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


E3 - EVALUATION NOTE


Mobility evaluation questionaire

 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.
     Le lycée letton a particulièrement travaillé sur la figure du loup-garou dans les contes et légendes baltes.

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.