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ORIGAMI
provides
PURPOSE
INTEREST
MOTIVATION
INVOLVEMENT
COOPERATION
using
ART AND CRAFT
TOPICS
INSTRUCTIONS
promoting
PRACTICAL SKILLS
CREATIVE SKILLS
OBSERVATIONAL SKILLS
COOPERATIVE SKILLS
INFORMATIONAL SKILLS
that imply and affect
COMMUNICATIVE SKILLS
and develop
AN INTERDISCIPLINARY
PERSPECTIVE
approaching other culture
creative learning
curricular links
REFERENCES
LINKS
All the information about origami art
are the product of a workshop authonomously run by me in cooperation with
the collegues of the teams in which I am teaching EFL.
It is commonly agreed that learning a foreign language is not a purely
intellectual activity, for it is an experience that involves the whole
person of the learner.
For this reason acquiring an L2 and learning to use it in order to convey
messages, to communicate, is a task that engages, above all, the field
of communicative skills of an individal and exercises, in a wider action,
all the expressive articulations that give form and sense to the language,
from verbal, emotional, corporal, artistic points of view. That is why
is needed to adopt an inter-disciplinary and cross-curricular perspective.
All the activity-based and communicative teaching strategies can help
to restore the total integration of the learning experience by starting
from the meaning and reaching, through that, the language, giving children
exposure and practice to tasks that enhance the pleasure of learning a
foreign language.
Activities such as arts and crafts, creative and manipulative, are a fundamental
section of the global syllabus, as they not only stimulate the learner's
imagination, but also develop practical and physical skills. They are
enjoyable and motivating. Arts and crafts, as well, can stimulate an intensive
and relevant use of the language while providing a meaningful and prompting
learning context. It is also essential to bear in mind that it is the
process that is important, and with it the language used.
This reminds that folding paper into origami, considered as an art and
craft activity, can enrich the learning experience by creating a lively
context, by teaching the elements children need to participate in the
activities, to make origami projects or simply to follow instructions
useful in order to take part in the folding games. Origami can be used
as an opportunity to give instructions in English or can be exploited
what the children produce for other language activities.
According to this trend it is possible to set the purpose to gain useful
hints to train the learners in all the fundamental skills -listening,
speaking, reading, writing- and in all the phases of the didactic sequence
- presentation, drill, recombining activities and of freer use of the
language-, as well as in several different kinds of verbal communication
- encouragement, criticism, assent, explanation, etc.-.
REFERENCES
Balbo Mossetto, F. (1987)Primi passi
con l'Origami. Milano: Il Castello
Biddle, S.& M. (1994) Origami Safari. London: Red Fox
Brewster, J. Ellis, G. & Girard, (1992) D. The Primary English Teacher's
Guide. London: Penguin
Kasahara, K. (1973) Origami Made Easy. Tokyo: Japan PublicationTrading
Leonardi, L. (1988) Origami e... segni zodiacali. Verona: La Casa
Verde
Nakata, A. (1988) Origami. Union City: Heian International
Phillips, S. (1993) Young Learners. Oxford: Oxford University Press
Zanoni, R. (1989) Origami per insegnare. Verona: La Casa Verde
LINKS
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