This session follows the previous
"Storytelling and Songs" that has begun
to develop the following skills:
1. Creativity;
2. Transfer of skills;
3. Self-assessment.
Arts and Crafts session lasts 4 hours, from 3.00 to 7.00
PM.
WARM-UP
| AIMS |
- To recall the previous knowledge.
- To focus the reflections upon the INSET’s issue.
- To find out the assumptions about the BAK of the group
|
| TIME |
20 minutes. |
| MATERIALS |
A/3 paper, coloured felt pens. |
| PROCESS |
1. Work in pairs and write down 2 or more
things you ;have learned in the previous sessions then share with
the whole audience (10 minutes).
2. Buzz group to brainstorm ideas about the topic (5 minutes).
3. Share the points in the whole group and write a mind
map to; outline the topic (5 minutes). |
ACTIVITIES
FIRST TASK: Structured Group Work
on the different arts and crafts activities that can be done in relation
to the seasonal festivals, in order to research resources and books’ references
needed to perform an arts and crafts practical session. The TS have to
fill in grids (structured to file organised information about: source,
activity type, materials, techniques and the useful information) to be
photocopied and shared within the big group.
| AIMS |
- To research materials from different sources having
as criteria ;the link to different festivals.
- To become confident in the sharing of ideas and materials.
- To gather information and materials by researching and ;transferring
previous knowledge into new tasks.
- To organise a rationale. |
| TIME |
30 minutes |
| MATERIALS |
A choice of resource books, reference books, photocopies
from:
workshops, arts and crafts books, children magazines and crafty brochures;
A/4 paper, felt pens, etc. |
| PROCESS |
1. Grouping Ts: give mixed flashcards with
festivals’ symbols, ;form groups of three according to the "festival
family": Halloween, Xmas, Thanksgiving, Valentine’s + Mother’s
day ;(2 minutes). 2. Set the task
and give the materials needed:
a) reflect individually on the topic (3 minutes):
b) brainstorm ideas (5 minutes);
c) browse resources and materials (10 minutes);
d) find three or more
activities you liked,
techniques you could exploit,
products you could use,
e) complete grids to be photocopied and handed out (10 minutes).
|
BREAK: 15 minutes.
SECOND TASK: Workshop to produce different sets
of materials regarding the different festivals:
a-postcards;
b-masks;
c-decorations.
| AIMS |
- To learn by doing;
- To use creatively raw materials;
- To reflect about the techniques used to transfer manipulating ;skills
to children.; |
| TIME |
1 hour and 30 minutes. |
| MATERIALS |
Machinery, paper (different kind, size, weight, colour),
paper ;bags, elastic, colours, stuffing, string, sticks, sponges,
buttons, magazines, etc. |
| PROCESS |
1. Split the group in three and let TS agree in choosing
one of;the themes of the tasks.
2. Set the task by giving instructions on how to exploit their ;previous
work and adapt their previous knowledge to this new task.
3. Monitor the work. |
FEEDBACK
Display the products and make posters
to describe the procedures followed and the techniques used. Run a Show
and Tell session to present the work to the colleagues and to
open the plenary debate about how to adapt and transfer practical and
creative skills to children.
| AIMS |
- To give sense and focus to the activities performed
by the Ts.
- To understand the importance of a theory and a technique ;beyond
the practice.
- To begin the habit to share ideas and materials.
- To think about the activities in terms of usefulness and ;adaptability
to children’s needs. |
| TIME |
1 hour |
| MATERIALS |
A/1 and felt pens |
| PROCESS |
1. The groups reflect, summarise, organise sequences
and write posters to explain the steps followed in the previous activity
(20 minutes).
2. Arrange the setting of the displays. (10 minutes)
3. Begin the Show and Tell session speaking in turns according to
an agreed order.(10 minutes each group).
4. Recap the key-stages of the whole session and let Ts express their
own impressions and reflections. |
FOLLOW-UP
Photocopy all the products and hand them out to the participants.
Use the materials produced during the party organised as global feedback.
Begin the habit to reflective practice and sharing knowledge.
REFERENCES
BUTTON., J. (ed.), (1989), The
Primary School in a Changing World. A Handbook for Teachers, Centre
for World Development Education
DOFF., A., (1988), Teach English. A training course
for Teachers. Trainer’s handbook, Cambridge, Cambridge University
Press
ROSS., A., (1993), Inspirations for cross-curricular
themes, Bright Ideas-Scholastic Publications
UR., P., (Autumn 1987), "Teaching heterogeneous
classes" from The Teacher Trainer, Volume 1, No. 3
UR., P., (1996), A Course in Language Teaching,
Cambridge, Cambridge University Press
VALE.,D., FEUNTEUN.,A., (1995), Teaching Children
English, Cambridge, Cambridge University Press
WALLACE, M..J., (1991), Training Foreign Language
Teachers, Cambridge, Cambridge University Press
WRIGHT, A., (1997), Creating Stories with Children,
Oxford, Oxford University Press
| NILE IPG97 | STORIES
AND SONGS | ARTS AND CRAFTS | FOOD
|GAMES |
ARCHITECTS FOR ONE DAY!
|
