{"id":5002,"date":"2012-07-02T19:51:00","date_gmt":"2012-07-02T17:51:00","guid":{"rendered":""},"modified":"2020-09-06T18:59:29","modified_gmt":"2020-09-06T16:59:29","slug":"babelartquimia-el-dol-migratori","status":"publish","type":"post","link":"https:\/\/www.teiamoner.net\/en\/babelartquimia-el-dol-migratori\/","title":{"rendered":"Babelartquimia. Migratory mourning."},"content":{"rendered":"
\nIII International Conference on Education and Puppets<\/div>\n
\nExperiences and materials<\/span><\/p>\n

Babelartqu\u00edmia.cat<\/span>
\nMigratory mourning in the reception classroom<\/span><\/div>\n

\nTeresa Forcada<\/span><\/b><\/p>\n
\n
\n<\/b><\/span><\/div>\n
\n<\/div>\n
\n
\n
\n<\/b><\/span><\/div>\n<\/div>\n
\nBabelartqu\u00edmia.cat (Experience on Migratory mourning in the reception classroom) <\/b><\/span><\/b><\/span><\/p>\n

Academic year 2007-2008<\/span> <\/b><\/b><\/span><\/p>\n

Estany de la Ricarda Institute. El Prat de Llobregat<\/span><\/b><\/span><\/p>\n

\n
\n<\/span><\/b><\/span><\/div>\n
\nBRIEF SUMMARY OF THE PRACTICE <\/b><\/span><\/b><\/span><\/div>\n
\n
\n<\/b><\/span><\/div>\n

<\/p>\n

\nThe experience, christened Babelartqu\u00edmia.cat<\/i>,
\n aims to foster meeting points through art, among young people
\nimmigrants from different cultures. The ultimate goal of the
\nproject is the recognition of these young people in their similarities and
\ndifferences, as well as its projection in the new host country:
\nCatalonia.<\/span><\/span><\/div>\n

<\/span><\/p>\n

\nThe
\n materialization of all this was carried out through a workshop of
\nconstruction of puppets. At the same time as the puppet of
\neach boy \/ girl worked on the relationship between the appearance of the puppet and the
\nthat students wanted to express, that is, emotions and projects
\npersonal. There was also parallel work on oral language and
\nwritten, which facilitated and enhanced the expression of each student and what
\n he wanted to communicate to others. The end result was 24
\npuppets - one for each new student - accompanied by 24 shorts
\n\u201cBiographies\u201d that were presented to the entire educational community in one
\nexhibition on Sant Jordi in 2008.<\/span><\/span><\/div>\n
\nIt was a pleasure to see, through the biographies of these 24 "alter egos", the possibility that Another world is possible. <\/i>Reading his imaginary biographies, the world of the future is<\/i> characterized by polyglot people, lovers of diversity and imaginative walking arm in arm<\/i> with the emotions and share them with the other.<\/i><\/span><\/span><\/div>\n
\nThe experience is based on the application of an experiential and holistic pedagogy.<\/span><\/span><\/div>\n
\nAfter
\n of Sant Jordi, the exhibition was the meeting point between the classroom
\nreception (AA) and the ordinary classroom (AO). AA students presented
\n to the rest of the AO's classmates his puppet and his little one
\nimaginary biography.<\/span><\/span><\/div>\n
\nFinally,
\n and as an end-of-course closing, we embarked on the adventure of
\npresent the work done with the puppets to a group from the Adult School
\n del Prat. This was done by the 2nd cycle AA group through a small one performance <\/i>which we called Migraveus. <\/i>Va
\n be very interesting, the meeting of two generations of people
\nimmigrants very distant in time and geography, but very close and
\n synchronous in terms of feelings and emotions.<\/span><\/span><\/div>\n
\n
\n<\/span><\/span><\/div>\n
\n <\/span><\/span><\/div>\n
\nAll in all, this phrase was born in our reception classroom:<\/span><\/span><\/span><\/div>\n

<\/span><\/span><\/p>\n

\nThere are invisible threads that move the world\u2026,<\/span><\/i><\/span><\/span><\/div>\n
\nand warm voices rooted in the air.<\/span><\/i><\/span><\/span><\/div>\n
\n
\n<\/span><\/i><\/span><\/span><\/div>\n
\n
\n<\/span><\/i><\/span><\/span><\/div>\n
\n<\/span><\/span><\/div>\n
\n
\n<\/span><\/i><\/span><\/span><\/div>\n
\n
\n<\/span><\/i><\/span><\/span><\/div>\n

<\/p>\n

\nDESCRIPTION <\/b><\/span><\/span><\/div>\n

\nStarting point<\/b><\/span><\/span><\/span><\/b>
\nContinue
\n the path started in the AA, in the two previous courses, to focus the
\nlanguage teaching-learning activities, in teaching practices
\nwhere the personal and emotional world of the student is always the protagonist.<\/span><\/p>\n

