Page 1

Share the Arts of learning, teaching, working and creating a Common Europe Comenius Multilateral School Partnership 2011-13


SHARE THE ARTS OF LEARNING, TEACHING, WORKING AND CREATING A COMMON EUROPE

künstlerische Ausgestaltung altersbezoge- stausch wünschen wir uns gegenseitige Inspiration für die künstlerische Umsener Themen aus den verschiedenen Fätzung der Lehrinhalte. chern des Lehrplanes.

Im Verlauf dieses Projektes "Share the arts" wollen die Teilnehmer durch regelmäßigen Kontakt, durch Schüler-und Lehreraustausch und Vermittlung von Praktikumsplätzen sowie durch eine abschließende, interkulturelle Veranstaltung ein lebendiges, vielfältiges Netzwerk aufbauen.

Bei den gemeinsamen Schülerworkshops werden künstlerische Aktivitäten

Dabei soll die Kunst eine herausragende Rolle einnehmen. Wir wollen versuchen, in allen beteiligten Fächern und Aktivitäten den künstlerischen Aspekt in den Vordergrund zu stellen. Das heißt: der regelmäßige Kontakt zwischen den Schülern der 4. bis 8.Klasse über Briefe, e-mail, wird ein Austausch sein über die Erarbeitung und

Die abschließende Veranstaltung sollte so viel Elemente wie möglich verbinden, die die Schüler in den zwei Projektjahren erlebt und erfahren haben über sich und die anderen Kulturen. Wir wollen Impulsgeber sein für Oberstufenprojekte. Alle Aktivitäten sollen in einem Buch gesammelt werden: dieses soll anschaulich und künstlerisch originell gestaltet werden und viele Informationen enthalten über die beteiligten Länder und Regionen, verfasst in den Sprachen der beteiligten Länder. Dies alles hat zum Ziel, durch die eigene Entwicklung die europäische Entwicklung mitzugestalten

wie Gesang, Tanz, Theater und Akrobatik im Vordergrund stehen. Beim Lehrerau-


Each year a number of UK schools and colleges are funded through the Comenius programme to work with partners in Europe. They work on projects that develop the European dimension in the curriculum. Pupils can find out first hand about other European countries, staff can experience different educational systems, ideas and approaches. Comenius programmes are funded by the EU and run by the British Council in the UK.

of all partner schools working together, with an emphasis on artistic aspects. The EU has provided us with funding to help us meet associated costs such as travel.

tner schools are invited to take part. Ours was the first, in the first week of November, entitled: “Music, Song and Dance”, followed by a theatre workshop in February at the Waldorf School in Germany, and in May a Medieval Games & Dance workshop in Italy. The project needs to be documented and reported on and the older students from all the schools will work together on this. We will produce a book, which will have contributions in the languages of all participating countries, with contributions from all age groups with samples of exchanged work, documentation of workshops and experiences.

Outline of activities: We are forging links between children of the same age by senThere will be a website, which is currently ding letters, photos, maps and drawings, being set up by upper school students of the subject matter of which is linked to the German Waldorf School. This site will Ringwood Waldorf School is taking part in areas of the Waldorf Curriculum. have an area for each school, administea Comenius programme called a multilateWe are trying to set up a network of work red and run by their own pupils. There will ral school partnership. Our school has 5 experience placements across Europe, also be a teacher area, a news forum, etc. European partners: a Waldorf School in which will enable our pupils to go abroad This is an exciting opportunity for us to Germany the initiators of the project, one to work during Class 10/11 for an agreed take part in a project which will enrich our in Spain, one in Estonia, a state school for period of time, and we will aim to do the children’s experience of cultural diversity 10 – 13 year olds in Italy and a TED same for our partner schools. and support them in making contact with (Turkish Education Association) school in new friends from across Europe. Turkey. The title of the project is ‘SHARE Each school will host a workshop at one THE ARTS’ and its aim is to get the pupils point during the two years, where all parNigel Revill – School Administrator


The Week Europe came to Ringwood Waldorf School!

people from Turkey practised a traditional regional dance with their own musical accompaniment. All pupils practiced folk ‘Music Song and Dance’ dances and music from the British Isles During the week of 31st October to 5th and shared their achievements with the November 2011, 43 pupils aged between wider community at the end of the week 10 and 17 years and 14 teachers from 5 in the form of a cultural evening. During European countries came to Ringwood to the week, in addition to working together share in a week of art, music making, sin- artistically, pupils had the opportunity to ging and folk dancing with our pupils. This discuss their views of Europe as well as exciting get-together of 6 different natio- their hopes and vision for a common futunalities promised to be a feast of colourful re. original presentations. For example, the Diana Asur, visiting Kindergarten teacher children from Estonia bought their zithers, from Estonia, reported after the event “As teachers from Spain introduced flamenco for our trip to Ringwood, it was just wondancing, the Italian pupils performed a derful. The children regretted that the wetarantella in costume and the young

ek was too short. They would have liked to stay much longer. It was full of exciting events starting with genuine Halloween evening and ending with Big Party Night. All of us were especially grateful to our host families. Every now and then I can hear children sharing their good and a bit nostalgic sounding memories of their stay. We also kept diaries during the trip, mine is the thickest – more than 30 pages... Who will ever read it I wonder, but when I go through these pages, I can still feel how great it all was. Geli Patrick, Class 5 Teacher and main organiser of Comenius project


Class 7 wrote essays about the week and here are some extracts: Ruari Chisholm ”The Comenius Project was, in my opinion, a success. In our school it was being done for the first time so nobody knew what it would be like. It went very well... It would be a brilliant thing to do again in another school.” Alistair Kane “I strongly recommend the project and I learnt about how Estonia fought for independence by singing ancient folk songs lead by an Estonian.” Bethany Barfoot “I enjoyed hearing musical instruments being played that the visitors had bought with them.” Frances Lynn “An Estonian teacher came into our class and told us about Estonia including different letters of the alphabet, traditional clothes, the landscape, the big hill and my favorite, the Singing Revolution. We were split into three groups and took turns each day playing music, folk dancing and doing eurythmy. It was good fun playing music; we played Greensleeves, the Skye Boat Song and On An Irish Green.” Indya Score-Owens “I got the chance to make new friends and see different cultu-

res and a popular thing that they do in their country... I enjoyed showing the visitors folk dancing from Ireland, Scotland and England.” Jacob Thomas & Christian Risoli “I hope this project continues so more people can have this incredible experience. We now have friends all over Europe.”


Onna Borbely Bartis “I made friends that I have kept in touch with. I would like to thank you for giving us this once in a life time chance to meet new people, thank you.” Jenny Drake, Class 2 and 5 parent said “We agreed to be a host family for 2 Estonian children who needed accommodation on their first and last night, so on Sunday evening I drove to Ringwood bus station with my very excited children in the back, to collect our guests. Once the coach arrived we soon met Eric and Josep who came back sitting very quietly in the car. Eric spoke a little English so he acted as translator for us. All four boys soon settled down to laughter and not going to sleep once they were in the bedroom away from adults! Michael was extremely interested in finding out about the different countries but especially Estonia since his class was the same age as the Estonian children and he had never heard of it before! We joined in with the school outing to Bournemouth beach and Oceanarium where Michael was very impressed with the hardiness of his Estonian friends as they gaily splashed about in a cold sea, (photo on page 32) which they insisted was quite warm really. By the end of the week Michael had made firm friends with

Karl-Markus with whom he is still in touch and our two house guests were much more forthcoming demonstrating their sense of humour in the company of adults as well as children. I was both surprised and delighted with the impact the week had on Michael, nothing like actual contact and a real experience to nurture a genuine desire for learning rather than an intellectual exercise in finding out information.”


Visit to Germany – ‘Theatre’ The next phase of our Comenius project took us to our partner school in Walhausen, Germany. Ten of our Class 8 and 9 pupils joined a week long theatre workshop in February attended by pupils from all six partner schools.

just looked in that sports hall on the very last night, and seen the tears of so many, you would know exactly what I mean.

Over the course of the project, each aspect encouraged the mixing of the Comenius children, and from the various groups and activities, strong bonds emerged. Divided into four groups, 76 kids Here is what our pupil, Ben Dickensonfrom Italy, Spain, Turkey, Estonia, GerBampton, from Class 9 wrote: many and England, spent their mornings Germany, Walhausen (22-28 February 20- busy in workshops for drama, juggling, 12) and gymnastics, with the focus on theatre. Afternoons were spent playing sports Comenius was, honestly, one of the best and taking trips to local siweeks of my life. As I write this, I am ates (the Roman city of Trier stonished by its impact on me, and also how briefly it came and went. I have met and an iron ore mine particularly notable), with the some of the nicest, most genuine people evenings full of singing, ever, and am almost heart-broken that I dancing, and energetic somay never see some of them again. cializing. Incredibly strong From our arrival in Germany, the trip was friendships were made full of a lively energy that, despite the ethroughout these activities, ventual lack of sleep, stayed right until and after a week of being the end. Through each drama workshop part of the Comenius proand afternoon feature this energy thrived ject, I can confidently label off the positive desire from every child to it a complete success. get to know one another. In setting out to bring teenagers from all over Europe together, the Comenius project succeeded in the best way it possibly could. Had you


“Part of this experience is being able to be away from home and manage myself without my parents. We had to get oursel16 students from Class 7 travelled to Bari ves up on time every morning, get to take part in a workshop on Medieval breakfast and be ready to leave at a cerDance and Games. Some of the activities tain time. For some people, being away took place in a medieval castle, and there from home is difficult and it was harder were excursions to some of the famous for them. But everyone managed and prolandmarks of the region. bably felt proud of themselves after. I ate Here are some extracts from the essays every evening with an Italian family. Dinwritten by the pupils on their return: ner time lasts a lot longer in Italian homes “Italy was breathtaking! On the 14th May, than at my home and there is a lot more food! Sometimes there were five courses; Class 7 took a trip to the beautiful counthey seem to have many starters and tryside of Italy. The sights, the sounds, the smells, the people and the food were then a main meal with extras!” Christian Risoli wonderful to me, as was the language. The way Italians show and express their Our group visited a medieval castle in Puemotions are quite different from us Englia, Castel del Monte built by Frederick II. glish! As I stood on a balcony overlooking Later on that day the children from all the Italy I breathed in the essence and atmo- countries took a walk to the beach, and sphere. It was truly magnificent. From from there we were taken to host families where I stood I could see all things that houses to eat. As a fan of food, I espemake the land of Italy so stunning: the cially enjoyed trying new things such as high rolling hills, the tall green trees, the octopus and muscles. Alistair Kane picturesque castles and unique buildings. Bethany finished her report by saying, “I We saw thousands of splendid castles; all thank the whole Comenius project for alof them were amazing. Their high walls lowing us take this step to other countries and brilliant views really captivated me.” and letting me be a small part of this big Bethany Barfoot. project.” Bari, Italy – ‘Medieval Dance and Games’


