Report Family Traditions June 2011

8/6/2019 Report Family Traditions June 2011

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Family Traditionshttp://visualnarratives.wikispaces.com/family+traditions
http://visualnarratives.wikispaces.com/family+traditionshttp://visualnarratives.wikispaces.com/family+traditions


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East Seymour Primary School / EastSeymour, CT, USA

Taller Expresario , Bogot, Colombia Jasmim School , Gaia, Portugal

Malasya

Bilkent Primary School, Ankara, TURKEY


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CAROL GOFF, K-5 ART TEACHER

R. D. SEYMOUR SCHOOL

EAST GRANBY, CT 06026

USA

I initiated the art exchange project, Family Traditions, with the goalof increasing students awareness, appreciation, andunderstanding of the similarities and differences of other childrenslives, through the sharing of narrative works of art illustrating familytraditions celebrated around the world. This authentic learningexperience provided students with an opportunity to trulyunderstand the communicative power of art. Art educators from

Portugal, Colombia, and Malaysia participated in this project withme, collaborating together on projects that will allow students tolearn about each other through their art.


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Malasya


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Colombia


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R. D. Seymour SchoolEast Granby, CT 06026

USA


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REFLECTIONS ON THE ARTEXCHANGE PROJECT: FAMILY

TRADITIONS

CAROL GOFF, K-5 ART TEACHER

R. D. SEYMOUR SCHOOL

EAST GRANBY, CT 06026

USA


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In art classes, before creating their initial drawings for the project,fourth grade students from East Granby, CT learned aboutAmerican artist, Norman Rockwell, and observed and discussedone of his Four Freedoms Paintings, Freedom from Want. Thisdiscussion led to an independent brainstorming activity wherestudents developed lists of both shared traditions (holidays), aswell as special and unique family traditions that occur throughouttheir everyday lives. Once they selected one idea to illustrate, the

children were reminded to think about the people involved, the timeof year, the setting, and the type of food and activities involved.The students had a choice of media to select from when creatingtheir piece for the art exchange, being limited only to the size of the2D illustration due to the anticipated costs of the future mailing of

the groups works for the traveling exhibit. Creating 3D work forthe art exchange was also an option, as digital pictures of thestudent work could be emailed.


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Students from the other countries participating also studied thenarrative work of a local artist selected by their teachers. When the

project is complete and all work from each country has beenreceived, I plan to organize the student work into both an onlineexhibit as well as a traveling art exhibit to each of the participatingcountries


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Another special component of this project is the dynamic synergy

created through the collaboration with other art educators aroundthe world. I have truly enjoyed exchanging ideas between all of theteachers involved in this art exchange project and plan toincorporate some of these new ideas into future lessons.


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My students are excited to view the work received from each of the

three other countries when they return to school this September. Itwas delightful to see the children thoughtfully developing theirnarrative art works in order to clearly convey the story behind theirselected Family Tradition.


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Our goal was to complete the art exchange project by the end of

May 2010, however, time restraints impacted this goal for some ofthe teachers, so I anticipate receiving the rest of the student workby the end of this summer, with the first exhibit of Family Traditionsoccurring in East Granby, CT, USA in the Fall.


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Exhibition East Seymour-

April/May 2011


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http://www.elo7.com.br/productProfile.do?webCode=1DE0B&sortBy=&pageNum=&albumWebCode=&productIndex=2http://www.elo7.com.br/productProfile.do?webCode=1DE0B&sortBy=&pageNum=&albumWebCode=&productIndex=2


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INTERCMBIO ATRAVS da ARTE

em PORTUGAL

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International Art Exchange

I

PortugalI

Escola JasmimValadares. Vila Nova de Gaia. OportoI

Primary School - 3rd levelI

Curricula Contents

.Localization of Portugal in the World Map and in Europe Continent

.Portugal and his Districts, administrative distribution and characteristicsI

Family Traditions Art Project

I

Activity:Each student work about one District, its Characteristics and Traditions.

