|
Cultural Vehicles in Education - assisting
the needs of vulnerable social groups
Life Together
Roma Cookbook 2
| Subject of the unit |
Competences (key Lisbon competences) |
Practical skills |
Pedagogical aim |
Methods |
Didactic materials |
Duration and date |
| Roma cook book- adding information |
Competencies 6 and 7
|
Presentation of Roma cuisine to the public
|
To become aware and proud of their Roma culture
and be interested in presenting it to the wide
public |
Motivation and support of Roma culture and traditions |
Pen and paper, blackboard |
3 hours
June 2nd 2008 |
I A description of the activities undertaken during
the unit, including comments on the reactions of the
group/individual participants
a. Socializing with others of the same origin
b. Put traditional Roma recipes in writing
We focused on adding other traditional recipes into
our Roma Cookbook. We placed the tables in the middle
of the room and sat around with a pen and papers. On
the blackboard we wrote the ideas that should be added
to the Roma cookbook. Then, we split the tasks
among everybody. Each person was writing one recipe.
After they finished with writing the recipes they consulted
them together. The participants suggested other ways
of cooking certain dishes or different ingredient that
could be added to one another. That way we established
many different alternatives to each dish. Finally we
translated all the recipes to the Roma language.
c. We scheduled another meeting with the experienced
musician for the June 5th
II Was the aim of the unit achieved (the implementation
of practical skills and the pedagogical aim)?
Everybody really enjoyed this unit. The participants
were enthusiastic about finding new and new traditional
dishes and ways of cooking them. They had a chance
to realize that Roma is not just an ethnic minority
usually condemned by others , but a group with its
own back rooted origin , rich history and wide range
of traditions.
They were leaving very happy and proud
of who they were and where they had come from.
It
is obvious that we cannot change their way of thinking
and build up self-esteem in one session but we are
on the right track to make improvements in the future.
III Other remarks (for example on the interaction
between artistic and educational elements)
It was the
first time the participants had chance to consult
different recipes and different styles based
on the location where each of them was brought
up. They learned about different Roma cooking traditions.
That was the new information for them that the
Roma
traditions usually vary based on the location.
Another very important educational element was
improvement in the way of expressing ideas among
others and putting
them in writing... Writing was especially helpful
for practicing grammar and punctuation. Both competencies
were practiced also in their own Roma language.
|