Carrol, played the role of the angel who rescued the captured players. There were The Comenius project has been an amazing opportunity for our school. All the pu- many laughs and much fun was had by pils have been so enthusiastic to visit the all. The final festival was an incredibly special other host schools and take part in the workshops. I was lucky enough to be able event. The school was lovingly prepared and a space that inspired reverence was to join a group of Class Seven and Class Six pupils travelling to Estonia to celebra- created, and then the celebration took place. The evening was full of magic, darte Michaelmas. In our school, as in other kness and light, challenges to be overcoWaldorf schools, the Michaelmas festival me and dragons to be tamed. Everyone is an important one, where we face our had their part to play in making the evechallenges. To prepare we decided to practice an English folk harvest song and ning a true Michaelmas celebration that dance that is traditionally done as part of will be remembered forever by the many who took part and met in Estonia. a barn dance to celebrate good crops as Louise Tiley, teacher our contribution to the festival day. Estonia

The children met each other with open arms and were excited to be able to spend time with the friends they had made a year ago at the Ringwood Waldorf School. All the people, children and adults alike, that took part in the Estonia project were warm, friendly and welcoming. It was inspiring to work with such talented and enthusiastic people. As part of the festival preparations the children did various workshops such as dragon making, music, circus skills and dance. A firm favourite were the wide games which were great for everyone to get involved in and work cooperatively with each other. Our particular favourite game was the one played on the wooded bank where our school bursar,


The Comenius Project - Spain We arrived at the train station of El Pinar, the town where the Waldorf Free School Michael is and were warmly welcomed by two teachers and the host families. It was a week packed with activities; we carved animals out of soap stone: we had to look for the animal within the shape of the stone. We visited Madrid, a 40-minute journey by train. We went on a tour bus and saw the beautiful architecture of the city. At a picnic stop in a park where there was water the children and some teachers went for a boat ride. We made a stunning mosaic around a beautiful tree in the main school yard. The teachers had been preparing the wall in advance of this activity, which was the main one of the whole week. It looked amazing when finished! On our last day we went into Madrid again with the Class 8 Spanish students, we did a Flamenco workshop, lunch at a park and then went to the Reina Sofia Museum where we saw Picasso’s most influential work - “Guernica.” A visit to a famous chocolatier to have the most delicious hot chocolate with ‘churros’ which are Spanish doughnuts (long sticks). After a bit of

shopping we headed back to school where the host families were waiting for us with nice food. Groups of children from the different countries performed their songs and dances which was a lovely end to a very busy, tiring but most enjoyable week. And this what some of our children said: “Staying with the family was an amazing experience. I learnt about their culture and they were really welcoming.” Frances, Class 8 “I really enjoyed the trip. I met many lovely people and had lots of fun! The city was beautiful and so was the weather. The workshops were also good fun and we made a beautiful mosaic. I will never forget this week; I wish we could do it again! Kirstin, Class 9 Outreach. Olga Coxon-Aristizabal, parent


Going to Spain was such an amazing experience. I saw a few people I already knew from the Comenius trip in Italy and I also made loads of new friends. Monday was the day we arrived. We met our host families at the local train station at mid-afternoon and went to their houses. At first I was nervous about staying with people I had never met before, but the family I stayed with were extremely welcoming and thankfully spoke English very well. Every morning started off with singing Spanish songs with the Comenius groups and the Spanish grades seven and eight. After that, we spent the mornings in workshops. Tuesday’s workshop was soapstone carving which we did almost all day. We all made animals - mine was an elephant! On Wednesday, we spent the morning smashing coloured tiles for a mosaic. After snack we spent the day in Madrid with only a few Spanish pupils. We rode on an open-top tour bus and saw some amazing, tall buildings with intricate sculptures and designs. After lunch we bobbed about in small rowboats dabbling our feet in the cool water. The wooden oars gave me a massive blister! Thursday was the day when we actually made the mosaic. There was a short, thick wall around a tree in the yard, which we covered completely in mosaic flowers, ani-

mals, hearts and an amazing sun! On Friday we spent the day in Madrid again, this time with grade eight. We had a tiring Flamenco lesson which I found quite fun, especially when the guitarist started to sing! We also went to the Museo Reina Sofia, the museum that holds Pablo Picasso’s Guernica. The Guernica is a grey, black and white oil painting of the Spanish Civil War. After that, we stopped for a delicious, rich, chocolate drink with a sweet pastry straw thing (they are hard to explain)! We spent a bit longer in Madrid before heading back to the school for a meal and assembly. Saturday was (unfortunately) the day we left. I am not ashamed to say that I was crying as we all said goodbye. The trip was an amazing experience that I will not forget. Staying with my host family taught me lots of things about Spanish lifestyles and I am already missing Spain loads! I am incredibly lucky to have been on two Comenius trips and I really recommend going if you have the chance. Frances Lynn, Class 8 student


The two year Comenius project, ‘Sharing after the term of the project. the Arts’ is drawing to a close. Five of Geli Patrick and Sandi Weir the six countries have hosted a creative week of art, each one with a different theme but with the common goal of building bridges, forging links and experiencing art as a global language. Turkey hosts the finale in the first week of June, the theme this time being Eurythmy. Many children in the school have been involved in some way or other throughout the two years. A book is being made about this project and contributions from all countries are requested to add to this. Meanwhile, we are also working on establishing links by post with our partners, sending and receiving pictures and letters from all schools showing what work each year group has been doing during this school year. The themes of these exchanges are closely linked to our curriculum and some superb work has already been done in this area. One other exciting project within this project is our endeavour to establish links across Europe for work experience placements. The aim is to have a directory of willing hosts who would take students from abroad for work experience placements between 2 and 4 weeks. This would benefit students for many years to come and can hopefully be added to long


chkeiten. Die Kunst ist dabei ein gutes Mittel, uns fächerund länderübergreifend Die Freie Waldorfschule Saardiesen AufHunsrück hat mit fünf weiteren gaben zu europäischen Schulen an dem stellen. So nach Johann Amos Comenius bewählten wir nannten Comenius-Projekt teilals Thema unseres Projektes „Share the genommen. arts of learning, working, teaching Dieses zweijährige europäische Schulparand creating a common Europe“. Ein tnerschaftsprojekt wird finanziell von der weiteres Ziel ist, ein Netzwerk zu schafEU unterstützt. Unser Ziel war es Schüler, fen, um auch nach dem Projekt PraktiLehrer und Eltern für die europäische Idee kums- und Austauschplätze entstehen zu zu begeistern und damit die Initiativkraft lassen. aller beteiligten Personen wecken: weltofIm Verlauf von zwei Jahren fener zu werden, gegenseitiges Verständnis entwickeln für unsere vielfältigen Kul- wurde in den Schulen in Enturen. Aus den immer wieder auftauchen- gland, Spanien, Estland, Iden Konflikten zwischen verschiedensten talien, der Türkei und Walhausen jeweils ein Bevölkerungsschichten entsteht die Notwendigkeit, unsere Schüler schon früh für Workshop ausgetragen. andere Kulturen zu sensibilisieren, zu inDer fünfte Workshop fand in teressieren und die eigene Kultur zu hinSpanien statt. In der ersten terfragen, um dann als erwachsener Maiwoche hieß es für sechs Mensch in der Lage zu sein, mit WillensSchüler der 7. und 9. Klasse und Initiativkraft die Zukunft friedlich zu unserer Schule gestalten. Denn das Zusammenspiel ver„Steinhauen, Mosaik, Flaschiedener Kulturen schafft neue Möglimenco und Musik“. Eine der

Teilnehmerinnen war Anna-Maria Valentin: „Als wir am Flughafen in Madrid ankamen, wurden wir zunächst per Bus an einen Bahnhof gebracht und durften danach für eine halbe Stunde den spanischen Zug genießen. Am Bahnhof in Nähe der Waldorfschule Escuela Libre Micael in Las Rozas war erst noch eine Zeitlang Warten angesagt, bis endlich die Gastfamilien eintrafen und uns abholten. Da meine Familie kein Deutsch sprach, unterhielten wir uns ausschließlich auf Englisch. Ich fuhr jeden Morgen mit dem Zug zur Partnerschule.


Am Montag und Dienstag bearbeiteten wir Specksteine, die am Schluss zu Tieren werden sollten, was mir aber nicht gelang. Am Mittwoch waren wir in Madrid unterwegs. Wir machten eine Rundfahrt mit einem Touristenbus und fuhren anschließend auf einem kleinen Stausee Ruderboot. Donnerstags zerschlugen wir erst bunte Fliesen, um dann ein schönes Mosaik daraus zu machen. Freitags ging es noch einmal nach Madrid - zu einer Flamencoschule. Als wir wieder herauskamen, taten uns allen die Füße und Hände weh - vom vielen Stampfen und Klatschen. Danach besuchten wir ein Museum für moderne Kunst. Am Samstag besichtigten wir zusammen mit unseren Gastfamilien den Königsplast in El Escorial, und am Sonntag stiegen wir wieder ins Flugzeug Richtung Saarland.

anschließend auf einem kleinen Stausee Ruderboot. Donnerstags zerschlugen wir erst bunte Fliesen, um dann ein schönes Mosaik daraus zu machen. Freitags ging es noch einmal nach Madrid - zu einer Flamencoschule. Als wir wieder herauskamen, taten uns allen die Füße und Hände weh vom vielen Stampfen und Klatschen. Danach besuchten wir ein Museum für moderne Kunst. Am Samstag besichtigten wir zusammen mit unseren Gastfamilien den Königsplast in El Escorial, und am Sonntag stiegen wir wieder ins Flugzeug Richtung Saarland.