IEaster time meanwhile

IEaster Family Traditions

ISearching, Observation and Collecting Operation

I

Amadeo de Souza Cardoso Portuguese Artist

IPainting by the pochoir manner of the artist

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Escola Jasmim, our school

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The schools front

The pleasant schools entrance

Our big playground with a lot ofspace, trees, plants and bugs todiscover and play with


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The nice and large schools hall for multiuses


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More playground where all children love to play


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3rd Level Curricula Contents

.Localization ofPortugal in the WorldMap and in theEuropean Continent

.Portugal and its Districts,administrative regions andcharacteristics

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Activity:

Each student work about one District, itsCharacteristics and Traditions

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Activity:Each student workabout one District, itsCharacteristics andTraditions.

And here it is:The whole country:PORTUGAL itselfpainted as a puzzle

in a canvas.

Its beautiful,isnt it ?

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In Portugal there many Family Traditions:

some are similar to other western countries,

they happen in the same time and may have

similar forms

Butthere are, always, differences

Lets see some, with the help of the arts!

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Easter Family Traditions

Searching, Observation and Collecting Operation

Flowers of Easter

Folar cake and Sweet Rice someof the most delicious things of Easter

Sweet Rice

Mother duck hatching the eggs.

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http://3.bp.blogspot.com/_7A8iFeRcoDk/S7fLVhzrA0I/AAAAAAAABEs/q40KpJS8JYU/s1600/IMG_1490.JPGhttp://3.bp.blogspot.com/_7A8iFeRcoDk/S7fLVhzrA0I/AAAAAAAABEs/q40KpJS8JYU/s1600/IMG_1490.JPGhttp://1.bp.blogspot.com/_XBr8jiVYMtI/S7kFZmDLT-I/AAAAAAAADFY/x0-G62ktVBI/s1600/Abril+2010+fluir.jpg


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FOLAR, the traditional easter cake with differents recipes andshapes according to the differents manners and culturesamong the several districts of Portugal.

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The almonds dry fruit very typicalall over the country but mainlyat very north and very south


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and the sweet almondsare similar in shape. Theseare used all over the

country.


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Easter Sugars Almonds and coloured eggs

for the children and all the family

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Compasso, the traditional procession after thereligious Aleluia Ceremony at the church.

The Palm treeleaves for the

religious feast

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He lived between 1887 an 1918 at the north of Portugal.

His early works were stylistically close to naturalism and impressionism.

Around 1910, influenced both by Cubism and by Futurism, he became one of

the first modern Portuguese painters. His style is aggressive and vivid both

in form and colour and the compositional structure of his works may seem

random or chaotic at first sight but are clearly defined and balanced. His more

innovative paintings look like collages, and seem to pave the way to

Abstractionism or even Dadaism.

