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INICIO / Erasmus / Otros / Socrates-Comenius

NOV. 09, 2010

Socrates-Comenius

Proyectos europeos de colaboración

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European Projects

It is difficult to express in a few words the relevance of  European Projects and their importance in the teaching process: they are essential to build a united Europe or, even better, in order to make human beings aware of the different cultures around them. In any case, we think that the more information both teachers and students have, the more culture they will have and thus, the more culture the more freedom and understanding.

Comenius Project. “Together in Europe”. 2004 – 2007

The project “Together in Europe” started in Krakow in October 2004 with the clear aim of understanding the European dimension that links all the countries involved, observing differences and similarities in different areas such as geography, history, culture, economy or politics in each country. In order to carry out this task each school has participated in the performance of several subprojects. One of the main ones has been the deep analysis of the information appeared in the newspapers from every country regarding common topics such as the access of Turkey to the European Union, immigration, Iraq war, and above all, the idea we have about the rest of the participant countries through the information displayed in the newspapers. European art and culture have been dealt with in different subprojects, such as the performance of the play Tango by Sawomir Mrozek and The Little Prince, the reflection on youth problems in current cinema, or the mail-art project about Don Quixote. Other topics developed have been geography with the subproject “Wonders of nature”, economy, with the study of the concept of pocket money in different countries, the analysis of causes and solutions to unemployment, and more social topics such as the concept of European identity with the questionnaire “Europe and me” and different activities against gender violence.

All these works have had an impact in our school, since the study and comparison of different fields have made us aware of our European citizen condition and it allows us to deepen into the knowledge of the participant countries. Finally, we should highlight the human dimension of the project, since the meetings in Krakow, Logroño, Najera, Munich, Genova and Naples have been very intense experiences and relevant both for participant students and teachers.

In the three years in which this project has been carried out, different schools have been involved in its development. Being the VIII Liceum Ogólnokszta-c-ce im. St. Wyspia-skiego from Krakow (Poland) the coordinating school, the following institutions have participated as partner schools together with the School of Art and College of Design: Agrupamento de Escolas de Álvaro Velho (Portugal), I.E.S. Rey Don García (Nájera, Spain), Michaeli-Gymnasium (Munich, Germany), Istituto Tecnico Commerciale Statale “A. Torrente” (Naples, Italy), Liceo Scientifico Statale Leonardo da Vinci (Genova, Italy) and the Christelijk Lyceum Zeist (Utrecht, Holland)

Comenius Project: Linguistic Project. "Percezione visiva Marino-LogroÑo". 2003 – 2004

This project was aimed to the exchange of students between the school of Art from Logroño and the Istituto statale d’arte di Marino Ciampino in Italy. In the years 2003 and 2004 there were two trips in which the students were welcomed both in Logroño and Marino. In both stays the students devoted themselves to the open air work, collaborating and working in groups, and to the elaboration of texts that accompanied the images in a final publication.

Comenius Project: “Culture and national identity through traditions customs and arts”. 2001 – 2003

At the beginning of this project our objectives focused, above all,  in getting to know the culture (traditions, customs, art, etc.) of the countries involved in the project. However, we all soon realised that the aim would go deeper than just knowing cultural, social, economic or political facts about the others. We felt that the main aim was going to be the human aspect of the project: how students of different countries, languages and culture would feel the need of a constant exchange of ideas and consequently they would have to invest their efforts in searching strategies and methodological approaches to come to meet the objectives. On the other hand, working on the project would make them think first about their own culture and then about that of the other countries, and from the contrast they would get to interesting conclusions. The students were the key element in the method to be followed, they were the protagonists.

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