\n
\n<\/span><\/span><\/b><\/div>\n

\nTargets <\/span><\/b><\/b><\/span>
\n–<\/b>
\n Facilitate the process of migratory mourning with the use of the puppet by
\nexplore everything that happens inside us. - Encourage the use of language
\n oral and written to express feelings and emotions.<\/span><\/span><\/p>\n

<\/span><\/p>\n

\n–
\n Facilitate a transversal work between the areas of Visual and plastic and
\n Language. - Attend to new students in a context of attention to the
\ndiversity and inclusive schooling.<\/span><\/span><\/div>\n
\n–
\n Involve ordinary classroom students in the classroom project
\nof reception. - Encourage intercultural education within the community
\neducational.<\/span><\/span><\/div>\n
\n–
\n Foster knowledge and contact between immigrants from
\ndifferent generations and geographies (AA meeting with a group of
\nthe El Prat Adult School)<\/span><\/span><\/div>\n
\n
\n<\/span><\/div>\n

<\/p>\n

\nDevelopment of experience<\/b><\/span><\/div>\n
\nWe developed the experience in the following phases: <\/span><\/div>\n
\n–
\n Familiarize students with the world of puppets (One arrives
\npuppeteer from overseas and presents us with two puppets made with
\nrecycling material) <\/span><\/div>\n
\n–
\n Construction of a puppet (First approach). Imitating the puppeteer,
\nalso "newcomer", each student builds a puppet with material of
\nrecycling. <\/span><\/div>\n
\n–
\n Little drama games with the puppets built (In pairs,
\n stage short situations in front of other classmates,
\npreviously worked, with their puppets). <\/span><\/div>\n
\n–
\n Introduction to the different types of puppets (wire, glove, glove,
\nsaid, ..) and small sample of puppets from different parts of the world. <\/span><\/div>\n
\n–
\n Imaginary journey to the house where they lived during their childhood
\ndesign the puppet that has to do with the experiences of each
\nstudent. (First, they drew and explained what the house was like and then they went
\n talk about people - or characters - who were related to the house)
\n - Start of the construction process of the final puppet, the one that
\nthey will end up being their \u201calter ego\u201d and with whom they will establish emotional bonds
\nvery strong. <\/span><\/div>\n
\n–
\n In parallel with the construction of the puppet, we are doing a job of
\nlanguage (oral and written) that will result in a brief biography
\nimaginary for each puppet.<\/span><\/div>\n
\n –
\n Preparation of the exhibition of our puppets that we inaugurate the day of
\n Sant Jordi with a presentation made by the students themselves throughout the
\neducational community. - AA \/ AO interaction from the exhibition to the end
\n end of course. <\/span><\/div>\n
\n–
\n Interaction of our high school AA with another high school AA
\ndel Prat (Josep Tarradellas School) through the exhibition. <\/span><\/div>\n
\n- Closing of the experience: We present the puppets to a group of students from <\/span>the El Prat Adult School. <\/span><\/div>\n
\nCrazy
\n a very interesting intergenerational meeting of immigrants
\nof very different origins and ages, but very close in feelings,
\nemotions and experiences.<\/span><\/span><\/div>\n
\n
\n<\/span><\/span><\/div>\n
\n <\/span><\/span><\/div>\n
\nCompetence work <\/span><\/b><\/span><\/div>\n

<\/span><\/span><\/p>\n

\n(methodology \/ typology of activities \/ social organization)<\/span><\/b><\/span><\/span><\/div>\n
\n
\n<\/span><\/span><\/div>\n
\nBasic skills<\/span><\/span><\/span><\/div>\n
\n
\n<\/span><\/span><\/div>\n
\n- Linguistic, artistic and audiovisual communicative competence <\/span><\/span><\/span><\/div>\n
\n- Learning-to-learn competence <\/span><\/span><\/span><\/div>\n
\n- Competence in autonomy and personal initiative <\/span><\/span><\/span><\/div>\n
\n- Social and civic competence<\/span><\/span><\/span><\/div>\n
\n
\n<\/span><\/span><\/div>\n
\nMethodology <\/span><\/span><\/span><\/div>\n
\n
\n<\/span><\/span><\/div>\n
\n–
\n Collaborative work between teacher-student, student-student by
\nstimulate the active role of students in their learning process. <\/span><\/span><\/span><\/div>\n
\n–
\n Activities: Plastic (building the puppet), theatrical (small games of
\n dramatization) and linguistics (oral expression, written expression
\npuppet biography -)<\/span><\/span><\/span><\/div>\n
\n
\n<\/span><\/span><\/div>\n
\nSocial organization <\/span><\/span><\/span><\/div>\n
\n
\n<\/span><\/span><\/div>\n
\n–       <\/span><\/span><\/span>Large group, small group, individual activities.<\/span><\/span><\/span><\/div>\n


\nTiming<\/b><\/span><\/b><\/span>2nd and 3rd term of the 2007-2008 academic year (two hours per week)<\/span><\/p>\n

