This Activity is expected to take place in- January- March and it should be completed by the end of first week in March (March 4)
1. Each partner is expected to access local/ regional/ national authorities or people who are dealing with traditional puppet toys and conduct an interview with them. For the purposes of guidance, respective interview will focus on following main issues:
- Current situation of respective puppet toy tradition in the region/ country. Is it still living or about to extinct? The activities (if any) done in the region to keep them alive
- How can the puppets be integrated to the education programs to establish a bridge between the part and today?
- This is not an exhaustive list of issues that can be dealt. You can enrich the issue according to general objectives of our project...
*After the interview, we expect you dictate/write it down for compilation of all interviews to summarize and derive a conclusion about the roles and future of the puppet toys and games
2. Each partner is expected to create a Power Point introducing their traditional puppets, their characteristic features (materials used, dressing, personalities, way of speech)
3. Each partner is expected to organize a Workshop for "Creating and Playing Puppets with Involvement of Three Generations" (schools in the neighborhood may be invited if possible) and developing a Power Point Presentation after this activity to give some information about it (number of participants from 3 generations, etc.)
- Each partner is expected to observe and note the level of interaction especially between the grandchildren and the grandparents during the workshop activity.
- Like in all other activities, each partner will strive to get coverage in local/regional/national media and press for the activity in order to contribute to the visibility of the project
- After completion of the activity, each partner is expected to upload the materials (photos, videos) of the activity to TwinSpace of the Project as well as posting them in our social media accounts
За съвременните ученици е от изключително значение участието, включването в разнообразни дейности, динамиката на училищното ежедневие. Те имат нужда да усетят, да преживеят, да видят и да докоснат образователния процес. Имат нужда от „учене, което протича на фона на дейности, изискващи правене, дискутиране, преживяване“
Изкуството заема главна роля при създаването на иновативни училищни практики, Те се основават на идеята за "познание", разглеждано като процес, разпределен между обучавания, средата и дейността, в която учащият участва.
В този смисъл театърът в образованието се разглежда като една от най-ефективните практики, намерили своето неоспоримо приложение в училищното образование. тъй като се оказва изключително приспособим към различно учебно съдържание, подходящо за различни образователни единици.
Чрез участие в драма, учениците прилагат своите мисли, отношения, модели на поведение и придобиват уникални свои лични преживявания. С помощта на специфични техники на образователната драма се осигурява ефективно усвояване на знания, умения и компетентности, стимулира се изразяването и споделянето на идеи, чувства и реакции.
Изкуствата карат хората да се чувстват свързани един с друг и по-малко изолирани. Чрез изкуството те споделят своите мисли, емоции и желания с другите. Търсят и намират своята идентичност, виждат своите проблеми.
Планирането, организирането и реализирането на образователно-драматичен проект в класната стая изисква от учителя педагогическо майсторство и компетентност, възможност и желание за трансформации, влизане в роля
Поставянето на мястото на персонажите въздейства върху нагласите, ценностите и убежденията така, както традиционните методи на обучение не могат.
Всяко участие в образователна драма в класната стая осигурява на учениците ефективни стимули за промяна на действията, нагласите, мисленето, чувствата и средата. „Целта на учителя е да стимулира учениците да видят себе си и реалността през призмата на науката и учения, които дават достоверни, адекватни или обективно удовлетворителни отговори. Намирането на научно обосновани резултати насърчава учениците да търсят подобни решения за справяне и в нови ситуации.
Чрез участието в процеса по създаване на обучително представление учениците показват по-високи учебни постижения. В процеса по образователна драма се подобрява междуличностна комуникация между ученици и учители, и ученици и ученици
Регистрирани по-високи нива на идентификация и асоциация с групата (училищния клас), в който битуват. Сплотеност, организираност, отговорност при вземането на общи решения.
В заключение реализирането на процес по образователна драма в класната стая създава приятна, весела, емоционална, динамична настройка на сътрудничество, приятелство и партньорство и едновременно с това научна, логична, активна, инвариантна, академична, продуктивна и ефективна атмосфера за развитие на иновативна образователна практика, в отговор на потребностите на съвременния ученик.
For today's students it is crucial to have participation, inclusion in various activities, the dynamics of school life. They need to feel, to experience, to see and touch the educational process. They need "learning that takes place against the background of activities requiring doing, discussing, experience"
Art takes a leading role in creating innovative school practices They are based on the idea of "knowledge", seen as a process divided between the learner, the environment and the activity in which the student participates.
In this sense, theater in education is seen as one of the most effective practices found their undeniable application in school education. as it turns extremely adaptable to different content, suitable for various educational units.
By participating in drama, students apply their thoughts, attitudes, behaviors and acquire their unique personal experiences. With the help of specific techniques of drama education ensures effective utilization of the knowledge, skills and competencies, stimulated the expression and sharing of ideas, feelings and reactions.
The arts make people feel connected to each other and less isolated. Through art they share their thoughts, emotions and desires with others. They seek and find their identity, see their problems.
