Bienvenue sur le blog des amis de Notre Bureau Européen NBE+ / MAINLY DEVOTED FOR eTwinners AND ERASMUS+ PARTNERS OF THE Lycée Ravel IN SAINT JEAN DE LUZ / Pour ce qui concerne les projets pilotés par la Ligue ILARGIA, quoique associant le lycée, on trouvera plus d'informations sur le BLOG "NOAH" / For projects held by the ILARGIA League - even if supported by Lycée Ravel - information is mainly disseminated on NOAH blogspot...
Affichage des articles dont le libellé est TRANSNATIONAL COORDINATORS. Afficher tous les articles
Affichage des articles dont le libellé est TRANSNATIONAL COORDINATORS. Afficher tous les articles
lundi 15 janvier 2018
TOTALITARIANISM : Les peurs de demain
En conclusion de notre étude du totalitarisme, chaque lycée devait identifier les deux plus grandes peurs pour demain : voici celles qui ont été considérées dans chaque pays comme les plus graves.
RO : uniformisation culturelle, guerre
TR : dérèglement climatique, crise sanitaire
LV : dérèglement climatique, guerre,
IT : dérèglement climatique, crise migratoire
FR : dérèglement climatique, fin de l'humanité remplacée par les machines
A priori, c'est donc le réchauffement climatique et ses conséquences qui pourraient susciter les plus grandes craintes pour l'avenir. Néanmoins, d'autre peurs (classées en troisième ou quatrième position par tel ou tel équipe) ont été écartées de ce tableau de résultats malgré leur prégnance (peur du terrorisme ou déclassement social, d'une catastrophe astronomique... voire d'une invasion extra-terrestre ! etc.). Nous proposerons aux élèves de débattre pour vérifier quelles sont véritablement leurs peurs.
mercredi 22 mars 2017
NUITS BLANCHES DISSEMINATION: F5 NOTE
DISSEMINATION AND C4 PREPARATION
I would like to ask you that the students' stories should be loaded to Ilargia website or to NBE+ Blog till the end of April. By your precious help, C4 Cesme study travel will be much more efficient. Please don't be late.
Other Dissemination transnational pages are edited in the F page (right column).
mercredi 7 septembre 2016
A13-E4 NOTE / a Study Travel to Cluj-Napoca for NUITS BLANCHES participants: preparation
By P-L Vanderplancke (international coordinator) and R Zetea (Colegiul Pop project driver)
The study Travel to Transilvania is supposed to be a start for rewritings. As we wish to do a common performance during the Festival, we must try to build a common story (and perhaps, in addition, to do several other rewrites). It seems necessary to arrive in Cluj-Napoca with ideas about a possible synopsis, perhaps even with synopsis drafts.
1 MAIN ISSUE C3
The adoption of a synopsis on which the partners will then work in a common approach. This synopsis will be produced in order to make a Dracula myth common rewrite and to play it together (fully or partially) during the ending Festival. (C5 St-Jean-de-Luz).
2 PRELIMINARY WORKS ....
In application of pedagogical scenario # 1 (note A12) each school will prepare from now one (or more) synopsis for future rewriting of the myth. Thess works will be presented (in a version translated into English) in Cluj. These drafts synopsis may be shaping during C3 to integrate elements related to the discovery in situ of myth and its contemporary implications.
Furthermore the teams produce (in the same period) a small presentation on local fears, which serve as an introduction to the study tour in Romania ...
3 EXPECTED RESULTS
Students will choose the common synopsis (like there was a logo contest in Rome) and the joint work on this synopsis will be organized from C3. The J-M Toto and Vivienne expertise to coordinate these literary works should help find solutions to write together, concretely? And to choose the variant which would be played in France? An update will be made at C4 (Cesme end of the school year) .... R. Zetea is currently consulting on these issues Vivienne. Nothing prevents a team to work in parallel on another synopsis that will be the subject of joint study.
mercredi 22 juin 2016
C1 NUITS BLANCHES QUESTIONNAIRE CONTENTS by Ramona - CONTENU DU QUESTIONNAIRE D'EVALUATION C1
Nuits blanches
KA2: strategic
partnership project
This evaluation conveys valuable information, beneficial for students
and also for the continuous improvement of exchanges between students groups.
This form applies to the participants to the first mobility (between 5
to10).
We very much appreciate your
cooperation by filling in this form.
Monitoring - Coordination note F2
C1: I.P.S Stendhal, Rome,
Italy
30th of November – 4th of
December 2015
1. What determined you to
choise you to participante in this mobility?
□ -
getting in touch with an other culture
□ -
origins and mythologies oh Rome
□ -
opportunity to work in an international team
□ -
aquisition of new skills
□ -
practise of an foreign lenguage
□ -
other.............................................................................................................