Abschlussworkshop zum Thema „Traditioneller Tanz und Eurythmie“. BU: Spanien war Ziel der Schülergruppe der Freien Waldorfschule Saar-Hunsrück und i-

Mir hat die Woche in Spanien gut gefallen. Die Leute dort waren Mir hat die Woche in Spanien gut gefallen. Die sehr offen und gesprächig. Wir haben jede Menge Kontakt gefunden und viel hrer Lehrer Petra Kluth-Witthaus und André Leute dort waren sehr offen und gesprächig. Wir haben jede Menge Kontakt gefunden und über das Handwerk Steinhauen gelernt, Ich Massone (Foto: Michaela Sesterhenn) Am Montag und Dienstag bearbeiteten wir würde die Fahrt gern wiederholen.“ Specksteine, die am Schluss zu Tieren Vom 2. bis 9. Juni war eine Schülergruppe werden sollten, was mir aber nicht gelang. von sechzehn Schülern unserer Schule der Am Mittwoch waren wir in Madrid 7./8./9./10./11./12. Klasse mit Anna Kissel und unterwegs. Wir machten eine Rundfahrt Edda Niedermeier an unserer Partnerschule mit einem Touristenbus und fuhren in Aliaga bei Izmir in der Türkei zu dem http://www.waldorfschule-saar-hunsrueck.de/


di 1°, 2° e 3° media attraverso lettere, e-mail, scambio di elaborati artistici prodotti dagli alunni secondo specifici temi indicati nel progetto originale, in accordo ai curricula per livello d'istruzione e secondo le modalità specifiche che CONDIVIDERE L'ARTE DI IMPARARE, INSEGNARE, LAVORARE E CREARE UNA CO- i docenti di ogni singola disciplina hanno MUNE EUROPA saputo stimolare nei ragazzi. Fondamentali e ineguagliabili Nel corso di questo progetto, "Share the sono stati i momenti arts", le attività sono state pianificate e di incontro tra docenti portate avanti con l'obiettivo di costruire, attraverso i quali è attraverso contatti regolari tra docenti, stato possibile condistudenti, genitori e altri operatori scolastividere esperienze dici, una rete diversificata vibrante avente dattiche e trovare icome filo conduttore l'Arte in tutte le sue spirazione reciproca forme. Laboratori di musica, danza, acroper la realizzazione bazie e giocolorie, teatro, sculture e arti artistica delle attività pittoriche, oltre agli approfondimenti su proposte. Ogni evento cultura e tradizioni locali, hanno carattea conclusione della rizzato l'attività didattica durante l'anno settimana di mobilità scolastico e sono stati il tema principale di ha dato modo ai parspecifici workshop nei vari Paesi. Durante tecipanti di presentare i due anni di progetto sono stati promossi a tutta la comunità e sostenuti contatti regolari tra gli alunni scolastica ospitante

quanto vissuto, sperimentato e condiviso in una serie di poliedrici spettacoli capaci di creare una fusione perfetta di elementi tanto diversi dal punto di vista culturale. Tutte le attività sono state ampiamente documentate e archiviate in vari formati audio/video. Durante i due anni di progetto è stato realizzato un libro multilingue illustrato manoscritto che ha raccolto una serie di considerazioni molte delle quali di forte impatto emotivo.


L'EUROPA CHE HO VISSUTO E CHE Germania non si presentano facili. Mi mancano i miei cari, gli amici; eppure non NON DIMENTICHER0' è il mio primo viaggio! Adesso mi trovo in Si parte! Appuntamento all’aeroporto di una scuola in Germania e la distanza tra Bari. Ci sono tutti: genitori preoccupati la scuola e casa mi fa venire i brividi. ma sorridenti, noi contenti e ansiosi di Stamani ho giocato con una ragazza tedepartire, le professoresse con i loro sguardi sca e come non mai ci siamo scambiate imperscrutabili. Scattiamo le prime foto e tanti calorosi sorrisi, forse perché non sasiamo già in volo. Tre minibus ci vengono pevamo comunicare molto bene tra noi; a prendere all'arrivo per portarci a Wal- sono molto felice di averla conosciuta. Ieri hausen. È già buio e non ci rendiamo bene sera sono rimasta meravigliata dalla simconto di dove siamo. Ci riceve Edda, pro- patia e semplicità di tre ragazze spagnole. fessoressa tedesca coordinatrice del pro- Ci hanno chiesto l’equivalente in italiano getto. Ci mostra le aule dove dormiremo. di alcune parole. Quante emozioni! Sono grandissime, con lettini da campeggio e, dietro ogni porta, i nostri nomi. Ci hanno preparato i tortellini per darci il benvenuto. È ancora presto ma andiamo a letto; le professoresse ci raccomandano di tenere l’aula in ordine, il bagaglio sotto i letti e di non fare i soliti italiani chiassosi. Siamo stupiti, un po’ a disagio, ma eccitatissimi. I primi giorni in

Ho scoperto la difficoltà nel fare amicizia con persone di altre nazioni. Però credo di non averli conosciuti nella loro parte migliore quindi diamo tempo al tempo. Inizialmente ho avuto la preoccupazione di non essere accettato dagli altri; poi con il passare dei giorni ci stiamo conoscendo e ci stiamo abituando a vivere insieme. Siamo andati anche in montagna e abbiamo fatto sport e socialgames non competitivi. Si è creata un'atmosfera molto positiva.


Ieri abbiamo camminato per chilometri per i boschi al confine con la Francia. Erano proprio come li immaginavo: lunghi sentieri costeggiati da alti alberi che a stento fanno passare la luce del sole. Il paesaggio di Walhausen è molto differente da quello di Bari. È una città molto tranquilla, non ci sono palazzi ma solo case basse, tutte molto colorate; niente è sporco. La scuola è molto grande, arredata e curata fin nei minimi dettagli. Tutti, alunni, professori e genitori, contribuiscono a mantenere la scuola pulita e sono molto rispettosi. In questi giorni le cose facili sono state ben poche, forse la più facile è stata fare amicizia con i ragazzi spagnoli, più simili a noi. Ma ci sono moltissime cose difficili tipo comunicare e fare amicizia con i ragazzi delle altre nazioni, adattarsi ai nuovi letti, al cibo, alla lontananza da casa. Da quando sono arrivata qui sono stata oppressa dai messaggi e dalle chiamate di mia madre. Ieri fortunatamente le professoresse ci hanno severamente proibito di usare i cellulari e ora mi sento davvero libera. Sono libera di passare del tempo con altre persone senza sentire la vibrazione del telefono continuamente. Ho paura di non piacere. Quando

parlo con qualcuno, scappa sempre una risatina fastidiosa ad un altro. A volte penso di fare la figura della stupida. Ho scoperto che noi italiani abbiamo una vita troppo sedentaria, passiamo molto tempo al computer invece di fare lunghe passeggiate. Ho scoperto che, per quanto la cucina mediterranea sia una delle più sane e complete, abbiamo un’alimentazione poco corretta. Dovremmo imparare a mangiare un po’ di frutta e verdura in più.


Ho scoperto che gli inglesi sono molto simpatici e infine che non tutti i tedeschi sono antipatici. Ho scoperto quanto siano simpatici gli spagnoli e come siamo simili nelle abitudini e nella lingua. Anche il cibo oggi aveva un sapore e un aspetto più vicino a quello italiano (non buonissimo ma accettabile). Ho scoperto che non bisogna giudicare le persone dall’apparenza, ma conoscerle e parlarci. Non bisogna avere dei pregiudizi e non si deve discriminare nessuno. Ho scoperto parole nuove, amici nuovi, culture e balli nuovi; che noi italiani siamo gli unici che parlano alzando la voce. Ho scoperto di non capire molto l’inglese, Ho scoperto che è molto divertente e interessante stare con persone di altri paesi. Il mio corpo in questi giorni, dopo tutte le attività di teatro, di ginnastica e con le lunghe passeggiate è dolorante. Mi fanno male i piedi, le gambe, la schiena; però so che tutto questo movimento fa bene sia al mio corpo che alla mia mente. Il cibo è buono, non dico buonissimo, ma mi dà l’energia che al mio corpo serve; abbiamo anche fatto degli esercizi molto faticosi ma allo stesso tempo divertentissimi. Ho dolori in parti del corpo che pensavo non esistessero: muscoli sotto la pianta dei piedi e muscoli ai fianchi. E' il giorno della presentazione in te-

atro di tutte le attività di questi giorni e di un piccolo contributo da parte di ogni nazione. Noi abbiamo proposto due canzoni. Quando abbiamo fatto bella ciao tutti battevano le mani seguendo il ritmo e poi una professoressa tedesca ci ha detto che cantiamo bene e la nostra voce si sente forte e chiara. È stato emozionante. Stasera dobbiamo rifare lo spettacolo però davanti a tutti i genitori della scuola e alle famiglie che ci hanno ospitato. Abbiamo imparato molto da questa e-

sperienza. Speriamo di rivivere un giorno un'esperienza come questa e di poter rincontrare tutte le persone che abbiamo conosciuto in Germania, perché un’altra cosa che il Comenius ci ha insegnato è il senso dell’amicizia oltre i confini, uno dei valori più importanti di questo progetto. Non vedo l’ora che vengano in Italia perché adesso avremo noi la possibilità di ricambiare tanta ospitalità. Perché non mi avete lasciata in Germania?!


Johannes Käis, der Konferenzen von lokalen

The Johannes School is a public education school that was established in 1989 through a local civic initiative. Today, more than 60 students from different local

Anfang des 20.

Bildungsbeamten und Schulleitern sind.

Jahrhunderts als

In den letzten Jahren ist auch das

Wegbereiter der

Interesse an der Waldorfpädagogik von

estnischen

der Elternschaft, Bildungskreisen und der

Bildungs- und Erziehungsideen galt.

