1st GOOD PRACTICES EXHIBITION (SANTA CRUZ DE TENERIFE)
On 7, 8, 9 and 10 November 2019, the 1st Exhibition of Good Practices ARISBAE was held in the TEA building in Santa Cruz de Tenerife. The general public and teachers participating and collaborating in the Erasmus+ for Adults ARISBAE were shown a series of works on the theme of Erasmus+, with the aim of serving as examples to be put into practice by the associated centres, collaborators and all those who considered it appropriate.
It was a very varied sample. In this summary we show a dozen of them (about fifty were shown in the exhibition). The purpose is to show the characteristics of the exhibition. In this exhibition you can see important aspects that are worked on in the Erasmus+ ARISBAE, such as: the treatment of INCLUSION; to improve BASIC COMPETENCIES; the use of COMMUNICATION AND INFORMATION technologies, the use of the ARTS as a fundamental tool in the educational process, the use of COMPETITIONS as participatory elements of the whole school community; LUDIC activities as motivating and integrating elements, LIFELONG learning, examples of ERASMUS+… The exhibition was visited by several thousand people, because the fact of being in the TEA (Tenerife Espacio de las Artes). Place that houses the Municipal Library Cetral, various exhibition halls and cinemas, has provided that regular visitors to these spaces participated in the exhibition.
CANNIBAL VERSE PROJECT (CIJLEES MEETING)
ARTS & EDUCATION PROJECT
HOW TO CURE OURSELVES WITH BOOKS? LITERARY RECIPES FROM THE LIBRARY OF TABAIBA
FROM THE LANDS OF EL QUIXOTE: ACCESS TO LITERATURE IN FUNCTIONAL DIVERSITY
WE READ, WE VALIDATE
FOR THOSE THAT DON'T FIT
READING COMPREHENSION IN THE AREA OF MATHEMATICS WITH PICTURE BOOK: KEN GAMES II
LABRANTES DE LA PALABRA: A MARK OF IDENTITY
Labrantes de la Palabra is a very peculiar group of storytellers: they are elderly people who try to intervene in the future, telling the present stories that have to do with the past and memory. Since its creation, 18 years ago, they have been linked to the Municipal Library of Arucas and they tell stories for children, teenagers and adults, being protagonists and bearers of a beautiful experience of social intervention. Emulating the ancient craft of stone carvers, so traditional in Arucas, they continue to engrave shapes to leave them in the collective memory using words as a chisel. Under the direction of professional storytellers such as Antonio López and Yolanda Ortega, they have taken part in the most important events related to storytelling in Spain: International Storytelling Festival (Los Silos, Tenerife); Guadalajara Storytelling Marathon; Tías Literature Week (Lanzarote), Literary Week in La Oliva (Fuerteventura), Gran Canaria Island Oral Storytelling Circuit, International Storytelling Festival “Cuenta con Agüimes”, etc. Also, on two occasions, they have participated in the programme Tenderete, of Televisión Española.
Pupils from educational centres and the general public.
- To contribute to the recovery of local memory.
- To promote the knowledge and dissemination of oral tradition.
- To serve as a vehicle for the transmission of local history.
- To encourage intergenerational encounters.
- Weekly oral storytelling workshop sessions, which take place in the Municipal Library.
- Storytelling sessions, which take place both in the library and in educational and cultural centres, or in open spaces.
- Traditional games workshops.
- Storytelling shows, generated from workshop work.
María Dolores León Donate / Municipal Library of Arucas
COMPETENCE IN LINGUISTIC COMMUNICATION IN THE INITIAL DIAGNOSIS CARRIED OUT FROM TUTORIAL ACTION IN VOCATIONAL TRAINING
Given the reality of access, attention to diversity is understood, within the framework of the Canary Islands Non-University Education Act, as the set of educational actions aimed at favouring the educational progress of students, taking into account their different abilities, learning rhythms and styles, motivations and interests, social and economic, cultural, linguistic and health situations, without losing the focus of the Learning Outcomes (LLO) set by each Royal Decree establishing the qualifications of the “Computer and Communications” professional family.
The initial diagnosis from the point of view of linguistic competence and mathematical competence -without academic consequences- has the objective of knowing the degree of sociolinguistic and mathematical competence with which each vocational module is accessed by virtue of the access route allowed by the corresponding admission procedure for students in centres that teach Intermediate and Advanced Vocational Training Cycles in the Autonomous Community of the Canary Islands. The reality leaves us, for example, that access to higher vocational training cycles takes into consideration a reservation of 60% of the places for students with a Baccalaureate or equivalent qualification. However, the rest is distributed among Vocational Training Technicians (20%) or students who have passed an entrance exam, those over 25 years of age, higher technicians in other specialities or even university graduates.
By means of an initial diagnosis, students could grade the difficulty they perceived when completing each section, in a range from one (easiest level) to ten (most difficult). Once the areas with the greatest difficulty have been detected, Tutorial Action will propose actions to cater for the diversity existing in the class group.
XIII MEETING AND INTERNATIONAL EXHIBITION OF EXPERIENCES IN READING, LIBRARY AND ARTISTIC ANIMATION
Proposal published as “Good practices 2018/2019” in the Canarian Network of Centres with Quality Management Systems (Network of the ENLAZA Project) The Alliance of Educational Centres for Continuous Improvement (www.acemec.org)
The initial diagnosis, initially approached from two basic aspects – linguistic competence and mathematical competence – has no academic consequences. In any case, it seeks to adapt the programming of the professional module to the real profile of the student who is starting.
