Babelartquimia. Migratory mourning.

III International Conference on Education and Puppets
Experiences and materials

Migratory mourning in the reception classroom

Teresa Forcada

Babelartquí (Experience on Migratory mourning in the reception classroom) 

Academic year 2007-2008 

Estany de la Ricarda Institute. El Prat de Llobregat


The experience, christened Babelartquí,
aims to foster meeting points through art, among young people
immigrants from different cultures. The ultimate goal of the
project is the recognition of these young people in their similarities and
differences, as well as its projection in the new host country:

materialization of all this was carried out through a workshop of
construction of puppets. At the same time as the puppet of
each boy / girl worked on the relationship between the appearance of the puppet and the
that students wanted to express, that is, emotions and projects
personal. There was also parallel work on oral language and
written, which facilitated and enhanced the expression of each student and what
he wanted to communicate to others. The end result was 24
puppets - one for each new student - accompanied by 24 shorts
“Biographies” that were presented to the entire educational community in one
exhibition on Sant Jordi in 2008.
It was a pleasure to see, through the biographies of these 24 "alter egos", the possibility that Another world is possible. Reading his imaginary biographies, the world of the future is characterized by polyglot people, lovers of diversity and imaginative walking arm in arm with the emotions and share them with the other.
The experience is based on the application of an experiential and holistic pedagogy.
of Sant Jordi, the exhibition was the meeting point between the classroom
reception (AA) and the ordinary classroom (AO). AA students presented
to the rest of the AO's classmates his puppet and his little one
imaginary biography.
and as an end-of-course closing, we embarked on the adventure of
present the work done with the puppets to a group from the Adult School
del Prat. This was done by the 2nd cycle AA group through a small one performance which we called Migraveus. Va
be very interesting, the meeting of two generations of people
immigrants very distant in time and geography, but very close and
synchronous in terms of feelings and emotions.

All in all, this phrase was born in our reception classroom:

There are invisible threads that move the world…,
and warm voices rooted in the air.


Starting point
the path started in the AA, in the two previous courses, to focus the
language teaching-learning activities, in teaching practices
where the personal and emotional world of the student is always the protagonist.


Facilitate the process of migratory mourning with the use of the puppet by
explore everything that happens inside us. - Encourage the use of language
oral and written to express feelings and emotions.

Facilitate a transversal work between the areas of Visual and plastic and
Language. - Attend to new students in a context of attention to the
diversity and inclusive schooling.

Involve ordinary classroom students in the classroom project
of reception. - Encourage intercultural education within the community

Foster knowledge and contact between immigrants from
different generations and geographies (AA meeting with a group of
the El Prat Adult School)

Development of experience
We developed the experience in the following phases:

Familiarize students with the world of puppets (One arrives
puppeteer from overseas and presents us with two puppets made with
recycling material)

Construction of a puppet (First approach). Imitating the puppeteer,
also "newcomer", each student builds a puppet with material of

Little drama games with the puppets built (In pairs,
stage short situations in front of other classmates,
previously worked, with their puppets).

Introduction to the different types of puppets (wire, glove, glove,
said, ..) and small sample of puppets from different parts of the world.

Imaginary journey to the house where they lived during their childhood
design the puppet that has to do with the experiences of each
student. (First, they drew and explained what the house was like and then they went
talk about people - or characters - who were related to the house)
- Start of the construction process of the final puppet, the one that
they will end up being their “alter ego” and with whom they will establish emotional bonds
very strong.

In parallel with the construction of the puppet, we are doing a job of
language (oral and written) that will result in a brief biography
imaginary for each puppet.
Preparation of the exhibition of our puppets that we inaugurate the day of
Sant Jordi with a presentation made by the students themselves throughout the
educational community. - AA / AO interaction from the exhibition to the end
end of course.

Interaction of our high school AA with another high school AA
del Prat (Josep Tarradellas School) through the exhibition.
- Closing of the experience: We present the puppets to a group of students from the El Prat Adult School.
a very interesting intergenerational meeting of immigrants
of very different origins and ages, but very close in feelings,
emotions and experiences.

Competence work

(methodology / typology of activities / social organization)

Basic skills

- Linguistic, artistic and audiovisual communicative competence
- Learning-to-learn competence
- Competence in autonomy and personal initiative
- Social and civic competence


Collaborative work between teacher-student, student-student by
stimulate the active role of students in their learning process.

Activities: Plastic (building the puppet), theatrical (small games of
dramatization) and linguistics (oral expression, written expression
puppet biography -)

Social organization

       Large group, small group, individual activities.

2nd and 3rd term of the 2007-2008 academic year (two hours per week)

Human and material resources

Professional puppeteer also newcomer

- Tutor of the reception classroom
- SCI Coordinator
- El Prat Pedagogical Resource Center
- Real sample of different types of puppets
- Different types of material for building puppets
- Bibliography on puppets
- Information on puppet festivals in Catalonia
- Virtual puppet museums online
- Financial resource: Help from “LA CAIXA” to carry out the project.

a very enriching experience both individually and
collective. For most students, their puppet was a kind of
door open to know and express their inner world to the other.

Assessment and conclusions

and as has already been said, reading the biographies of the puppets, the uncertainty
of today’s world is overshadowed by optimism and the possibility of what Another world is possible.
The puppets draw us a future with multilingual people, lovers of the
diversity and imaginative walking hand in hand with their emotions and
they share them with each other.

Innovative aspects

Art therapy in the reception classroom: The puppet as an alter ego that
facilitates the expression of one's emotions and the process of mourning

- Introduce an artistic discipline in the classroom through a professional outside the center.
- Make experiences where different educational levels can be related (Primary, secondary, adults)


The organization, timing and resources used have been very adequate for the results obtained.

Evaluation criteria

Continuous observation and evaluation of students in relation to the following criteria:

-Construction of the puppet
-Attitude within the collaborative work environment
-Evolution in the oral and written use of the Catalan language
-Elaboration of your biographical text
-Participation and involvement in the whole process of the experience


The experience Babelartquí about
the migratory mourning in the reception classroom, led to improvements within the
educational community of different degrees and intensities, such as:

a. Achieve that the newcomer students better carry all the experiences (and absences) of their process of migratory mourning.

b. Show the effectiveness of collaborative work, as a valid formula
of teaching and learning that creates strong bonds of social cohesion.
c. To find that with imagination, any discipline of the curriculum can be worked from some artistic element.d.To change
little by little the look towards the migratory fact: in our early days
21st century society, there are more and more examples of apartheid
subtle, both inside and outside the school. Experiences like these
they serve to create contexts where empathy and reciprocity with the other
they are possible and tangible.

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