Öffentlichkeit gestiegen. Ebenso zeigt sich

Waldorfschulen gibt es heute in Tartu,

eine große Nachfrage in der

Tallinn, Rosma, Viljandi, Aruküla, Keila

waldorfpädagogischen Ausbildung.

und Rakvere. Die Waldorfschule

authorities of South Estonia study in this

Johannese Kool in Rosma ist eine

school. The kindergarten was established

Grundschule mit neun Klassen und zur

in 1992 and is currently attended by 36

Schule gehört auch ein Kindergarten mit

children.

zwei Kindergruppen.

Waldorfschulen sind in Estland schon seit über 20 Jahren tätig. Der Wunsch der

Es ist zu bemerken,

Elternschaft in Rosma, in der Nähe von

dass die baltische

Põlva in Südestland, war es, das

Gesellschaft bereit zu

Bildungssystem zu verändern und eine

neuen Bildungswegen

Lernumwelt zu schaffen, die die gesunde

ist, die bereits vom

Entwicklung des Kindes unterstützt. Die

Bildungsministerium

Schule in Rosma erhielt ihre

angesprochen wurden

Entstehungsimpulse neben der

und fortlaufend das

Waldorfpädagogik auch von dem in

Thema von zahlreichen

Rosma geborenen Schulerneuerer

Tagungen und


Johannes School in Rosma, was visited by the Estonian First Lady, Evelin Ilves on January 12, 2012. According to Evelin Ilves, the main strength of the Rosma Schools is the co-operation between teachers and parents – their desire and skill to offer the children a harmonious growing Seit 2008 findet in Rosma monatlich eine Elternschule statt, woran waldorfpädagogisch Interessierte von ganz Estland teilnehmen. Die Gruppe entwirft mutig Zukunftspläne und regt sowohl Lehrerschaft als auch den Vorstand und den ganzen Bildungsverein Rosma zum Ausbau der Schule und des waldorfpädagogischen Zentrums an. Sie hat nicht nur das Ziel, Kinder und deren Eltern für die Schule zu gewinnen, sondern Eltern bei ihren Erziehungsbemühungen zu helfen.

environment by harnessing so-called organic pedagogy. This is how she summarized her impressions: “One can sense the most wonderful aura at the very doorstep – every child care institution would be happy to have children so joyous, open and healthy during this season of viruses,” Evelin Ilves admitted. “I experienced something that could be described as unbelievable – how a stress free learning environment and healthy food,

cooked from locally grown and mostly organic raw materials, combines to form an energetic and happy school family. I am no longer surprised that many families have moved to Põlva country solely because of this school,” she added.


Unsere Partnerschule – die Waldorfschule Saar-Hunsrück Unsere Gruppe aus Estland, 4 Jungs und 2 Erwachsene, hat die Freie Waldorfschule Saar-Hunsrück in Februar 2012 während Comenius-Workshop besucht. Was hat uns besonders aufgefallen? Die ziemlich grosse Schule ist eigentlich eine Landschule, die sich in eine schöne, hügelige Umgebung befindet, ganz am Rande des Dorfes. Die Schulgebäude passt gut in das Landschaft, die beide Eingänge - von der Strasse und vom Schulhof – empfangen uns freundlich. In der Schule fühlt man sich wohl und behaglich, dank schönem Innenmilieu und vielen freundlichen Leuten, die da geschäftig sind und nie das Lächel oder ein gutes Wort zu ihre Gäste gespart haben. Die beteiligte Eltern haben uns auch aufgefallen, wenn nicht täglich mit uns, dann immer mit bequemen Unterkunft und Kuchen- und Pizzalawinen , die morgens zur Schule „geflossen“ sind, alles uns zuliebe! Wir findes es sehr toll, dass zur Schule eine kleine Farm gehört. Die Kinder heutzutage brauchen immer mehr den Kontakt mit wahrem Leben, mit der wahre Arbeit, mit Tiere. Toll ist auch, dass ganz hinten der Schultür die schöne Wanderpfaden anfängen, nie gerade aus, immer schlängelnd, auf und ab. Da haben wir mit unsere neue Freunde auf der Wanderung

unsere Kräfte gemessen!

Last but not least – die berühmte deutsche Würstchen, die wir von grossem Grill unter den eindrucksvollen Sternenhimmel gegessen haben, sind bestimmt grösser als bei uns zu Hause!

Im Namen der estnische Gruppe Külli Volmer, Lehrerin, Gruppenleiterin


Exchange Student in Germany Germany was very hilly. When we drove to somewhere then my ears locked all the time, but not so much in the last week. The school was very big. And in the break you could not stay in the class room, because the teachers locked the doors. Dishes were good in the school, I even started to eat mushrooms. But the problem for me was that the lunch break was very late, 13.30. And breakfasts and dinners in families were very good. In Estonia I thought that the culture is the same but it was very different. People worked less and in the weekends went with families to all kinds of events. When I was there I went to: play golf, climb in an adventure Park, a concert, many times swimming and in different cities. There was one thing that was very different to Estonia, namely there was much less stores and they were opened very little time and closed on weekends. But the students in this class were I was seemed like Estonians, maybe they were a bit more polite. Mina vahetusõpilasena Saksamaa Saarimaa osa oli väga künklik. Kogu aeg autoga kooli sõites läksid kõrvad lukku. Kuid viimasel nädalal enam mitte niipalju. Kool oli väga suur. Vahetundides ei saanud klassis olla, sest õpetajad panid klassid lukku. Toidud olid seal väga head, hakkasin isegi

seeni sööma seal, sest pitsa sees olid seened. Aga natuke jama oli see, et söömine oli alles pool kaks, mis oli minujaoks liiga hilja. Hommiku- ja õhtusöögid peredes olid ka väga head. Eestis mõtlesin ma küll, et kultuur on seal vast sama, aga see oli ikka erinev. Inimesed töötasid vähem ja käisid nädalavahetustel peredega kõiksugustel üritustel. Mina käisin seal, peres olles, minigolfi mängimas, seikluspargis, kontserdil, ujumas mitu korda ja linnades ringi. Üks asi oli küll Saksamaal Eestist väga erinev, nimelt poode oli palju vähem ja need olid lühikest aega avatud ning nädalavahetustel täitsa suletud. Aga õpilased seal klassis tundusid küll samasugused nagu Eestis, võibolla olid natuke viisakamad.


meinen Gastfamilien teilgenommen. Wir haben Minigolf gespielt, den Abendteuerpark und ein Konzert besucht, Deutschland in Saarland ist sehr hügelig. mehrmals geschwommen und sind in die Ich hatte die ganze Zeit während der nahliegenden Städte gegangen. Fahrt mit Auto die Ohren taub. In der letzten Woche aber ging es mir damit Eine Sache war in Deutschland sehr viel schon besser. Die Schule war sehr gross. anders: es gibt dort viel weniger Läden, In den Pausen dürfte man nicht in den Geschäfte und vor allem Supermarkets Klassenräumen sein, da die Klassenräume und die alle sind viel kürzere Zeit geöffnet von den Lehrern und Lehrerinnen und über das Wochenende sogar ganz zu. geschlossen wurden. Die Schüler in dieser Klasse waren aber Das Mittagsessen in der Schule schmeckte ganz ähnlich wie wir in Estland, vielleicht sehr gut, ich habe sogar zum ersten Mal soger etwas höflicher. Ich als Austauschschüler in Deutschland

Pilze gegessen, da die Pilze auf Pizza waren. Etwas ungewöhnt war für mich, dass das Mittagessen so spät stattfand, meistens halb zwei am Nachmittag. Ich war schon längst hungrig zu dieser Zeit. Frühstück und Abendmale in den Familien waren auch sehr lecker. In Estland, vor der Reise, dachte ich, dass die Kultur in Deutschland mit uns sehr ähnlich ist, aber das ist doch ganz unterschiedlich. Die Menschen haben weniger gearbeitet und an Wochenenden haben sie Vieles mit Familien zusammen unternommen. Ich habe auch an Wochenenden an vielen Aktivitäten mit


Week 14.-23.10.2011 In Friday was a lot of driving. We started to move from Räpina in 4.30. In Germany we went to Trier, then to Luxemburg and France. We met Eda Niedermaier and her family late evening in Walhausen In the weekend we went to see the school, what was also in Walhausen. We also drove around a lot. In Sunday evening I went to Rubens family, were I staid 2 weeks. In Monday, when we went to school, was it full of peoples, because in that school goes almost 400 students. In one lesson talked Marika about Estonia. Then I went to school for a week. We also went with Dag and Samuel swimming and in cities. In the school had we gardening, what we don't have in Estonia. In Saturday was in school a concert, were played a school alumni band. Week 24.-30.10.2011 In this week’s mornings me, Dag, Samuel and Ruben had to bring food things to the school kitchen. In Monday, Tuesday and Wednesday was a police man in the class and talked something about crossing the road. I went many times to St. Wendel and one time with a train. Friday was a day when we didn’t have school and we went swimming. In Saturday I went to David’s family, who lived 30km from school. In Sunday I was with David and went with his mother and father to play

minigolf. Week 31.10.-09.11.2011 Monday and Tuesday was no school, because of the Halloween. Then we went to see the local sights and with Dag, Til, David and their families climbing in an adventure Park. In Monday went me and David to a little Halloween party. In Wednesday we drove in the school with a little bus. School was regular. In the evenings we watched films. In Friday was the school every month party for students and in Saturday for parents. There we sang a song in English and read a poem. In Friday I went with David and his brother to a little orchestra what was in the same village. In the weekend we watched a lot of football. Monday and Tuesday were regular schooldays, in Tuesday I said goodbye to everyone and packed my things. In Wednesday we started to drive with Herr Hubert to Frankfurt at 8 o’clock. In Frankfurt we went to a Lego store and at 11 o’clock we were at the airport what was huge. The plane was late an hour. But at 18 o’clock we were in Estonia. Dag’s father came to pick us up in the airport. At 21 o’clock I was at home. Johannes Juhanson, class 8, 14 year old Johannese Kool (School, Schule) Rosmal


Schüleraustausch in Deutschland First week First day in Germany was long and full of adventures. We were in Trier, (where we saw one of oldest building in Germany, old city gates) in Luxembourg and in France. I met my first family who was caring and nice and they lived in the same village where the school is. At the first week we went to many places: watched old Germanic wall, we saw nature phenomena’s and often went to the nearby town called St. Wendel. I met my new class and it was much bigger than mine, I had completely different experience. At the beginning it was little hard in other enlivenment but I got accustomed fast. Die zweite Woche

An diesem Wochenende bin ich zur neuen Familie umgezogen. Diese Familie wohnt in einem anderen Dorf, weit von der Schule. Neue Familie war auch eine fürsorgliche und sehr nette Familie. Third week At last I had basically no problem to understand the language. In my new family there was a hard working week because we helped Tils aunt to build the house. At this week we went to watch football, climbed in the climbing park, visited the water park, we went fishing and much more. At the school it was also easier than last few weeks. Sometimes other students helped other students to understand and translated. Thanks to this journey my German improved greatly and it was generally an exiting experience.J

Die deutsche Sprache habe ich in der zweiten Woche besser verstanden als am Dag Gandalf Kommusaar, class 7, Anfang und mein Deutsch war viel besser 13 year old, geworden als in der ersten Woche. Johannese Kool (School, Schule) Rosmal In dieser Woche haben wir - Samuel, Ruben, Johannes und ich einen Vergnügungspark und einen Wasserpark besucht und sind in die Stadt gegangen. Und das war auch meine letzte Woche in der Familie von Samuel.