<\/p>\n

\n
\nHuman and material resources<\/b><\/span><\/span><\/b><\/div>\n<\/div>\n

\n–<\/b> Professional puppeteer also newcomer<\/span><\/p>\n

\n- Tutor of the reception classroom <\/span><\/span><\/span><\/div>\n
\n- SCI Coordinator<\/span><\/span><\/span><\/div>\n
\n- El Prat Pedagogical Resource Center <\/span><\/span><\/span><\/div>\n
\n- Real sample of different types of puppets <\/span><\/span><\/span><\/div>\n
\n- Different types of material for building puppets <\/span><\/span><\/span><\/div>\n
\n- Bibliography on puppets <\/span><\/span><\/span><\/div>\n
\n- Information on puppet festivals in Catalonia <\/span><\/span><\/span><\/div>\n
\n- Virtual puppet museums online<\/span><\/span><\/span><\/div>\n
\n- Financial resource: Help from \u201cLA CAIXA\u201d to carry out the project.<\/span><\/span><\/span><\/div>\n
\n
\n<\/span><\/span><\/div>\n
\nCrazy
\n a very enriching experience both individually and
\ncollective. For most students, their puppet was a kind of
\ndoor open to know and express their inner world to the other.<\/span><\/span><\/span><\/div>\n
\n
\n<\/span><\/span><\/div>\n
\nAssessment and conclusions<\/b><\/span><\/span><\/span><\/div>\n

Too,
\n and as has already been said, reading the biographies of the puppets, the uncertainty
\nof today\u2019s world is overshadowed by optimism and the possibility of what Another world is possible<\/i>.
\n The puppets draw us a future with multilingual people, lovers of the
\n diversity and imaginative walking hand in hand with their emotions and
\n they share them with each other.<\/span><\/p>\n

\n
\n<\/span><\/span><\/div>\n
\nInnovative aspects<\/b><\/span><\/span><\/span><\/div>\n

–
\n Art therapy in the reception classroom: The puppet as an alter ego that
\nfacilitates the expression of one's emotions and the process of mourning
\nmigrants.<\/span><\/p>\n

\n- Introduce an artistic discipline in the classroom through a professional outside the center.<\/span><\/span><\/span><\/div>\n
\n- Make experiences where different educational levels can be related (Primary, secondary, adults)<\/span><\/span><\/span><\/div>\n
\n
\n<\/span><\/span><\/div>\n
\nEfficiency<\/b><\/span><\/span><\/span><\/div>\n

The organization, timing and resources used have been very adequate for the results obtained.<\/span><\/p>\n

\n
\n<\/span><\/span><\/div>\n
\nEvaluation criteria<\/b><\/span><\/span><\/span><\/div>\n

Continuous observation and evaluation of students in relation to the following criteria:<\/span><\/p>\n

\n-Construction of the puppet <\/span><\/span><\/div>\n
\n-Attitude within the collaborative work environment <\/span><\/span><\/div>\n
\n-Evolution in the oral and written use of the Catalan language <\/span><\/span><\/div>\n
\n-Elaboration of your biographical text <\/span><\/span><\/div>\n
\n-Participation and involvement in the whole process of the experience<\/span><\/span>
\n
\n<\/span> <\/span><\/p>\n
\n<\/span><\/div>\n


\n<\/span><\/span><\/div>\n

\n
<\/span><\/div>\n
\nImprovements<\/b><\/span><\/span><\/div>\n

The experience Babelartqu\u00edmia.cat <\/i>about
\n the migratory mourning in the reception classroom, led to improvements within the
\neducational community of different degrees and intensities, such as:<\/span><\/span><\/p>\n

\na. Achieve that the newcomer students better carry all the experiences (and absences) of their process of migratory mourning.<\/span><\/span><\/span><\/div>\n


\n<\/span>
\n b. Show the effectiveness of collaborative work, as a valid formula
\n of teaching and learning that creates strong bonds of social cohesion.<\/span>c. To find that with imagination, any discipline of the curriculum can be worked from some artistic element.<\/span>d.<\/span><\/i>To change
\n little by little the look towards the migratory fact: in our early days
\n21st century society, there are more and more examples of apartheid
\nsubtle, both inside and outside the school. Experiences like these
\nthey serve to create contexts where empathy and reciprocity with the other
\n they are possible and tangible.<\/span><\/span><\/span><\/p>\n

\n<\/div>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

III International Conference Education and puppets Experiences and materials Babelartqu\u00edmia.cat\u2026 <\/p>\n

Keep readingBabelartquimia. Migratory mourning.<\/span><\/a><\/p>","protected":false},"author":3,"featured_media":5003,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[122,123,141,166],"class_list":["post-5002","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-sin-categoria","tag-ed-secundaria","tag-emocions","tag-experiencies","tag-jornada-2012","masonry-post","generate-columns","tablet-grid-50","mobile-grid-100","grid-parent","grid-50"],"_links":{"self":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts\/5002","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/comments?post=5002"}],"version-history":[{"count":1,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts\/5002\/revisions"}],"predecessor-version":[{"id":5006,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts\/5002\/revisions\/5006"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/media\/5003"}],"wp:attachment":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/media?parent=5002"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/categories?post=5002"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/tags?post=5002"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}