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Cultural Vehicles in Education - assisting
the needs of vulnerable social groups
Life Together
02.05.2008
To create a chapter to already prepared story
| Subject of the unit |
Competences (key Lisbon competences) |
Practical skills |
Pedagogical aim |
Methods |
Didactic materials |
Duration and date |
| To create the chapter |
Competencies numbers 1 and 7
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Expressing of the opinion in front of the
group, the variety of choices Element of cooperation,
which ensures social justice, equal opportunities
and tolerance
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Systematic development of the competencies (1,7) |
The methods of support and motivation |
Not used |
3 hours (3x 45 minutes)
Date2.5.2008 |
1. A description of the activities
undertaken during the unit, including comments on
the reactions of the group/individual participants
a. the participants were aware of
the fact that it was neccesary to create one more chapter
to already created story Introduction to the upcoming
project Cultural vehicles in education - reasons for
its starting , future possibilities of the project
b. Discussion - (the story creted last time
was missing a reasonable explanation why the mother of
the boy from the majority finally allowes the wedding, what is the reason?).
Everybody agreed that some kind of chapter with the explanation why the mother
changed her decision was needed. Finally the participants came up with all
kinds of reasonable xplanaiton. All the pieces of the story were then put together
into coherent unit and could serve as a concept to the screenplay.
c. Next seminar was scheduled for 5.5.2008
2. Was the aim planned
achieved?
All the attendees were fully involved in creating
the missing part of the story. The parcipants their
communicative skills and showed their sense for creativity.
Many of them came with really reasonable and original
explanation to the problem that we were solving. They
proved that with just a little ledership they can come
with very innovative ideas on their own.
The participants were actually considering real situation and prejudice in
the society and thinking what kind of impuls would the majority need in order
to change their bios. Many of the presented suggestion wiould be really very
useful to be applied in reality.
Thanks to the contribution of everybody in the group we created a chapter explaining
the gradual change in a point of view of women from the majority on the Roma
society.
3. Other remarks (for example
on the group and the interaction between artistic
and educational elements)
It is stilll very essential to support the effort
of the participants and to try to empower their self-esteem
and encourage them to overcome their worries about
presenting themselves in from of others.
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