Carlo Levi School in Italy Italy welcomed us with pleasant summer warmth. Warm and joyful were also the people we met during this week. Our group was small – three students and two teachers. At the airport we were met by the people who cared for us all this time. As we arrived one and a half day earlier, we could spend a dream-like weekend in the exotic nature by the Adriatic Sea. The host school in Italy was not a waldorfschool but a state school, named after Carlo Levi. For our customs it was quite a big school with many people walking and talking fast and there is a true paradise garden surrounding the school.

A lot of thought is given to the safety of the children: the school territory is fenced and the gate is opened and locked by a security guard. In the school there is a big sportshall, during the comenius-week, besides all other interesting events, truly international ballgames took place. In the spacious schoolyard, the gatherings took place. We were making friends and had a heartwarming last evening with dances and songs. During all this week we were hosted by both the students and their parents and the teachers. Some time before the lunch break, the parents arrived with abundant loads of food and magically the long tables were filled with different dishes. And it happened so every day! Tiina Juhanson


We really got to know Italian people and their life. The Italian Middle-Age programme was very nicely prepared. We were introduced the places of interest connected to Frederico II court in the whole Appulia county as well as the games, songs and dances. The warm and passionate people of South-Italy with their customs and kitchen made very strong impression to us, northern people. The host families took care of us with warmth and let us feel like home. We also got special impressions from Alberbello with its cosmic white cylinder houses and Grotta di Castellana. Ivi Gauk


MADRIID sügis 2010 ja kevad 2013 Töine septembrileitsak Madridis Kui augustis saabus kinnitus, et meie Comeniuse koostööprojekt on rahastuse saanud, kostus rõõmuhõiskeid nii Rosmalt, Ringwoodist, Saarimaalt Walhausenist kui ka Madridist ja Barist. Esimene koordineeriv kohtumine toimus septembri keskel Madridi waldorfkoolis, et paika panna ja viimistleda programmi tegevused, esimesed sammud ning omavahel pisut tutvuda. Igast koolist oli kohal üks või kaks õpetajat. Meie koolist õpetaja Külli Volmer. Et Madridis töine oli, näitab projekti tööplaan, kus kord kahe aasta jooksul saab külastada iga partnerkooli, lisaks hulk uurimusi, joonistamisi ja kirjutamisi, mida saab sõpradele sama vanuseastme

klassides partnerkoolidesse saata e-posti ja tavaposti teel. Et Hispaania september meile harjumatult palav oli, näitavad õpetaja Külli kaasatoodud pildid, kus töö toimub lausa õues, täpsemalt mägedes.

õpetaja Marika Nurmsalu


Väljavõtteid Dagi päevikust: „...kõigil tuli teha kivist loom, kes oli suletud olekus.

...Meil tuli lõhkuda värvilisi kahhelkive mosaiigi jaoks väikesteks tükkideks. Mosaiik koosnes mitmetest piltidest, see kinnitati hiljem puu ümber ehitatud pingi külge...“

Kokkuvõtteks: „Mulle väga meeldis see nädal Hispaanias. Ma kohtasin palju toredaid inimesi, veetsin toredasti aega ning nägin ja kogesin palju uusi asju.“


Workshop in Turkey 3.-8. June 2013 Why was it important?

Erik Taavet: The sea was warm and salty, It was very nice to swim.

Karl Markus: It is very important to go to different countries, listen to different lanWhat about food? guages, to get to know different countries Johanna: We were never hungry in Turso that all the nations can be in friendly key! terms. Such projects encourage us to discover ohter people, their customs, food, songs and dances. It teaches respect towards ohter nations. What was the trip like? Freddy: The plane was awsome! Everyone was enraptured about it. What did you see? Karl-Markus: We went to Pergamon, there were many places of interest and beautiful view. Freddy: There was one more temple in Ephesos, it was even more beautiful. We could drink water of wisdom there Rando: We visited a muuseum. There were nice statues.


What are your impressions of marbelling?

played it with dignity. Pan ruled the fire, air, water and earth.

Freddy: It wasn’t ordinary painting. Everything was done in water, a special water, where different colours were added and then it was possible to make beautiful shapes with litte sticks.

Johanna: When it was mine and Linda’s turn to go on the stage, Linda’s nose began to bleed. The blood burst into every direction. At this sight my own blood pressure rose to five hundred. Then I went to Linda and said to her: “Your nose is not bleeding anymore!” and pulled her to the stage. Surprisingly her nose stopped bleeding.

Erik Taavet: The colours didn’t blend but made ways into each other. Rando: We got very beautiful pictures. Johanna: Our pictures were all very unique and characterised the authors’ essence.

Erik Taavet: Then a German Matthias came on the stage. He had his part by Your impressions of the performance? heart brilliantly and Karl Markus: We went to Turkey knowing played with real that we are preparing a collective passion. performance Midsummer Play. We knew Communication? our part in it and had practiced it at school in Estonia guided by teacher Tom. Erik Taavet: Then we met the English In Turkey, an eurythmist Anna from Germany taught us to move like gnomes. pupils we knew We had pointed hats and we had to move already from quickly with small steps. I really liked the England. We had a lot of fun. I won’t boy who played Pan – Matthias from give the details... Germany. He had a very big part and he


a Casi 100 personas convivieron durante cuatro días en la escuela. la Con la desinteresada ayuda de padres y Diario de un encuentro maestros cinco aulas se habían vaciado de El 22 de febrero 11 alumnos y alumnas de su mobiliario habitual y gracias a la colaboración de Protección Civil que las dos 7as clases de la Escuela Libre instaló en ellas cerca de 100 camas de Micael se embarcaron en un viaje que se campaña, convertidas en acogedoras iba a convertir en una experiencia única e mesa! Como el comedor original de la salas de dormir. inolvidable para todos ellos. Dentro del escuela no daba cabida a tantos visitantes proyecto Comenius “Share the Arts of Con una alegre canción los asistentes se hambrientos, ingeniosos padres y learning, working, teaching and creating a deseaban los buenos días en 6 idiomas maestros, aprovechando las mesas y sillas common Europe” financiado con fondos de diferentes para después de un rico y de los aulas, habían creado una la Comunidad Europea se celebró el 2º sustancioso desayuno pasar las mañanas ampliación del mismo y de este modo encuentro internacional en la Escuela trabajando en diferentes talleres. Aparte todos podían compartir la comida a la vez. Libre Saar Hunsrück de Alemania. de varias actividades relacionadas con el También la cocinera contó con un refuerzo teatro se dedicaron a coser cariocas, Los alumnos españoles se encontraban importante: Desde las 7 de la mañana hacer acrobacias, malabares y arte de la entre los participantes más jóvenes y hasta las 9 de la noche madres y alumnas palabra. Por supuesto que no faltó una algunos de ellos estaban un tanto de la 11ª y 12ª clase, voluntarias todas, preocupados cuando escucharon que a lo visita completa a la escuela que hasta ayudaron a cortar el pan, reponer las cuenta con una granja largo de los 6 días del encuentro iban a bebidas, remover las sopas, estar en grupos mezclados con jóvenes de dentro del terreno escolar preparar las ensaladas, postres igual que con extensos otras 5 nacionalidades que no conocían. y demás platos. Además todos terrenos de cultivo. Pero rápidamente las dudas se disiparon y los días llegaron varias tartas y dieron paso a una sensación de expectación positiva que al poco tiempo se convirtió en entusiasmo, tímido primero y desbordante conforme avanzaron los días.

Así de sabroso fueron las patatas, verduras, frutas y huevos que constituían parte de las comidas del comedor escolar. ¡Venían directamente de la cosecha

pasteles elaborados según las tradicionales recetas alemanas y donados por familias de la escuela. ¡Fue imposible resistirse!


Después de la comida los anfitriones alemanes llevaron a sus visitantes a conocer los lugares más importantes de la zona: El legado romano en Tréveris, la ciudad más antigua de Alemania, causo mucha impresión igual que la antigua acería Völklinger Hütte Patrimonio de la Humanidad. No faltó una marcha por el bosque cercano hasta un lago que debido a las temperaturas de hasta -20ºC en los días anteriores al encuentro estaba todavía en parte cubierto con una gruesa capa de hielo. ¡Menos mal que el termómetro mientras tanto marcaba unas temperaturas notablemente más amables!