Planning, organization and implementation of educational and dramatic design in the classroom requires the teacher's pedagogical skill and competence, ability and willingness to transformations in the role entry
Putting in place of the characters influence the attitudes, values and beliefs as traditional teaching methods can not.
Any participation in educational drama in the classroom provides students with effective incentives to change the actions, attitudes, thinking, feeling and environment. "The purpose of the teacher is to encourage students to see themselves and reality through the prism of science and teachings that provide reliable, adequate or satisfactory answers objectively. Finding a scientifically sound results encourage students to seek similar solutions for dealing in new situations.
By participating in the process of establishing an educational show students showed higher academic achievements. In the process of educational drama improving interpersonal communication between students and teachers and students and students
Registered higher levels of identification and association with the group (school class), which are embedded in. Togetherness, organization, responsibility to make joint decisions.
Finally realizing process of educational drama in the classroom creates a warm, cheerful, emotional, dynamic adjustment of cooperation, friendship and partnership and at the same time scientific, logical, active, invariant, academic, productive and efficient atmosphere for the development of innovative educational practice in response to the needs of the modern student.
https://youtu.be/MPqTZFCt9DM
Second interwiev.
Текущо състояние на традицията с игри с кукли в страната
Въпрос 1 : Интересуват ли се децата от куклите и играта с тях?
- Все повече деца се интересуват от играта с кукли.
Въпрос 2 : Какви са хората, които поръчват традиционни кукли – родители или баби и дядовци?
Обикновено баби и майки поръчват традиционни кукли. Най-често за рождени дни или други празници.
Въпрос 3 : Знаят ли съвременните деца как да играят с кукли?
Съвременните деца по-трудно играят ролеви игри с кукли. Но момиченцата имат интерес и лесно влизат в играта с кукли.
Въпрос 4: Има ли деца, които посещават ателието Ви, за да се учат как да изработват традиционни кукли?
Много родители водят децата си в ателието ми и редовно ги оставят да работят с мен. Децата бързо учат и с интерес работят със заготовки за традиционни кукли.
Current status of traditional games with dolls in the country
Question 1: Are you interested children from dolls and play with them?
- More and more children are interested in playing with dolls.
Question 2: What are the people who ordered traditional dolls - parents or grandparents?
- Usually grandmothers and mothers ordered traditional dolls. Most often for birthdays or other holidays.
Question 3: Do they know today's children how to play with dolls?
- Today's children more difficult to play role-playing with dolls. But girls are interested in and easily come into play with dolls.
Question 4: Are there children who attend the workshop you to learn how to make traditional dolls?
- Many parents bring their children into my studio and regularly leave them to work with me. Children quickly learn and interest in working with blanks traditional dolls.
https://youtu.be/Re9oThZP8Rg
Romanian puppets interviews.
English translate:
Interviews with stakeholders
In our research we used actors active representatives of local and regional society.
1. MUSCARI-SALVAN CARMEN-MANAGER
KINDERGARTEN NO.3 CITY BISTRITA.
2. CLAPOU CRINA-INSPECTOR EARLY
EDUCATION SCHOOL INSPECTORATE
BISTRITA-NASAUD COUNTY.
3. GIUREBE CRISTINA- MANAGER , KINDERGARTEN N0.1 NASAUD.
4. FILIP ANA- HISTORY TEACHER,RETIRED.
5.DAN PRAHASE- CURATOR MUSEUM NASAUD
6.LINUL GINA- TRADITIONAL ARTCRAFT
7. ONUL GABRIELA -ENGLISH TEACHER TRANSILVANIA COLLEGE NASAUD
NATIONAL CENTER FOR INFORMATION
AND TOURISM PROMOTION NASAUD
NON-FORMAL EDUCATION
Each interviewee answered a list of questions about games with puppets , about artisans who create these puppets and mascots, about the impact on children's mental development in puppets play, the determination of family relationships, creative workshops on puppet.
The answers from those interviewed was important to synthesize some ideas about traditional games with dolls in our region:
-puppet games were most popular in their childhood, regardless of gender or social status.
-in our area stands a return to local traditions and a revival of traditional crafts including the production of traditional puppets games .
-psychologically are very important game with puppets in mental development of pupils.
-recommended the introduction of daily moments playing with puppets in activities at the school for the positive impact for children and teachers .
puppets help creating lasting ties between different generations, pupils-teachers, children-grandparents, children-parents, children-children.
-puppets reveal the dynamics of family relationships but also the emotional components.
-all participants support and participate directly in the development of creative workshops of traditional puppets and mascots.
-these traditional puppets workshops is suggested to take place in non- formal spaces museum ,artisan house, out doors, NGOs.
-some participants recommend organizing a summer school in which to organize interesting and creative activities with children and grandparents.
With all answers and videos in this research we did an movie you can find on DVDs.
https://youtu.be/bMQSIBpmgzI