2. What activities of the
mobility responded better to your expectations ?
□ -
powerpoint presentations
□ -
selection of the project logo
□ -
designing of the project logo
□ -
relation exercises
□ -
copetition questionaires at the touristic objectives
□ - other
3. What language did you
speak within the mobility?
..........................................................................................................................................
4. To what extent did you
improve your language skills?
Scale
1-5: 1=not at all, 5=a lot 1 – 2 – 3 – 4 – 5
5. To what extent did you
improve your computer skills?
Scale
1-5: 1=not at all, 5=a lot 1 – 2 – 3 – 4 – 5
6. How do you rate your
integration in the international team?
Scale
1-5: 1=not at all, 5=a lot 1 – 2 – 3 – 4 – 5
7. What were the comun
values you had to adopt while working to the project?
□- - avoidance of
discrimination
□- - tolerance
□ - respect of cultural
diversity
□ - flexibility
□ - adaptability to
unforeseen situations
□ - other
8. To what extent the
proposed activites did respond to the project’s objectives?
Scale 1-5: 1=not at all, 5=a lot 1 – 2 – 3 – 4 – 5
9. What were the activities
which mostly stimulated your learning motivation?
□ -
cultural visits
□ -
frontal activities
□ -
group activities
□ -
artistics activities
□ -
relationship exercises
□ - other
10. What were the new things
you have learned due to the project’s activities?
Name a
few......................................................................................................................
11. How did you use the
experience you have aquired in the mobility after you returned in your country?
Explain
......................................................................................................................
12. Did you tell anyone
about the mobility activities?
□ YES
□ NO
13. Mark the mobility from 1
to 10
1- unsatisfactory
10- very well
1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 - 10
mardi 14 juin 2016
First note - coordinatrice artistique A.Soriente
Objectifs
du premier trimestre à Rome (septembre-décembre) : travailler sur le graphisme.
See coordination Note C1 by Alessandra Soriente in the dedicated page (right column)
mardi 5 janvier 2016
Synthèse des activités locales et éléments pour la Note de Coordination B1 (coordinatrice littéraire)
Objectif du premier trimestre (septembre-décembre) :
origines des mythes.
Travailler sur
l’origine et l’universalité des mythes.
Moyens mis en œuvre
- travail sur la présence des créatures de la nuit et/ou se
nourrissant de sang dans la littérature de l’antiquité (Illiade, Bible,
Métamorphoses)
- recherche sur les cultes liés à la nuit et notamment
Mithra dont le culte se déroule dans l’obscurité d’une grotte ou d’un édifice
construit.
- premier voyage d’étude à Rome : visite d’un mithraeum
(San Clemente) et exposés notamment sur Mithra.
- En outre, chaque lycée a approfondi un ou plusieurs
aspects des mythes de la nuit :
·
Le lycée français a
particulièrement travaillé sur les sorcières en visitant les grottes d’Urdax et
Zuagaramurdi ainsi que le musée des sorcières (Sorginen en basque). Une
conférence de Claude Labat a été proposée aux élèves.
·
Le lycée italien a mené un
travail approfondi sur Trajan.
·
Le lycée roumain a
travaillé sur le mythe du voleur.
Au terme de la période, les élèves ont appris à
questionner des textes fondateurs.
-
Ils ont appris que la
figure du vampire et/ou de la créature se nourrissant de sang se confond avec
les origines de la littérature.
-
Ils ont perçu
l’universalité des mythes liés à la nuit grâce au premier voyage d’étude et à l’ouverture
sur les littératures nordiques, sud-américaines et asiatiques.
1)
5
january 2016.
Objectives of the first term (September-December): the origins of myths.
Work on the origin and the
universality of myths.
Implementation :
- work on the presence of creatures of the night and/or bloodthirsty
creatures in Ancient literature (The Illiad, The Bible, Metamorphoses)
- research on night-related worship, and particularly Mithra, which
takes place in a dark place such as a cave or a building.
- first study trip to Rome : visit of a mithraeum (San Clemente)
and presentations on Mithra.
- Besides, each school has dealt with one or several aspects of the
night-related myths in depth:
·
The French school has especially
worked on witches and visited the caves of Urdax and Zugarramurdi as well as
the Witch Museum (“Sorginen museoa” in Basque). The students attended a
conference by Claude Labat.
·
The Italian school has dealt with
Trajan in depth.
·
The Romanian school has worked on
the myth of the Thief.
By the end of this period, the students have learnt to question some
founding texts
- They
have learnt that the figure / character of the vampire and /or of the blood thirsty figure is closely related to the origins of
literature.
- They
have discovered the universality of night-related myths thanks to the
first study trip and also by exploring Nordic, South American and Asian
literature.
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