Amadeo de Souza Cardoso

Portuguese Artist

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http://en.wikipedia.org/wiki/Cubismhttp://en.wikipedia.org/wiki/Futurism_(art)http://www.google.pt/imgres?imgurl=http://marieta.no.sapo.pt/images/10Olhar_002.jpg&imgrefurl=http://marieta.no.sapo.pt/Portugues/7percurso.htm&usg=__1KtgjL2eLYuggSq28ziWPibu3EU=&h=500&w=406&sz=69&hl=pt-PT&start=137&sig2=adZeV0McIM_jtMCgmB0VuA&um=1&itbs=1&tbnid=YbAPFiAXfmcx1M:&tbnh=130&tbnw=106&prev=/images%3Fq%3Damadeo%2Bde%2Bsouza%2Bcardoso%26start%3D126%26um%3D1%26hl%3Dpt-PT%26sa%3DN%26ndsp%3D18%26tbs%3Disch:1&ei=WCROTP_5NdaSjAe0lbjYDAhttp://www.google.pt/imgres?imgurl=http://www.mam.org.br/2008/_uploads/exposicao/exposicao_5_19_nor.jpg&imgrefurl=http://www.mam.org.br/2008/portugues/exposicaoDetalhes.aspx%3Fid%3D5&usg=__-qo0z9q8RZAoIsMyWE1-vIA2z1Y=&h=250&w=248&sz=20&hl=pt-PT&start=58&sig2=2HGPIOh3HfHCzueA3ewLiA&um=1&itbs=1&tbnid=ZEP9lV1eDqXLLM:&tbnh=111&tbnw=110&prev=/images%3Fq%3Damadeo%2Bde%2Bsouza%2Bcardoso%26start%3D54%26um%3D1%26hl%3Dpt-PT%26sa%3DN%26ndsp%3D18%26tbs%3Disch:1&ei=FyROTL3MG8OQjAe5tYjYDAhttp://www.google.pt/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/0/04/Amadeo_de_Souza-Cardoso_1.jpg&imgrefurl=http://commons.wikimedia.org/wiki/File:Amadeo_de_Souza-Cardoso_1.jpg&usg=__Z9TJOyjl41yQ_iE9QMYD9SQGZ3I=&h=3878&w=2932&sz=2605&hl=pt-PT&start=54&sig2=3Rb-kOYhWNADWa0w2IhasQ&um=1&itbs=1&tbnid=RHMr1bJt-tkmEM:&tbnh=150&tbnw=113&prev=/images%3Fq%3Damadeo%2Bde%2Bsouza%2Bcardoso%26start%3D36%26um%3D1%26hl%3Dpt-PT%26sa%3DN%26ndsp%3D18%26tbs%3Disch:1&ei=4CNOTM6zEM-TjAe2v53YDAhttp://www.google.pt/imgres?imgurl=http://rascunho.iol.pt/img/quadro-amadeu_souza_cardoso.JPG&imgrefurl=http://rascunho.iol.pt/critica.php%3Fid%3D659&usg=__lDLq1vqqTAofJ2I5njsGuELqUzo=&h=612&w=499&sz=115&hl=pt-PT&start=26&sig2=YeAvaQX1RJKvtaczJEwRfg&um=1&itbs=1&tbnid=Lv_UviONI9P7HM:&tbnh=136&tbnw=111&prev=/images%3Fq%3Damadeo%2Bde%2Bsouza%2Bcardoso%26start%3D18%26um%3D1%26hl%3Dpt-PT%26sa%3DN%26ndsp%3D18%26tbs%3Disch:1&ei=riNOTIsiz5OMB6y_ndgMhttp://www.google.pt/imgres?imgurl=http://1.bp.blogspot.com/_ndidGrHjEQM/S-3WrpirxjI/AAAAAAAACjU/rDHuNoZQDBI/s1600/Pintura%2B(1917)%2Bde%2BAmadeo%2Bde%2BSouza-Cardoso..jpg&imgrefurl=http://tertuliabibliofila.blogspot.com/2010/05/athena-e-fernando-pessoa-apontamentos.html&usg=__Q0uh5poZz6z_KIppV9XRqEe6Z3M=&h=707&w=700&sz=118&hl=pt-PT&start=22&sig2=k35Y4i8GBHTR4ySq-5z4yA&um=1&itbs=1&tbnid=tMN7WsYAe0Rz3M:&tbnh=140&tbnw=139&prev=/images%3Fq%3Damadeo%2Bde%2Bsouza%2Bcardoso%26start%3D18%26um%3D1%26hl%3Dpt-PT%26sa%3DN%26ndsp%3D18%26tbs%3Disch:1&ei=riNOTIsiz5OMB6y_ndgMhttp://www.google.pt/imgres?imgurl=http://4.bp.blogspot.com/_FPyx6ZpepEA/SwmKpCFkiFI/AAAAAAAAAG0/UK7j75Urnvk/s1600/amadeo.jpg&imgrefurl=http://fvitae.blogspot.com/2009/11/amadeo-de-souza-cardoso.html&usg=___gAEjn15FRjQLsGGlcBTZfqSOI4=&h=472&w=388&sz=26&hl=pt-PT&start=8&sig2=t2YZhLQwsZ7LXOo8bboQHg&um=1&itbs=1&tbnid=KW0AMpTZmHMk9M:&tbnh=129&tbnw=106&prev=/images%3Fq%3Damadeo%2Bde%2Bsouza%2Bcardoso%26um%3D1%26hl%3Dpt-PT%26tbs%3Disch:1&ei=QyNOTLmIJ8-TjAeuv53YDAhttp://www.google.pt/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/8/84/Amadeo_de_Souza-Cardoso-5.jpg&imgrefurl=http://commons.wikimedia.org/wiki/File:Amadeo_de_Souza-Cardoso-5.jpg&usg=__9l3v9DkA6ykU1hJaLBPx5TMJtuc=&h=428&w=750&sz=108&hl=pt-PT&start=3&sig2=WDO8yHjaNPicaqdmgopUBg&um=1&itbs=1&tbnid=F09R0_74LBKVdM:&tbnh=80&tbnw=141&prev=/images%3Fq%3Damadeo%2Bde%2Bsouza%2Bcardoso%26um%3D1%26hl%3Dpt-PT%26tbs%3Disch:1&ei=QyNOTLmIJ8-TjAeuv53YDAhttp://en.wikipedia.org/wiki/Futurism_(art)http://en.wikipedia.org/wiki/Cubism


