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Educational Resources

Plastic and visual education

Activities

How to make a Kamishibai with children: the stage

This activity consists in a unique session in which the stage for a Kamishibai must be created. If you don’t have one at your school you can borrow one for ALBOAN resources centre.

My favourite colour

Start a discussion about Dona and Dino’s colour preferences. Once this aspect of the story is analysed, the pupils are asked to choose a colouring pencil in their favourite colour and to write a short written composition to finish the activity hanging all of them up on the blackboard.

Dona and Dino's professions

Lay out cards with all sorts of professions, trying to also include some atypical professions, such as pianist, journalist or lifeguard. Divide the blackboard into two halves, one for Dino and one for Dona. The pupils can get up spontaneously, take a card and place it on whichever side of the blackboard they consider appropriate according to the gender to finish with a collective conclusion.

Painting with music

Each person is given a blank paper sheet and different coloured markers. Play a selection of pre-recorded music from different cultures, alternating different rhythms. The idea is for the participants to follow the music with their marker and change the colour whenever they consider appropriate. In the end they come together and show their drawings and feelings.

La entrevista

Se divide la clase en parejas. Una persona será entrevistador y otra un/a chico/a de otro país que tiene dificultades para ir a la escuela. Mediante preguntas e historias que se les entregará respectivamente, deberán entrevistarse para después reflexionar en grupo sobre las dificultades para ir a la escuela que hayan percibido y hacer dibujos sobre las historias. Se reflexionará en pleno y opcionalmente se puede ver el vídeo de la CME Dos niñas, dos vidas.

Construimos nuestra escuela

Para esta actividad se dividirá al alumnado en dos grupos y se les pedirá que construyan una escuela con los materiales propuestos. A uno de los grupos se le darán pocos materiales y al otro muchos más. Tras quince minutos de planificación conjunta y construcción se reflexionará en conjunto sobre los resultados de cada grupo.

Por una educación de calidad que desarrolle habilidades para la vida

La actividad comienza con una lluvia de ideas colectiva sobre la educación de calidad y lo que esta supone. Después se dividirá a la clase en grupos y se pedirá que cada uno cree una escuela mediante cualquier técnica, que rellenen unas tarjetas con las características que ellos crean que una educación de calidad ha de tener y que las peguen en la escuela. Se acabará con una reflexión en grupo y exponiendo el trabajo realizado en algún lugar común del centro para compartirlo con el resto del alumnado y del profesorado.

10 razones para una mejor educación

En esta actividad se propone al alumnado hacer una investigación de la situación educativa en grupos de los diferentes continentes mediante noticias para ponerlas en común. Posteriormente se profundizará en el país analizado y cada grupo creará un comic que ilustre la situación educativa del país.

Mi escuela ideal

Se propone realizar una reflexión con el alumnado sobre la situación de la educación en el mundo, a partir del visionado de distintos cortos que reflejan diversas situaciones educativas a partir de testimonios de alumnos y alumnas de diferentes países. Luego se propondrá a cada alumno que redacte una carta dirigida a un joven de otro país sobre su experiencia educativa. Finalmente se propone que cada alumno describa de forma breve su “escuela ideal” y se discuta y reflexione en pleno sobre los resultados y la acción de la CME.

Actividad de movilización

Actividad transversal a todos los niveles educativos y edades que consiste en entrar en la web www.cme-espana.org para conocer que se va a hacer y cómo puede uno unirse a la movilización.

Colouring mandalas for the Millennium Development Objectives

We will explain the global situation as regards Millennium Development Objectives in the world. After presenting the subject, we will leave a space for personal reflection, leave paints and mandalas all over the room, so that each boy or girl can pick up the drawing that he/she likes most and can begin to colour the same.

Free Conflict Technology

The group is divided into small groups and the photographs are distributed to each group. We ask them to think about the itinerary that a mobile phone follows from the moment it is “born” until it “dies”; afterwards, they will have to indicate this on the cardboards and explain it to the large group. To finish off, we ask them to think about the impacts and what we can do to eliminate them, or at least, reduce them. We write our proposals on a cardboard with the ideas that have been drawn from the debate.

The Papalagi

The teacher will ask the group to draw the Papalagi as they visualize them, while the text is read out loud. After this, the drawings are shown and talks begin about the Papalagi and their traditions, and why they have drawn them like that and what they imagine they do. After the debate, the identity of the people represented by the Papalagi is unveiled and a group discussion commences about diversity, prejudices, etc.

What glasses do you wear?

They will begin by brainstorming their ideas on a blackboard, creating the different categories of people whom they think they have in their environment. They will select one or two of those categories in pairs and they will build a pair of glasses each, which will represent a vision of the reality that the person whom they have selected has on his/her day-to-day activities. The game will consist of each person in the group wearing a pair and trying to see the reality from that point of view.

We can change our history

Divide the large group into three smaller groups. Each group will be responsible for sketching their neighbourhood or city, from a bird’s eye view, at a specific moment in history. One group will represent the past (50 years ago), another group will draw the present, and the other group the future (in 50 years’ time). After doing the sketch, the groups will explain what they have drawn and why. Once the projection to the future has been observed, the teacher will ask the class if they all share the same vision. They will be asked if there are things that they deem probable, but not desirable.

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