Al igual que todas las noches todos los alumnos y maestros se reunían en el gimnasio para juntos aprender y practicar canciones y danzas que cada grupo aportó. Todos se movieron al son de la música desde una solemne danza de bodas turca hasta un animado baile country en círculo. No hace falta decir que mientras tanto la mayoría se estaban consolida

El domingo por la tarde hubo que desalojar la escuela ya que ese día terminaban las vacaciones. Con gran expectación los visitantes se reunieron en la entrada de la escuela esperando la Que bien sabía la cena después de tanto llegada de padres y alumnos lugareños ejercicio físico, máxime cuando, aparte de que durante los últimos dos días iban a la cena en sí, el grupo turco ofrecía una hacer de anfitriones. Al partir con “su” especialidad de su cocina nacional y familia algunos chicos volvieron a sentir mientras tanto algunos maestros pequeñas dudas pero que diferente alemanes habían preparado una buena llegaron a la mañana siguiente llenos de hoguera alrededor de la cual todos los elogios hacía las familias. Todos se participantes se reunieron a la luz de las sintieron acogidos con gran cariño y estrellas para asar salchichas y preparar estaban felices. “Stockbrot” que consiste en masa de pan que es enrolla alrededor de la punta de un No hace falta decir que mientras tanto la mayoría no solo habían hecho amistades palo y asada al calor del fuego. sino que se estaban consolidando rápidamente hasta intercambiar direcciones y planificando intercambios

para el futuro próximo. Daba igual si uno hablaba turco o estonio, prefería el pan blanco o negro, todos se sintieron parte de una gran comunidad.


El penúltimo día por la mañana se reunieron todas las clases de la escuela en el salón de actos a presenciar las aportaciones que los diferentes grupos habían traído. Los jóvenes españoles llevaban desde la vuelta de las vacaciones de Navidad ensayando una pequeña obra de teatro y cosecharon grandes aplausos. También se intercambiaron los trabajos que los alumnos de las diferentes escuelas participantes en el proyecto habían ido elaborando y algún que otro regalo que enviaban. Por la tarde hubo una animada fiesta de cierre en la cual el público pudo degustar un pequeño aperitivo español.

Asociación de Escuelas Comenius: educando para ser ciudadanos del mundo.

Niños ingleses, turcos, italianos, alemaNuestra Escuela cerró el curso 2011-2012 nes, estonios, y españoles, trabajaron cocon el tercer encuentro del Proyecto Codo a codo en la preparación de este evenmenius, en un viaje que llevó a 10 alum- to. nos y alumnas de Secundaria hasta la ciudad de Bari, en el tacón de la península itálica. Nuevas experiencias y nuevas amistades se trajeron de vuelta.

Ya después del largo verano, el pasado septiembre, 6 alumnos de la Escuela Libre Micael tuvieron también la oportunidad de pasar una semana de convivencia internaComo siempre cuando uno se encuentra a cional. Esta vez en un pequeño pueblo al gusto, el final llegó demasiado pronto y sur de Estonia, rodeados de espesos bocon él los abrazos y no pocas lágrimas. sques, el tesoro natural del país, y experiPero fue un final feliz y de hecho más que mentando la vida en familias lugareñas, un final, un principio ya que todos sabían gentes todavía muy unidas a la tierra y sus costumbres, que nos acogieron con que no había hecho más que comenzar mucho calor. una larga amistad. Begoña Valía, Sylvia Obermeier

smal, la escuela Waldorf estonia, en una noche de luna llena resplandeciente.

Fue una semana de trabajo intenso. Había que preparar un gran evento para la festividad de San Miguel, el 29 de septiembre: la representación de la obra músicoteatral “el tiempo de Micael y la Naturaleza”. Esta escenificación fue presentada a padres y amigos de la Johannese Kool Ro-


En cada rincón de la escuela sucedía algo interesante: niños haciendo pirámides humanas, otros construyendo un gran dragón de madera para la leyenda de San Jorge, música en la orquesta, coreografías sobre los cuatro elementos, malabares con fuego, pelotas, mazas, y cuentacuentos para los maestros visitantes.

Encuentro Comenius en Madrid

Del 15 al 20 de Abril de 2013 nuestra escuela será anfitriona de Comenius, y acogerá a 25 chicos y chicas de Secundaria de cinco países, así como a 10 maestros y maestras. Los talleres de este evento serán: un mosaico, el trabajo con piedra de jabón, y un taller de flamenco para princiAlgunas tardes también pudimos disfrutar piantes. Como siempre no faltará el intercambio de músicas y danzas de todos los de los alrededores: una excursión por tierras pantanosas donde pudimos degu- países integrantes del proyecto. Todos estáis invitados a participar de estos días star distintos tipos de bayas, otro día por de encuentro e intercambio de experienafloramientos de arenisca, o la visita a un cias tan enriquecedor. mercadillo de productos locales. Este Proyecto puede ser realizado con ayuda de una subvención de la Unión EuroDentro de la Asociación Comenius hemos pea, cuyo objetivo es reforzar la dimenquerido aprovechar esta red de coopera- sión europea en el campo de la educación, promoviendo la movilidad y cooperación ción que hemos creado, para facilitar la realización de prácticas sociales de los a- entre centros educativos. Gracias al marlumnos de la clase 11 en el extranjero. Ya gen de libertad de implementación que el curso pasado una alumna tuvo la posi- nos dan, la idea de “unidad europea” no bilidad de hacer las prácticas en el jardín se reduce a hechos o conceptos de unidad de infancia de la escuela Waldorf asociada política, jurídica o económica, sino que éstos encuentran hilos que conducen a de Inglaterra. Este curso ofreceremos orealidades siempre más vastas y que cultras dos o tres vacantes en la escuela minan en la evidencia básica que únicaWaldorf de Alemania. mente importa: la Vida Humana. Inés Nacerí Martín Prácticas sociales


Semana Comenius en la Escuela Libre marse a la vida doméstica y al ambiente familiar, a lo español y a sus vigencias; el Micael, Madrid. sabor de las comidas o el ejercicio de comunicarse en una lengua extranjera, entre otros. Un célebre violinista dijo que “reconciliar al mundo es tal vez demasiado ambicioso, pero al menos se puede formar a los niños En las mañanas de la Escuela realizamos para ser respetuosos hacia las diferencias, dos talleres artísticos: la creación de un banco con mosaicos con la inestimable aque son lo único que nos permite aprender: si todos fuéramos iguales, no podría- yuda de Begoña Valía. Los chicos rompieron azulejos de colores en múltiples pedamos ofrecernos nada unos a otros”. . zos para juntos crear una nueva forma Y eso es lo que intentamos en la semana hecha de distintas figuras. Fue sorprendente la rapidez con la que los alumnos Comenius que se celebró en la Escuela Libre Micael del 15 al 20 de Abril de 2013. crearon una pieza armoniosa, suma de las Pasaron la semana con nosotros 33 alum- pequeñas aportaciones de todos. El segundo taller consistió en realizar trabajos nos y maestros de las cinco escuelas eucon piedra de jabón a cargo de Sarah Linaropeas asociadas. En estos días de enres. cuentro internacional nos esforzamos en brindar a los alumnos extranjeros la oportunidad de la inmersión en nuestro país, para algunos no sólo su primer viaje en avión sino también el primer contacto directo con nuestra cultura. Al igual que cuando nuestros alumnos les han visitado en sus respectivos países, la convivencia en familias españolas les permitió descubrir más cosas de las que un turista de a pie podría percatarse: aso-


Por supuesto también pudieron transitar las calles del Madrid de los Austrias, descansar en la generosa sombra de los árboles de El Retiro, montar en barca y tener una vista panorámica de la capital desde el llamativo bus turístico. Una segunda visita a la ciudad nos permitió mostrarles aspectos más castizos de nuestra cultura. Tras abrir el apetito con algo de arte en el Museo de arte moderno Reina Sofía, llegamos a la escuela de flamenco más emblemática, donde el bailaor Pedro Fernández nos instruyó en los elementos básicos de este arte. Recuperamos fuerzas en las callejuelas del centro tomando unos ricos churros con chocolate. Para finalizar, en la despedida, cada nacionalidad nos mostró algo de su cultura. Una danza, una canción, juegos de palmas, interpretación musical. Se nos mostró, en definitiva, el verdadero mosaico: el de los pueblos de Europa. Gracias mil a las generosas familias que se abrieron a incluir en sus hogares a todos estos chicos extranjeros. Gracias también a la Dirección de la escuela

que preparó con especial cuidado todos los detalles de la celebración de despedida. Y gracias a todos y cada uno de los

maestros, alumnos, allegados, que han colaborado ayudando a que esta iniciativa llegase a buen puerto.


ÚLTIMO ENCUENTRO Esmirna, Turquía. Semana del 2 al 8 de Junio de 2013. Bajo un sol de justicia, contemplamos los ecos del esplendor helenístico en las ruinas de Éfeso y Pérgamo. El guía se afana por transmitirnos las grandes gestas de Alejandro Magno, mientras fijamos nuestra atención forzosamente en estas piedras que misteriosamente callan el testimonio de todas las historias que nos cuenta nuestro cicerone. Fugazmente alcanzamos a salvar la distancia que hay entre nuestra carne viva y el polvo de estas piedras. Solo el mar, viejo y joven a un tiempo, tiende un puente entre la Antigüedad y nosotros.

se oían desde la habitación, el malentendido entre pedir echarse una siesta y quedarse casi sin cenar, el paseo familiar por la ciudad, la mezcla de hábitos islámicos y occidentales, haber aprendido algo más de ese señor que acecha en cada esquina de la escuela (Atatürk), o atreverse a articular palabras en ¡turco!

Tras el protocolario cambio de impresiones llegaba la hora de cantar las 6 escuelas juntas y prepararnos para el evento final: la puesta en escena de una obra de teatro que recrea la noche de San Juan y el despertar de la Naturaleza al verano. ¡¡Con qué gracia y ligereza euritmista representaron a los Silfos Blanca, Gabriela, Samuel, Sergio, Estrella, Clara y Alba!! Al piano, por supuesto, Gonzalo, el músico Volvamos al presente para bucear en lo que Turquía nos muestra a través de esta por excelencia del grupo. ¡Con qué arte se atrevieron a cantar a capella y a canon experiencia singular. Con la mirada bien frente a un numeroso público el Per Crudespierta los 8 alumnos de 7ª y 9ª clase cem! no dejan pasar detalle por alto. Cada mañana llegaban los chicos al vestíbulo de la Escuela TED Aliağa deseosos de compartir todo lo que habían vivido en sus familias de acogida: desde el extraño queso y las aceitunas negras del desayuno, las llamadas a la oración musulmana que


Para completar las jornadas escolares, los chicos aprendieron la técnica pictórica del papel marmolazo, a cocinar sarma, arroz envuelto en hojas de vid, y a bailar una danza tradicional. Este viaje ha sido la última movilidad dentro del Programa Comenius que nos concedieron hace 2 años junto a otras 5 escuelas Waldorf y estatales de Inglaterra, Estonia, Italia, Alemania y Turquía, con subvención de la Unión Europea. Como en el viaje a Ítaca, hemos arribado con gozo a puertos que antes ignorábamos, acumulado valiosas experiencias y se han plantado pequeñas semillas para que cada alumno las lleve consigo al proseguir su propia odisea. Mientras volábamos de Estambul a Madrid de vuelta, una alumna de la Escuela Micael escribía en su diario: ”Darnos la oportunidad de vivir estas experiencias es lo mejor que cualquier maestro puede hacer por nosotros.” Ella tenía razón, pues ¿No es una experiencia el verdadero acto pedagógico?