The scheme is currently being developed with the tutoring of a higher grade, at IES Domingo Pérez Minik, within the framework of the transferability of the proposal.
Wilme Fernando Rodríguez Paz (firstname.lastname@example.org) / Domingo Pérez Minik Secondary School
SALT REMAINS: AN EDUCATIONAL DOCUMENTARY
The present learning situation arises from the need to approach/analyse the disappearance of the salt activity and the abandonment of its infrastructures on the island of Lanzarote from the school. In 1960 there were more than 15 salt mines in operation on Lanzarote with an average individual production of 1200 tons of salt per year. The salt mines were an important economic component of the subsistence of the islanders and ostensibly shaped the physiognomy of the island. Today, only one remains in operation.
This learning situation has been raised in the subject of Image and Sound. Although we have initially followed the scientific method of gathering information and making critical assessments of this abrupt process of disappearance of the salt pans, we have drawn conclusions in the form of a dramatised video report. In this way, we can benefit from the benefits that both genres can bring to enrich our final work. The report will incorporate the objective rigour of the record transmitted by the images of the current state of the salt works and, in addition, we will add an interview with a first-hand protagonist of the salt work of that time. The theatre will show us the feelings of the protagonists/actors as they observe the deterioration of the three salt pans we visit. In this last case, everything will arise from an old photo taken by the character in the interview… a girl posing on a bicycle in the salt pans of Punta Mujeres, which have now disappeared…
The group approached this proposal in the most professional way possible. The students took on the most common roles in a film production: director, cameras, sound, lighting, actors, scriptwriters, script… Given that in both the first and second terms we worked on the interview genre, placing our experience in the third term greatly facilitated the challenges that lay ahead of us. It should be clarified that the audiovisual material that makes up this dramatised report was recorded in a single extracurricular outing during which three salt mines were visited and Javier Reyes Acuña, photographer of countless salt mine scenes and direct witness of the economy of the salt mines in the 1960s, was interviewed at his home in Haría.
THE LABORATORY OF DOCTOR FRANKENSTEIN
On the occasion of the 200th anniversary of the publication of Mary Shelley’s “Frankenstein or the Modern Prometheus”, the students of the enclave classroom carried out a project that culminated in a theatrical performance adapted from this story.
The process of this project was as follows:
- Reading of the text adapted for Primary School of this work published in the collection of El País and Editorial Santillana belonging to the school library.
- Images of Mary Shelley and her time.
- Working with the elements of the story: what parts does our body have, what elements would we need to “create a human being”, these questions will be the generator of our learning, which will be approached from the three areas of the curriculum adapted for enclaves and specific centres: personal autonomy, social autonomy and communication and representation. The play will be the final product of the development of the project.
- Visualise images and trailers of films created about Frankenstein’s characters.
- How would we tell the story, and how would we tell the story? Creation (characters, text, scenery) dissemination among classmates and performance in the assembly hall.
Inmaculada Mirabal Socas (email@example.com) / CEIP Cervantes – Las Palmas de Gran Canaria
THE READING PLAN: ENCOURAGING READING FOR BIG AND SMALL READERS
Educational talk given by the writer and teacher Miguel Aguerralde.
WHAT IS THE AIM OF THIS TALK?
The purpose of this talk is to transmit the importance of the appropriate selection of texts at school age, encouraging teachers to consider this selection from the perspective and characteristics of the pupils at each stage.
WHO IS IT AIMED AT?
Although a talk of this nature seems to be designed and aimed at teachers, in reality it can be attractive and interesting for anyone who wants to introduce young people to reading.
STRUCTURE OF THE TALK
The Encouragement to Reading project comprises an informative talk structured as follows.
- INTRODUCTION: Presentation of the author and the project.
- LITERARY WORK: Brief summary of the author’s literary work, focusing on his works aimed at young readers and their application in the classroom.
- THE READING PLAN: CONSIDERATIONS WHEN SELECTING TEXTS: A journey through the different educational stages, explaining with examples the characteristics that, from the author’s point of view, the selected texts should have in order to fulfil their function of encouraging reading.
WHAT MATERIALS DO YOU NEED?
A computer, projector and screen will suffice.
The duration of this talk is estimated at 30-45 minutes.
Miguel Aguerralde (Madrid, 20 June 1978) is a writer of novels and stories in the noir and suspense genre, often disguised with touches of fantasy, romance or science fiction.
A great lover of cinema and literature, Aguerralde stands out for his visual style and his facility for enveloping the reader in plots full of mystery in which it is impossible not to accompany him to the end. Author of seventeen novels and a dozen short stories published in collective anthologies, his works include the crime novels Claro de Luna, Noctámbulo and El fabricante de muñecas, the horror of Caminarán sobre la tierra and Laberinto, and the suspense thrillers Despiértame para verte morir and Alicia. He has also published the romance novels La chica que oía canciones de Kurt Cobain and Todo aquello que nunca te dije and is the author of the juvenile saga Allister Z and the children’s story collections El Armario de los Monstruos and Deja que te cuente un cuento.
Although he grew up in Las Palmas de Gran Canaria, he currently lives in Lanzarote where he combines writing with his work as a primary school teacher.
www.miguelaguerralde.blogspot.com / firstname.lastname@example.org