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FINAL REPORT OF THE COURSE OF CERAMIC CERAMIC

do not think you can "communicate" skills or artistic skills through a course of eight lessons, but is always a first step to take familiarity with the subject, with the tools, techniques, to learn about the sculpture

REFRESHER COURSE

First Level


"THE EXPERIENCE OF CHILDREN INVOLVED IN PLASTIC IN"




Given the specific skills gained at the Academy of Fine Arts in Rome,
at the request of many colleagues and the head teacher, I agreed to bring the whole circle teaching a refresher course on the handling of the clay and painting pottery.
The course consists of basically three major purposes: 1
. explore the expressive potential of plastics;
2. discover their expressive skills through the manipulation and sculpture;
3. become aware of the world of child representation.

Based on these three objectives was easy to determine the purpose of training:

acquire the basic techniques of modeling in order to give children the opportunity to learn, a highly expressive, and set work appropriate to their capacity of representation.

Approved by the School Committee, the course was held as planned in eight meetings of two hours, from 16 November 2006 to January 25, 2007.
The large number of early acceptances was then reduced to the presence, fairly constant, with 20 students: 18 teachers and 2 teachers plexus Pirandello's "Ponte Galeria". The entire course was held in the school Pirandello, in school hours.

During the first meeting, I presented the lesson plans, explaining to colleagues why I called the course "The experience of plastic in the formation process of the child" and not merely, as might be expected: Ceramic course! Whether it was a ceramics course there was no doubt, but I wanted to give a different connotation to the training aimed not so much to achieve a beautiful "gateway chocolates" how to reflect on the development of the representative capacity of children through the manipulation and practical experience. This is the 'do' that develops creativity and knowledge.
has been activated, therefore, a type of simulated laboratory that basically, in tone and choice of techniques, a laboratory "for children."

METHODOLOGY

creativity and motivation is not taught, are the heritage of everyone, to an extent and in different forms.

do not think you can "communicate" skills or artistic skills through a course of eight lessons, but is always a first step to get familiar with the matter, with the tools, techniques, to learn about the sculpture.

sculpture (such as painting, poetry, music) is an expression, is communication, is an idea that comes to life, made concrete. But before you start to "talk" with images and forms you need obtain, as in all languages, a good base to steal a few but important rules, presented through the technique of colombino, the mold, the sheet as the bas-relief and painting.

My work has been extremely minimal, intended to explain the "how" we need to do rather than the "what" or the "why".

The trainees have expressed enthusiasm and interest, have proved organized, collaborative, attentive and above all, very pleasant, eager to practice with their children, and testing new techniques learned. It is not some technical difficulties, but this has not discouraged. Moreover we know that great works are the result of small and constant exercises!

Eugene Oregon Glory Holes

COURSE PROGRAM TRAINING





" Experience in the evolution of plastic baby "



LESSON No.1

The purpose of the training course.
The importance of manipulation in the evolution of the child.
The representation of children.
properties of clay.
colombino technique to create artifacts antiqued


Lesson 2

Technique colombino
and mold to create modern artifacts


Lesson 3

The bas-relief.
to achieve
artifacts of ancient civilizations (Egyptian, Greek, Mesopotamian)
The representation of space.
reports sizes and spatial location.
aspects of the acquisition of perspective.


Lesson 3

The bas-relief: free expression


Lesson 4

The use of acrylic paint on terracotta.
Properties of colors.


Lesson 5

techniques for creating objects commonly used



LESSON 6 / 7

The color ceramic

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UPDATE FINAL REPORT OF THE COURSE OF COMPUTER DATA UPDATE

Activities:
The course was held in a timely and planned activities. The theoretical part was immediately accompanied by the practice so that they were gradually acquired the skills necessary for various operations and the trainees were able to operate autonomously. During the lessons, except for the first two, the projector was used which allowed a greater usability of the topic addressed.
My work has been aimed at making the explanation clear and effective as possible, repeating the sequence of operations and checking from time to time that all, and especially those who come for the first time at PC, using skills they knew necessary to work independently. She has also been my care to provide them the tools and peace of mind for the PC have against an exploratory attitude to approach with curiosity and creativity.
Materials: Each participant was provided handouts printed on some of the arguments, a floppy disk for exercises and a CD containing materials at various levels of difficulty: abc (over easy), moduli1 and 2 (progressively more complex), a collection of clips and music and other explanatory files.

Frequency: some of the members attended very occasionally. One group was always present and this has enabled the smooth running of the course.

Difficulties:
Materials: The supply of materials required: 20 floppy, 20 cd, and a pen drive, was not met. Floppies and CDs were taken from the laboratory complex of the Ponte Galeria, but must return them.

Rating:
My assessment is positive since all the trainees who have attended regularly have acquired those basic skills that allow you to access various programs, work and manage the production. Moreover, their approach to PC has gradually become more secure, peaceful and constructive.
The work was onerous and I am sorry if, for lack of time, are not always able to provide all the support had asked.

ROME, March 19, 2007

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REFRESHER COURSE FOR TEACHERS OF THE WORKING

COMPUTER LITERACY

Professor: Oriana Di Paolo

Course Duration: 20 hours

PROGRAM:

BASICS
1 2 3
FILE MANAGEMENT WORD Word Processing
PAINT-4 WordArt
5 POWER POINT Presentation Tools 6
EXCEL Spreadsheet 7
INTERNET



Module1 - Basic

aim of the module

Put able to: understand the basic concepts relating to Information and Communication Technologies Describe the structure and functioning a personal computer · understand how to structure the IT networks and determine what impacts on contemporary society · Know the ergonomic criteria to be taken when using the computer · identify the problems relating to data security and legal issues.