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Amadeo de Souza Cardoso Portuguese Artist

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Some paintings by Amadeo were inspired in formsand colours of Portuguese folk arts

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Painting by the pochoir manner of the artist

Esboos e Desenhos/ Explorando os materiais e seus efeitos

Sketches and Projects/ Exploring the materials and their effects

Folar da Pscoa /Easter Cake

Ovos/ Eggs

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Artwork created with Oil and Soft Pastels

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Exploring the materials and their effects

Painting by the pochoirmanner of the artist

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From the forms created everybody constructed stencils forms

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The EGGS, ALMONDS or FOLAR forms



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Easter FLOWERS forms



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some FOLAR cakes forms



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FOLAR cake form FLOWER form



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Easter symbols

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Painting by the pochoirmanner of the artist


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Family Traditions Art ProjectPainting by the pochoir manner of the artist

The coulours are lively and bright.

Its important not to forget the aim of the project as well asthe Amadeo style.

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The final artwork 1: a painting in canvas


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That was a great experience! It was a lot of fun!!!We learn and practice some interesting things:

.More about our country, our traditions

.More characteristics of each district

.Family traditions, our and the others

.Easter Symbols and Signs

.Easter Forms and Colours

.About our big artist Amadeo de Souza Cardoso

.The pochoir technics

And, after all, we know better each other

THANKS EVERYBODY who participate in this project!

.


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This Art Work was created by the 3rd level class of

JASMIM SCHOOL at Valadares, Gaia, PORTUGAL

Pupils:Ana Filipa Amorim

Ana Nadais

Antnio Moniz

Beatriz Figueiredo

Bruno Cirne

Carlos Francisco Anjos

Dinis SilveiraDiogo Sousa

Ins Castro

Francisco Batista

Francisco Gomes

Leonardo Brito

Lus Melo

Marta Abreu

Martim Prata

Sofia Magalhes

RegularTeacher: Rita EstevesArt Teachers: Manuela Prata and Fernanda Santos

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REFLECTIONS ON THE ARTEXCHANGE PROJECT: FAMILY

TRADITIONS

TERESA TORRES DE EAVISUAL ART TEACHERS ASSSOCIATION APECV

JUNE 2011


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When Carol invited me to join her in the project I look for teachers

accepting to collaborate in a multicultural project through visualarts. The first idea was to share a common theme for a visual artlesson as a starting point to facilitate students learning engagingtransdisciplinar approaches. One year later I realised that weaccomplished our objectives. Through visual story telling childrenwere able to become aware of their own cultural identity in order totell the 'others' from another country about what the sense ofcommunnity , what makes them unique to the other children.Visual Arts education is powerful tool to work in Peace Education,projects like this one show such possibilities.

