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Final descriptive report - Folklore, Music and Tradition

Dodał: Piotr Urbaniak.
Ostatnio zmieniony: 2006-09-13 15:45:23

Final descriptive report of the Socrates – Comenius Project:
Folklore, Music and Tradition
             I.      Institution Data
  1. Contract number: 05/SPC/05-134-P2
  2. Title of the project: Folklore, Music, Tradition
  3. Name and address: Gimnazjum nr 1 im. Ojca Świętego Jana Pawła II in Raba Wyżna 34- 721 Raba Wyżna 65
  4. Region: Małopolska
  5. Partner countries: Italy and Spain
          II.      Description of the results obtained during realization of the Project:
1.      Organization of the school life:
a)      Educational trip to Ethnographic Park (Museum) in Zubrzyca Górna
b)      Visiting Museum of Władysław Orkan in Rabka
c)      Watching spectacle in English language “Easy Money” in Nowy Targ
d)      Organizing school contest for the most beautiful Christ Child’s crib
e)      Local competition for the most interesting Easter Palm
f)        Contest for the best poster about Italy and Spain
g)      Literary contest “My discovering of Italy” in English
h)      School festival of the Tatra Highlands and Orawa music and poetry
Presentations and exhibitions were recapitulation forms of all this work.
       III.      Educational and preventive programs:
  1. Shaping respect for the tradition and history of the family against the history and tradition of the region through analyzing gathered information on family and local customs which was next used to create www of the project
  2. Stirring the attitude of toleration for different nations, their culture and philosophy of life – meeting foreign students, their families and pen- friendship.
  3. Shaping the skill of intelligent using of mass – media. Internet usage.
  4. Film and theatre as the means of transferring universal values.
  5. Creating conditions for the development of students interests, hobbies and skills. Contests and competitions. Theatre. Movie show.
  6. Developing the students’ ability of cooperation in group and peer work.
        IV.      Didactic program:
1.      Teachers used different forms of active exercises with their students. They also fulfilled the tasks which aimed at developing creative thinking among the students.
2.      Individualizing the process of learning through encouraging the students to participate in project competitions and contests.
3.      Getting to know the local historical monuments – geography lessons and school trips. The exhibition of students work on the “Comenius wall”
4.      Presenting historical and cultural heritage of the region.
           V.      Development of the students competence.
The students did most of the work in English language. They exchanged letters and postcards with their peers from Spain and Italy. The tasks were directed at developing their English language skills. They were also responsible for searching and analyzing the material which was needed to create the final product which is project’s www. Group activities and planning.
        VI.      The role of students:
   Classes III – wrote reports and papers about partner countries: Italy and Spain.
                            - worked on English version of the project’s www.
Classes II – elaboration of the Great Cookery – Book with the traditional Polish, Spanish and Italy cuisines
.                   – wrote compositions and folders about Polish and Spanish Galicia
 Classes I – wrote letters and postcards to their peers in partner schools.
                          - prepared school festival of regional music and poetry.
History set – elaboration of the local traditional activities and customs based on the      visit to the Museum in Rabka.
     VII.      Teachers’ competence development:
1.      Italian language study – coordinator.
2.      Development of the interactive teaching methods, e.g.: mind map, language projects, reading comprehension, debate.
3.      English language improvement.
4.      Computer competence improvement.
5.      Common work on the project influenced in a positive way the student – teacher communication and teacher – teacher contacts.
 VIII.      Teacher – student cooperation:
The time spent on the accomplishment of the project allowed to establish deeper interpersonal relations between the teachers and students. The students did their tasks very willingly as they didn’t feel forced to do anything and were prized for good results. They saw significance and meaning in their work; the tasks and responsibilities were convergent with their interests.
        IX.      Cooperation with the local community:
1.      local authorities - helped to prepare the financial report of the project and supervised the expenses.
2.      Local Culture Centre - helped to perform the school festival, they rent the auditorium and gave us some material needed to carry out the final product.
3.      Parents – guidance on the students during the project trips, help on the performance of the competitions, they could see and evaluate the children’s work during shows and exhibitions.
           X.      Role of the partner visits: meetings during the visit in the partner schools helped us to get to know each other better, exchange experiences, discuss some problems and plan well next tasks. Students participating in these visits had a chance to improve their English, learn about foreign culture and gain many precious experiences and especially meet new interesting people.
        XI.      Evaluation of the project:
1.      Reconnaissance and inquiry – discussions with students, teachers and parents.
2.      Behavior observation.
3.      Analysis of the working drawings.
4.      Analysis of the students performance and work.
5.      Questionnaire.
     XII.      Project promotion:
1.      information on the school www.
2.      articles in the school magazine “Eureka”
3.      articles in “ Rabiańskie Wieści” newspaper
4.      articles in “Dziennik Polski”newspaper
5.      European Share Treasures -
 XIII.      Practical examples of using the effects of the project in the future:
1.      On the project www student placed a lot of important and precious information and materials about culture and history of Poland, Spain and Italy which can be used by people during writing some papers on this subject.
2.       In the school library there are many useful books, albums, brochures and other materials gathered during the visits in partner schools.
3.      Both students and teachers became fond of studying by project method and they are bond to use this method still in the future.
XIV. Problems which appeared:
Not all teachers from Gymnasium were equally willing to cooperate and this is why some of the teachers had more work to do than the others.
 XIV.      Products of the project:
1.      audiovisual material (video cassette with the school festival recorded)
2.      the press and Internet articles (Eureka, Rabiańskie Wieści, Dziennik Polski,
3.      folders and albums, photos
4.      exhibitions and shows of students’ art work and photos.
5.      project website:

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