Module2 - Using the Computer and Managing Files

The purpose of the form

Put able to: describe and major basic functions of a personal computer and its operating system · organize and manage files and folders · Work with icons and windows o Use simple editing tools and options press.


Module 3 - Word Processing Module Purpose

Put able to: define the functionality of software for word processing · carrying out the steps for creating, formatting and finishing a document · use functions to create and manage tables · insert graphics and images in a document



Module 4 - Spreadsheets

aim of the module

Put able to: define the functionality of a software to manage a spreadsheet · use basic operations to create and format a spreadsheet · use the basic arithmetic and logical basis, and import objects in the spreadsheet and graph the data it contains



Module 5 - Presentation

aim of the module

Put able to: describe the features of a software to create presentations. · Use standard tools to create presentations for different audiences and situations · use the basic functionality available to compose the text, insert graphics and images, add special effects


Module 6 - Information and Purpose of the module

Put able to: master the basics on computer networks · Find information and communicate with other users · use the Internet to search for data and documents in the network · use the functionality of a browser · use search engines and printing from the Web · Press via e-mail · send and receive messages, attach documents to a message, organize and manage folders of correspondence.

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TOGETHER: Eleusis, teachers and children

How nice !!!!!!!!!!!!!!!!!!! !
Here is the result of the work of all ......

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FINAL REPORT ALL THEATRE

Learning to Teach "Theater "

Report Update Course


The course is articulated within two months from 24 January 2007 to March 14, 2007 with a meeting of two hours per week (on Wednesdays from 17:00 to 19:00). The course was attended by a variable number of teachers, 8:00 to 12:00.
The "Material Theatre" which formed the path workshop were as follows: History and Theory of Theatre, Acting and approach to Character, Education of the voice, body expression, improvisation.
The route took place on the line in two different directions: a theoretical conducted by the playwright-director Emanuele Faina, and a practice run by two actresses-forming Arianna Demi Donati and Christian.

THE PATH ...

... started with the understanding of what theater is and what is not, what are the characteristics of action on stage, how you can make a real 'emotion. The exercises chosen
have given way to the student-teacher to lose the feeling of "pre" and "superstructure", and to discover and experiment with different expressiveness, more conscious and theatrical.
A part of the course was devoted to testing themselves of exercises leading to the understanding of some basic dynamics of theatricality: the bringing into play the real emotions and real feelings, the expression of a mood, empathy, invention. Through these exercises, the teachers, they are aware of the correct steps that lead to communication and dramatic expressiveness. A
'other part of the course was aimed to provide teachers with useful tools to work with children. Through a series of theatrical exercises, suitable and adaptable to children, the teachers understood how and why the means of theatrical works on the child's difficulties and of the class. The work, as a whole, it was proposed to create a theatrical consciousness in teachers through the basic understanding of the expressive potential of the individual and the group. The teacher participants were extensively involved in work, receptive to the content, excited and involved during the exercises.

theory lessons

... ... have provided useful concepts for the activation of a drama workshop led by the same teachers in the school. Through a first approach, which aims to summarize the history of the theater, the teachers were led to the discovery of theater pedagogy, or "theater as a tool to ...." From here we started to discover some basic contents concerning the message you want to convey through a dramatic text, a stage set, a play. In this regard, in the first lecture, each teacher was asked to write a short text, "dramaturgy" correct, from an emergency staff. The texts were read and analyzed in the last lesson of the course, in the light of knowledge gained during the entire course.
The second lecture was devoted to understanding the difference between what is said and what is read. Teachers were asked to read some passages and poetic theater trying to interpret the content.
In this lesson you were introduced important concepts such as the keyword, the pause and pause psychological technique, intonation and the intention the importance of proper articulation phonetics. The teacher-participants have shown great interest and have learned the basics of reading and interpretation dramatized. They have also acquired some tools to operate on small speech defects.

practical lessons

... ... took place through a series of exercises (exercises theatrical base) which, when replicated in children, lead to the development of skills such as listening, attention The discovery of some possibilities of expression, the relationship between the individual and the social relationship between the individual space. Teachers have been conducted through improvisation exercises that have made them aware of some physical and automation of some of the dynamics of expression. They were then driven to put themselves in the game through the years of trust, aimed at creating unity within the group through trust in others. An entire lesson was devoted to vocal teachers were led through exercises that require use of diaphragmatic breathing and conscious of the issue of sound. It 'been dealt a lesson on gesture with improvisation exercises leading to the search for a spontaneous gesture, a real and conscious. Ample attention was also given to work on space: how to move on stage and why.

Conclusions

We feel very satisfied with the results obtained from this location. The teachers have shown us and reported a high rating.
addition, we had some proof of what content was actually acquired by the teaching staff who have, by now, used in their class groups.
The objectives that we believe we have achieved through their work with teachers are: the acquisition of a basic education stage, the development of a theatrical sensibility, a greater awareness of the expressive possibilities, some theatrical means to intervene on the difficulties children, the discovery of a new language and knowledge, the ability to overcome some limitations.
We believe that this experience has laid the groundwork for a future and successful collaboration, which could lead to a constant search for educational opportunity and exchange between experts on theater and school teachers.

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