ULUSOY MARITIME HIGH SCHOOL: FIRST PERIOD ACTIVITIES CARRIED OUT

From October 2015 to March 2016
1-A school board announcing the project was prepared and hung on the wall.

2- The documents that contain activities of the project and outputs have been uploaded in e-twinning portal and NBE+ project website. 
3- As one of our tasks in the project is to mention about our two Legends, Şahmeran and Gulyabani, some of our school teacher in the department of Literature and some of our students have attended in the third international Turkish States and World Cultural Congress based on the books of Dede Korkut ( Epic Stories of Oghuz Turks) which has been arranged by Aegean University between the dates of 9th and 23rd October 2015 at İzmir Çeşme Ilıca Hotel. Our teachers and students have been informed about myths and legends of the cultural heritage of Turkish World. 

4- In terms of Drama activities, we have kept in touch with a theatre company called "Mekanartı", which displays the play Şahmeran.
5-We have mailed to İzmir Drama Association for helping us to make masks, puppets and all factoring workshops in our school.
6-Some of the teachers had a cultural visit to Tarsus, which is a city well-known by the legend of Şahmeran.  

7- There had been a drama course for our students by the help of our literature teachers every weekend from the beginning of 14^th of February 2016 to 25^th June 2016. In this drama course our students have created new products to improve the project implementation.

8-Mrs. Elif Özar, who is one the leads of İzmir Contemporary Drama Association, has participated in our drama workshop and supported NBE+ projects and our students.
9- As for the dissemination part we have declared our project to the local and international society with printed and unprinted media. Çeşme Life Magazine had an interview with our director and project team, we gave them information about NBE+ project. Moreover they have published our project in their monthly magazine to the concern for the society. 

From March 2016 to July 2016
1- Prof. Dr. Sarpkaya, Prof. Dr. Alimcan İnayet and Ass. Prof. Dr. Muvaffak Duranlı have given a seminar about myths and legends of supernatural being in Turkish Culture not only to our school students but also to other High School Student in Çeşme district on 8^th April, 2016.

2- Also, we had an exhibition, which includes all of the photos, products, books, poster to attract attention of the society in Çeşme Directorate of National Education.
3-We also attended a local festival, "Cesme Alacati Herbal Festival" to make the local people be aware of our projcet, that is to create awareness of the society.

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

WELCOME TO SAINT-JEAN-DE-LUZ - schedule time table draft for R2 NUITS BLANCHES

OFFICIAL INVITATION
Transnational Meeting in Lycée Ravel (June 2016)

Day 0 arrivals the 21st	Day 1 22/06/2016	Day 2 23/06/2016	Day 3 24/06/2016	DAYS OFF Week end
08.30 – 11.00	8 : 30 BREAKFAST at Lycée Ravel’s restaurant Welcoming & Opening Speeches WORKSHOP 1 Quality Control Speaker Pierre-Laurent	8 : 30 BREAKFAST at Lycée Ravel’s restaurant Patrimonial and cultural visits during all the day (Maritime School in Ciboure from 9 : 00 to 11 : 00)	8 : 30 BREAKFAST at Lycée Ravel’s restaurant WORKSHOP 5 Conference by O Pautrel (integrator) End of involvement in eTwinning ILARGIA Speaker pierre-Laurent	Saturday VISIT OF BORDEAUX Logistic support : Vivienne You'll probably go back for St John's fires
	Coffee break	Coffee break	Coffee break
11 : 00 – 12.30	WORKSHOP2 Pedagogic assets Speaker : Pierre-Laurent	Patrimonial and cultural visits during all the day Plenar conference about local insertions	WORKSHOP 6 Comittee about our future webstrategy Speaker pierre-Laurent FREE TIME BREAK from 11.30	Sunday FREETIME and /or RECREATIVE MEETING
13.00	Lunch break In city centre *	Lunch Break In Bayonne Old City *	Closure Meeting Official Lunch At Lycée Ravel 's restaurant***
14.30 – 17.00	WORKSHOPS 3 and 4 Preparation C3 (Rewritings and study travel in Transilvania) Meeting with J-M Toto Speakers : Ramona and Vivienne	Musée Basque Cathédrale Urban Tour Bayonne Biarritz Plenar conference about War and Peace in Europe  with : Etienne, Jean-Luc, Pierre-Laurent....	OFFICIAL CEREMONY 13.30 14 : 00 FREE TIME LOCAL FESTIVAL OPENING at 19:00 (meeting point to determine)	Final Conclusion on Day 3 filling the evaluation questionnaire, signing the minute Certificate of attendance for each participant
	FREE TIME And Dinner°	FREE TIME And Dinner°	FREE TIME And Dinner°

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)

Synthèse des activités locales (3ème trimestre 2015-2016) par V PERAUDEAU

Objectifs de la période (avril-juin) : le travail sur les peurs.

Comprendre que la création du vampire repose sur les peurs immémorielles de l’homme et que son évolution est parallèle à l’évolution de celles-ci.

Moyens mis en œuvre

-       Lecture d’extraits des textes sources, de Stoker et des réécritures avec la question préalable : qu’est-ce qui fait peur au lecteur ?

-       Contextualisation historique des différents récits de vampire (ou films) étudiés.

-       Questionnement sur la persistance du mythe alors que l’existence du vampire est totalement invalidée de nos jours.

-       Travailler sur les nuances de la peur (approche sémantique)

-       Questionnement sur les peurs transversales dans les romans/films de vampires : la femme, la mort, la science…

Au terme de la période, les élèves ont :

-       Compris que la peur du vampire est la peur d’autre chose.

-       Distingué peurs et phobies.

-       Réfléchi à leurs peurs d’aujourd’hui en vue du travail de réécriture.

1)    5 June 2016

Objectives of the 3^rd term: work on human fears.

Understand that the creation of the vampire is based on man's immemorial fears and that both have evolved in parallel.

Implementation

-read extracts from original texts, by Stoker and rewriting works with the preliminary question : what frightens the reader ?

-study of the historical context of the different vampire stories or films.

-understand the persistence of the myth while the very existence of vampires is now totally refuted.

- work on the different degrees of fear (semantic approach)

- study the related sources of fears in vampire novels or films : woman, death, science...

At the end of the term, the students have :

-understood that the fear inspired by vampires is the expression of man's more existential fears

           - made the difference between fears and phobias

           - reflected on their own present fears in preparation for the rewriting task.