad, kad grāfs
atnāca, viņš paņēma
Margaritas roku, un
priesteris svētīja
skumīgo savienību.
20. Dažu vecu koku pakājē
ir pļava, kura klāta katru
pavasari ar ziediem.
Daži cilvēki saka, ka tā
ir vieta, kur apglābata
Margarita.