Impresiones de la familia de Estrella impaciencia crecía. Al fin desembarcaron capitaneados por su amable profesor. Alonso. Cada oveja se juntó con su pareja, es decir, cada alumno con su familia de Tener a Asha Kempson en casa ha sido acogida, y nos dirigimos a casa. muy fácil. ¡Lo difícil fue dejarla marchar! Nos arreglamos muy bien y no supuso ningún trastorno en nuestra vida cotidiana. La organización y el colegio hicieron todo muy práctico y compatible con nuestras costumbres y horarios.

El primer día un pequeño grupo de padres e hijos estábamos ansiosos esperando en la estación de tren. Iban a llegar aquellos desconocidos con los que compartiríamos una semana única. Recibir en casa un invitado de otro país hace que, de algún modo, viajemos un poco nosotros también sin necesidad de pasaporte, así que, que esta aventura empezase en el andén de una estación parecía muy adecuado. Poco sabíamos de Asha salvo que monta a caballo, que habla un poco de español y que nos habíamos intercambiado algunos correos tan breves como simpáticos en las semanas previas a su llegada.

Cada delegación llegaba en un horario y la nuestra, la de los ingleses, tardaba un poco más de la cuenta. Un tren tras otro entraba en la estación, pero de él no descendía el grupo esperado. Nuestra


En el trayecto de coche teníamos muchas cosas que preguntarles, tanto a Asha como a Christian, otro alumno inglés al que llevamos a casa pues se alojaba con nuestros

también nuestros familiares. ¡¡Teníamos doble ración de Comenius!!

vecinos, que son

En casa lo primero que descubrimos es que Asha es vegetariana. Mi hija Estrella y ella salieron entonces muy decididas al supermercado. Estrella quería que Asha probara esa primera noche dos platos típicos españoles y aptos para vegetarianos: tortilla de patatas y gazpacho. Los chicos cenaron juntos y desde el primer momento la conexión fue muy buena.

sido muy enriquecedor. Todo el tiempo se detectaba alegría y disfrute en las actividades del grupo y una energía muy constructiva. Siempre estaba presente el deseo de compartir y de mostrar lo mejor de cada uno y de nuestra cultura y nuestro modo de vida a los estudiantes de otros países, así como el conocer lo que ellos nos podían contar de allá, de los lugares de los que provenían. Reconocerse en la igualdad y también en la diferencia fue un proceso natural que el programa de actividades y excursiones conjuntas favoreció mucho.

Ahora sólo esperamos que haya una nueva ocasión para que Asha nos visite, En todos los aspectos ha sido una quizá este mismo verano. experiencia muy positiva porque nos ha permitido conocer cómo son otras escuelas Waldorf en el mundo. Al ser este Muchas gracias por la labor de quienes tipo de pedagogía tan minoritaria en nos habéis permitido participar en esta España, es muy gratificante compartir experiencia Comenius. unos días con otras personas que tienen la misma visión de la enseñanza. Las costumbres, las normas, los valores son reconocibles y hacen la integración casi automática.

Me consta que para los chicos españoles redescubrir su propia escuela, su ciudad, sus museos, incluso sus familias desde la mirada de un compañero extranjero, ha


Articulo de las practicas sociales Una semana antes de la semana santa del actual año 2012, tuve la gran oportunidad de viajar hasta Inglaterra para cumplir con la tarea social de este año, practicas sociales. Gracias a la ayuda de doña Inés, que muy gentilmente me puso en contacto con una familia inglesa, pude ir a cursar estas prácticas a el colegio Waldorf de Ringwood. Casualmente ya había tenido, años atrás, la oportunidad de viajar a esta localidad Inglesa, por lo cual esto facilito mi transporte. En realidad todo ocurrió muy rápido y sin darme cuenta ya había llegado la hora de irme. La familia me acogió de una manera excepcional, esperaba que todo fuera mas difícil, mas me acogieron como a una más de la familia, lo que me ayudo a sentirme muy cómoda en su presencia. Tuvieron el gran detalle de llevarme de turismo durante el fin de semana lo que agradecí mucho ya que me intereso mucho donde me llevaron.

que recordaba mis tiempos en esta, gracias a las canciones y ejercicios que yo también hacia y cantaba en mi escuela en Madrid. Cada día en la guardería era un tanto contradictorio ya que todos hacíamos algo nuevo pero al mismo tiempo era una rutina diaria. A causa de la época del año en la que nos encontrábamos hicimos huevos de pascua con lana, flores, galletas con formas de animales… todo incitaba a la primavera, hasta las canciones que cantábamos y los juegos que hacíamos nos hablaban de conejos y golondrinas y flores que después de un largo invierno volvían a aparecer. Mi trabajo personal en el jardín de infancia consistía en ayudar a las profesoras a preparar la comida, ayudar a los niños, limpiar… Estos trabajos no eran muy pesados lo cual hacia que la mañana pasara inadvertida. A medida que pasaban los días los niños iban cogiendo cada vez más confianza y se les veía interesados en España y en el idioma extranjero. La compañía de los niños me hacia feliz y me despidieron con un cálido regalo que consistía en un librito con un dibujo de cada niño. Este regalo me emociono bastante y me hizo sentirme agradecida por haber tenido la oportunidad de haber compartido aquellos días con ellos.

Empece a ir a la guardería a ayudar al segundo día de llegar. Mi estancia e inten- Como conclusión me gustaría incitar a que to de ayuda en esta fue muy emotiva, ya todo el mundo que este interesado en la

ayuda a los demás haga un viaje de estas magnitudes y características ya que no solo te acerca a la gente a la que ayudas sino que también te introduce en nuevas, diferente e interesantes culturas de las que hay que aprender. Estrella Fernández Maldonado. 1º de Bachillerato


COMENIUS ÇOK TARAFLI OKUL ORTAKLIĞI PROJEMİZ

ÇALIŞMA PROGRAMIMIZ :

İSPANYA Proje Hazırlık Toplantısı ( 8-11 Eylül 2011) Madrid- Ortak Okul -Asociación Escuela Libre Micael

• İNGİLTERE ( 31 Ekim -5 Kasım 2011) Ortak Okul Ringwood Waldorf School Etkinlik Tema:Müzik,dans,folklor,Eurthmy ( 12-17 yaş öğrenciler) Comenius Programının temel amacı, "Okul Eğitimi" ALMANYA (22 -28 Şubat 2012) Koordinatör okul – ‘’Freie alanında Avrupa ülkeleriyle işbirliği yapmak suretiyle eğitimde kaliteyi artırmak ve kültürel diyalogu sağlayarak dil Waldorfschule Saar-Hunsrück e.V.’’ http:// www.waldorfschule-saar-hunsrueck.de/ Etkinlik öğrenimini teşvik etmektir. Bu program, Okul Öncesi Tema: Drama (13-15 yaş öğrenciler) Eğitim, İlköğretim, Ortaöğretim alanlarını kapsamaktadır. COMENIUS Programına AB üyesi 27 ülke ile, İzlanda, • İTALYA (14 - 19 Mayıs 2012) Ortak Okul - Scuola Norveç, Lihtenştayn ve Türkiye katılabilmektedir. Sec. di 1° gr. "Carlo Levi" Etkinlik Makedonya ve Hırvatistan da bazı alt programlarda yer Tema: Tarihi şarkılar,danslar,gösteri ve oyunlar (12-13 yaş almaya başlamıştır. öğrenciler) Comenius Okul Ortaklıklarının Amacı: • Comenius Okul Ortaklıkları, Avrupa'daki okullar arasında işbirliğini teşvik etmek suretiyle eğitimde Avrupa boyutunu • ESTONYA (24-29 Eylül 2012) Ortak Okul geliştirmeyi hedeflemektedir. Ortaklıklar, farklı ülkelerdeki Johannese Kool Rosmal http://www.rosma.edu.ee/ Etkinlik öğrenci ve öğretmenlere ortak ilgi alanındaki bir veya daha Tema:Akrobasi,sirk gösterileri ( 12-13 yaş öğrenciler) fazla konuda birlikte çalışma fırsatı sağlamaktadır. İSPANYA ( 25-30 Nisan 2013) Ortak Okul - Asociación Escuela Libre Micael http:// Okul Ortaklıkları projenin odaklandığı konu kapsamında www.escuelamicael.com/ Etkinlik Tema:Mozaik (12-14 yapılacak çalışmalar aracılığıyla; ekip çalışması, sosyal yaş öğrenciler) beceriler, proje faaliyetlerini planlama ve yürütme ile bilgi TÜRKİYE ( 27Mayıs- 1 Haziran 2013) Ortak Okul - TED ve iletişim teknolojilerinin kullanılmasında da öğrenci ve Aliaga College http://www.tedaliaga.k12.tr/ Etkinlik öğretmenlerin yetenek ve becerilerini Tema: Final Gösterileri ve Etkinlikler (12-18 yaş) geliştirmelerine yardımcı olur. Ayrıca, farklı ülkelerden ( Müzik,dans,folklor,tiyatro,akrobasi,ebru sanatı) okullarla bir ortaklık içinde yer almak, öğrenci ve öğretmenlerin yabancı dillerini kullanmalarına ve geliştirmelerine olanak vererek ve yabancı dil öğrenmeye yönelik motivasyonlarını artırmaktadır. Proje Adı: SHARE THE ARTS of learning,teaching ,working and creating a common Europe. Başvuru tarihimiz : Şubat 2011 Kabul tarihi : Temmuz 2011 Sözleşme tarihimiz : Eylül 2011- Temmuz 2013