TERESA TORRES DE EA, APECV, 6- June 2011


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Exhibition , Bragana-

Portugal , May 2011


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Bilkent Primary School

Bilkent University, East CampusAnkara, TURKEY


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Turkey's Topic: Traditional Wedding Rituals

Aims of the Project:

To promote international-mindedness in art classes

To help students be open minded and sensitive about other cultures thorugh art

To encourage students appreciate works of art from different countries


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Traditional Wedding Rituals

Famiy Traditions

IDF Bilkent Primary School CREATIVE ATELIER CLUB Grade1&4 students and Grade 6 and 8students are going to work on the topic Traditional Wedding Rituals

Project Coordinators:

Burcu Diker (Visual Arts Teacher)

kran ahin (Visual Arts Teacher)

zlem Baytan (Visual Arts Teacher)

Erol Saak (Design and Technology Teacher)

zge Toplu (Design and Technology Teacher)

Nil elik (Visual Arts Teacher)


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ACTIVITY-1

Aim: The comparision of the past culture with todays culture by our students, roleplaying, re-interpretation, based on the observation-analysis techniques, to provide

permanent learning in the museum by the help of applications.

Activity 1/ Acting Out the Traditional Wedding Rituals

Participants in the Program: 35 Grade 1 and 4 students in the Creative Atelier Club

Time: 40 Before visiting the Museum; 120 The duration of the visit to the museum;

120 After the Museum visit


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Application Process:Before visiting the Museum:

Before the visit to the museum; showing photo, giving information, givingresearch paper homework, sending a letter informing parents.Making an appointment, planning a visit to the museum (how manyhours to stay/how long to stay, meals, round-trip, transportation) Gettinggeneral information from a museum educator about the museum duringthe visit to the museum


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Visit to the Museum

The Ethnography Museum of Ankara was built as the first museumstructure of Ankara and Turkish Republic in 1925. In the museum thethree-dimensional images which reflect Turkish traditional lives islocated in the showcases which has ethnographic objects. Studentswalk through the museum in general. The part on henna night andwedding showcases is examined in detail. Although there are somechanges in wedding rituals in Turkish Culture in different regions, all ofthem are performed in the standard patterns. In our planned visit, inaccordance with the project topic our students performed HennaNight, which is a part of our traditional weddings, at the museum. Thestudents wearing appropriate clothing to the event performed thedances, folk songs, the tradition of applying henna, food, groomshaving, the tradition of throwing money, and the other moments.


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Road to the Marriage in Turkey: Kna Gecesi HennaNight

Henna is a kind of coloring powder obtained from thetree of Henna.

Henna Night, is a traditional ceremony symbolizing thelast night of a bride in her fathers home. It is a ritual of

tattooing the hands and feet of the bride with henna in aceremony that usually the girls and women are invitedIn the Henna night, the bride and the ladies, wearingtraditonal dresses, dance with folkloric or oriental musicand songs. (www.istanbul-pedia.com)


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Please have a look at the photos of ourstudents acting out the henna night foryou and then send your questions andcomments to us through the forum. Have

you found similarities between yourculture and ours? Have you foundanything interesting?


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Hatice ILDIROYUK, the educational specialist of the

Ethnography Museum Management Department, gaveinformation about the Ethnography Museum and weddingrituals. Then, during the creative drama activity carried outunder the leadership of Ankara University Faculty ofEducational Sciences lecturer Dr. Aye OKYUVARAN, ourstudents spent enjoyable time by living the traditional

henna nights. At the same time, our students had ajourney to the past in this museum in which the examplesof Turkish art from Seljuk to the present are exhibited, andalso in which there are showcases belong to our customsand traditions.


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Have you ever seen traditional Turkishwedding gown or head dress like this before?Please write your comments to us through the

forum


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More Information at

http://obi.moodle.bilkent.edu.tr/2010-2011/course/view.php?id=43

1. Please, first go to www.obi.bilkent.edu.tr2. Choose English Version3. Click 'Primary'

4. Click 'Obi Moodle' under the 'Quick links' (on the left)5. Click 'project'6.Click 'family traditions'7.Type your username 'tempstudent'8 T d ' j t'
http://obi.moodle.bilkent.edu.tr/2010-2011/course/view.php?id=43http://obi.moodle.bilkent.edu.tr/2010-2011/course/view.php?id=43

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Report Family Traditions June 2011