PROJE HAZIRLIK TOPLANTISI İSPANYA 8/11 Eylül 2011 tarihinde Madrid Las Rozas ta gerçekleşen Comenius hazırlık toplantısına proje irtibat kişisi olarak İlköğretim Okulu Müdürü Hacer ERSEZEN katıldı.Hazırlık toplantısına Almanyadan iki,İngiltereden iki,İtalyadan iki,Estonyadan bir, ev sahibi okul İspanya dan üç öğretmen katılmıştır.İki gün süresince yoğun bir gündem dahilinde yapılan toplantılarda okul öğretmenleri bilgi paylaşımında bulunarak okullarını tanıtma ve farklı eğitim modelleri uygulamalarını değerlendirme fırsatı bulmuşlardır.İki yıl sürecek Comenius Projesi dahilinde yapılacak okul ziyaretleri,katılacak öğretmen ve öğrenci sayıları ve yapılacak etkinliklerin içeriği konusunda değerlendirmeler yapıldı.Tüm ortak ülkelerde yapılacak etkinlikler planlandı.Online paylaşımlarda bulunacak olan 4,5,6,7 ve 8. Sınıflar için temalar belirlendi.Lise öğrencilerinin ortak okulların bulunduğu ülkelerde dil öğrenme

ve çalışma deneyimi kazanmaları için neler yapılabiliceği değerlendirildi.Proje süresince yapılacak etkinliklerin yer alacağı sanatsal değeri olan bir kitap oluşturulması ve tüm çalışmaların ortak bir web sayfasında paylaşımının yapılmasına karar verildi.İngiltereye yapılacak ilk okul ziyaretine kadar projenin logosunun oluşturulması çalışmalarının yapılması ve ürünlerin değerlendirilmesi ve seçmelerinin İngiltere okul ziyareti süresince yapılması kararlaştırıldı.


İNGİLTERE OKUL ZİYARETİMİZ Okulumuz öğretmen ve öğrencileri “Share the Arts of Learning, Teaching, Working and Creating a Common Europe” konulu Comenius Programı çok taraflı okul ortaklığı projesi kapsamında ilk okul ziyaretini gerçekleştirdi. Projenin ortaklarından biri olan İngiltere’deki Ringwood Waldorf Okulu’na yapılan bu ziyaret 31 Ekim 2011- 05 Kasım 2011 tarihleri arasında gerçekleşti. Öğrencilerimiz etkinlik temasının müzik, halk dansları olması nedeniyle ortak ülkeler olan Almanya, İtalya, İspanya, İngiltere, Estonya’dan katılan öğretmen ve öğrenciler ile şarkılarını beraberce

söyleyip ve yerel danslara eşlik ettiler. Okulumuz, Türkiye ve Aliağa- İzmir

tanıtımını yaptılar.

Öğretmenlerimiz ve öğrencilerimiz derslere katılarak Türkçe öğretimi çalışmaları yapıp ve kültürümüzü yansıtan türkülerimizi saz eşliğinde ve halk danslarını CD’ye kaydedilmiş olarak müzik eşliğinde ortak okul öğrencilerine öğrettiler. İngilizce öğretmenimiz Emine TECİMER, Müzik öğretmenimiz Yücel GEZER ve 11 öğrencimizin katıldığı proje gezisinde öğrencilerimiz halk dansları, müzik, orkestra ve eurhythmy gibi sanatsal etkinliklerden oluşan proje faaliyetlerine katılmanın yanı sıra Stonehenge, British Museum, National Gallery, Tower Bridge, Big Ben, London Eye gibi İngiltere ile özdeşleşmiş birçok yeri gezme fırsatını

da elde ettiler. Böylelikle Avrupa’daki okullar arası işbirliğini teşvik etmenin yanı sıra, eğitimde kaliteyi güçlendirmek ve kültürel diyaloğu pekiştirerek yabancı dil kullanımını artırmak amacıyla yapılan proje

gezimiz amacına ulaşmış oldu. Türkiye’ye farklı ülkelerden edinilen arkadaşlıklar, yeni danslar ve şarkılar öğrenerek dönen öğrencilerimiz Şubat ayında Almanya’ya yapılacak olan bir sonraki Comenius projesi okul ziyareti hazırlık çalışmalarına başladılar.


ALMANYA OKUL ZİYARETİMİZ Comenius Projesi kapsamında TED Aliağa Koleji öğretmen ve öğrencileri Almanya Nohfelden-Walhausen’ da bulunan Freie Waldorfschule koordinatör okul ziyaretini gerçekleştirerek okulumuza döndüler. 22- 28 Şubat 2012 tarihlerinde gerçekleştirilen SHARE THE ARTS etkinliğine 6, 8, 9 ve 10. sınıftan 11 öğrencimizle, ilköğretim okulu öğretmenlerimizden Serra ERDEM ve Banu KIROĞLU katıldılar. Ana temanın tiyatro olduğu etkinliğe 6 Comenius Projesi ortağı ülkeden gelen toplam 100’e yakın öğrenci katılmıştır. Koordinatör ülke Almanya, ortak ülkeler İngiltere, İspanya, Estonya, İtalya ve Türkiye’den bir araya gelen öğrenci ve öğretmenler atölyelerde tiyatro, yaratıcı drama, müzik, akrobasi ve jonglör çalışmaları yapmışlardır. Bir hafta boyunca süren atölyelerde öğrencilerimiz keyifli ve eğitici çalışmalarda etkin olarak hem farklı kültür ve yaşamları bire bir gözlemleme hem de yabancı dillerini geliştirme fırsatı yakaladılar. Verimli atölye çalışmalarının yanı sıra, öğrencilerimiz antik, tarihi yerlere yapılan günübirlik turlar ile ev sahibi Almanya’yı

daha iyi tanımak için büyük bir fırsat buldu. Comenius Projesi dâhilinde 14–19 Mayıs 2012 tarihlerinde farklı öğrenci ve öğretmenlerimizden oluşan bir gurup İtalya, Bari’de gerçekleşecek olan okul ziyareti etkinliği için hazırlık çalışmalarına başladılar.


İTALYA OKUL ZİYARETİMİZ Katılımcı 6 ülkenin öğrenci ve öğretmenleri her sabah saat 8.30 da okulun tiyatro salonunda toplanarak birlikte farklı dillerde şarkı söylediler ve ardından gruplara ayrılarak eş zamanlı olarak resim, kukla yapım çalışmaları, müzik, dans, pizza ve makarna yapımı atölye çalışmaları yaptılar. Saat 12.00’de biten atölyelerden sonra, İtalyan ailelerin sunduğu öğlen yemeklerini yediler. Akşam yemeğine kadar olan sürede ise çevrede tarihi kaleler ve eski yerleşim yerleri ziyaret edildi. Bu geziler tarihi birer kale olan Castel Del Monte, Castella Barletta, Tarani, Castellano Di Bari, Castellano Grotte’ye olmuştur. Vezüv yanardağının patlamasıyla oluşan tarihi bir kent olan Pompei’ye bir gezi düzenlenmiştir. Eski

Dans etkinlikleri “Damat yerleşim yerlerinden Halayı”nın oynanması ile olan Polignano, Ostuni son buldu. ve Alberobello farklı Etkinlere katılan ev tipleriyle ilgiyle öğretmenler tarafından, ziyaret edilmiştir. Bu İtalyan öğretmenlere etkinliklerde teşekkür şarkısı söylendi ve öğrencilerimiz çiçek bulunduğumuz bölgeyi hediye ve tarihini daha edildi. yakından tanıma Eylül fırsatı yakalamış oldular. ayında Akşam yemeklerini İtalyan aileler ile ziyaret birlikte yiyen öğrencilerimiz, gittikleri ülke edilecek insanları ve onların yaşam şekilleri olan hakkında daha fazla bilgi sahibi olma Estonya’nın öğretmenlerine bayrak devir imkanı teslimi yapıldı. En son olarak, tüm ülke öğrencileri kendi hazırladıkları projeleri katılımcı okullara hediye ettiler.

yakalamışlardır. Son gün her ülke öğrencileri kendi kültürlerinin izlerini taşıyan şarkıları ve dansları tüm ülke öğretmen ve öğrencilerine sergileme imkanı buldular. Öğrencilerimizin sunduğu “Harmandalı” dansı göz doldurdu ve iki kez gösterilerini sunma fırsatı yakaladılar.


buluşan öğrencilerimiz çok farklı alanlarda kazanımlar elde etmişlerdir. Kültürel etkileşim, dil ve el becerisi anlamında 6 gün boyunca atölye çalışmaları, sohbetler, dans gösterileri yapılmış ve oyunlar oynanmıştır.

ESTONYA OKUL ZİYARETİMİZ Comenius projesi kapsamında 2012-2013 Eğitim-Öğretim yılının ilk ziyareti 24-30 Eylül 2012 tarihleri arasında Estonya’ya yapılmıştır. Konusu “ AKROBATİK HAREKETLER VE SİRK GÖSTERİLERİ” olan Estonya ayağı başarıyla tamamlanmıştır. Projenin Estonya ayağına rehber öğretmenler olarak İngilizce Öğretmeni Arzu YAKIN ve Sosyal Bilgiler Öğretmeni Özgür GÜVERCİN ile öğrencilerimiz Deniz AKPINAR (6.sınıf), Hazal BULUTCU (6.sınıf) ve Tolga SERBEST (7.sınıf) katılmıştır. Ziyaretimizde ev sahibi Estonya ve diğer katılımcı 4 ülke öğrencileri ile

Doğal ürünlerle beslenme kültürü, yaşam becerilerine dayalı eğitim anlayışı, birlikteliği ve paylaşımı geliştiren oyunları, zaman yönetimi ve disiplin anlayışlarıyla

çalışmalarımızı planlarken bize oldukça faydalı olacaktır.

ekibimizi etkileyen bu ülke ve okul, ilerdeki


Comenius: Share the arts  

under construction

Advertisement
Read more
Read more
Similar to
Popular now
Just for you