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The Travelling Sonnet

An interdisciplinary and creative

approach to folk heritage.

María Elena Riaño University of Cantabria (Spain)e-mail: rianoma@unican.esWebsite: http://mariaelenarianoblog.wordpress.com/

Research 2012-2014

• I+D+i Project HAR2011-30164-C03-03 sponsored by

Ministery of Economics and Competitivity of Spain:

“Music, dance and ritual in Spanish speaking

countries. Shared heritage and its importance in

Education”.

Website:

http://musicaypatrimonio.blogspot.co.uk/p/inicio.html

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Once upon a time there was a Sonnet…

Lecturer and SubjectsUNIVERSITY OF BASQUE COUNTRY

UNIVERSITY OF CANTABRIA

UNIVERSITY JAUME I OF CASTELLÓN

UNIVERSITY OF BALEARIC ISLANDS

Prof. Cristina Arriaga Sanz Prof. María Elena Riaño Galán

Prof. Alberto Cabedo Mas

Prof. Noemy Berbel Gómez

Prestakuntza instrumentala(Mención Educación Musical)4º Grado Magisterio

Proyecto dramático-musical (Mención Creatividad en Educación Artística)4º Grado Magisterio

Fonaments i Didàctica de l’Expressió Musical en Educació Infantil

Educació Artística: Música. Didàctica a l’EscolaPrimària (Grado de Educación Primaria 3r curso)

Prof. Raquel Gutiérrez Sebastián y Borja Rodríguez

Prof. Antoni Artigues Bonet

Ilustración y Lenguaje Gráfíco(Mención Creatividad en Educación Artística)4º Grado Magisterio

Llengua Catalana (Grado de Educación Primaria 1r curso)

Prof. Fina Pérez

Mitjans i Recursos Tecnològics en el Procésd’Ensenyament- Aprenen. en l’EP(Grado de Educación Primaria 3r curso)

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Designing the project

The beginnings

The groupsThe roles

Metaphor of collective identity

Integration of different areas

• Researcher• Creator• Evaluator

10 groups (5- 7 members)

Landscape Flora and fauna Cuisine Climate Traditions

Peoples Music and Dance Love Death Existential

reflection

Topics

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The project structureD

ocu

men

tary

ph

ase

and

an

aly

sis Anthology of the most renowned sonnets in

history. Notions of metrics.

Selection of traditional songs from each regionrelated to their working topic.

Research of the evolution of the lyrics in eachgeographical area

Analsyse the elements of the musical language(rythm, melody and harmony)

The project structure

Cre

ativ

ep

has

e

The Sonnet: every group wrote a sonnet in their

mother tongue.

The music:a) At the beginning the traditional melody of the selected song is sung with instrumental accompaniment b) Afterwards, the quarters are recited accompanied by instrumental music and sound effects.

c) For the tercets, the students compose an original song based on some of the elements of the traditional melody

The images: a video was produced by every group using a fixed

structure in most of the cases (images of the process while theintroduction and the quarters and images related to the topic and/orregion during the tercets).

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The project structure

Rec

ord

ing

and

ed

itio

n p

has

es Use of different technological tools:

Recording:

a) Tape recorder and microphones

b) Videocamera or mobile phone

Editing:

a) Audition Adobe or similar software for sounds

b) Movie Maker or similar software for the pictures

The project structure

Pre

sen

tati

on

p

has

e

Shared presentation of the 40 videos on Wikispace

Presentations open to the public in each university

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Videos

https://www.youtube.com/watch?v=LgOgK1hAeOQ

https://www.youtube.com/watch?v=bSYdIES7lHM

UNIVERSITY OF CANTABRIA

Traditions:

Cuisine:

Videos

Climate: https://docs.google.com/file/d/0B45FG5ujwPPRU0J2TmI5TUxya0E/edit

Traditions: https://www.youtube.com/watch?v=X5fwoIxJ-R0

UNIVERSITY OF BASQUE COUNTRY

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Videos

Traditions: https://www.youtube.com/watch?v=djup_Hbyg7o

Cuisine: https://www.youtube.com/watch?v=9TcOqOb2eh0

UNIVERSITY OF BALEARIC ISLANDS

Videos

https://www.youtube.com/watch?v=uMWbFRSmgyk&feature=youtu.be

Love: https://www.youtube.com/watch?v=IilwrPdZUM4&feature=youtu.be

UNIVERSITY OF CASTELLÓN

Existential Reflection:

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The project structure

Ev

alu

atio

n

ph

ase

The evaluation strategies and techniques took into account students’ self-critical evaluation, the groups’ assessments and the teachers’ assessments.

The project structure

Res

ult

s

Strengths and weaknesses:

a) Group evaluations

b) Teachers’ evaluations

Enhanced:

c) Students’ individual assessments

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STRENGTHS WEAKNESSES

-Sharing knowledge and appreciating the significance of learning

among peers (UPV)

-Ability to take on roles and tasks as part of a cooperative project

(UC)

-The chance to express ourselves as a group through a creative project

(UC)

-Enrichment through sharing ideas, knowledge and experiences with

group members and with other groups (UPV)

-The chance to learn about our own cultural heritage and that of other

areas in a participative way (UPV)

-Sharing a common objective with students and teachers from other

universities (UJI)

-The chance to compose, improvise and express ourselves musically

and also through other artistic languages (UJI)

-Participating in a creative and interdisciplinary project and the

probability that it will be transferred to primary schools in the future

(UIB)

-Exploring in depth different artistic languages (musical, literary,

plastic/visual arts, technological) from a creative perspective (UIB)

-Better use of time in the project phases; the technical editing and

production stages needed more time (UC)

-Limited knowledge in the audiovisual area (UC)

-Limited experience in interdisciplinary work requiring a creative

process (UC)

-Difficulties in organising the time in each of the project phases

(UPV)

-Insufficient audiovisual training for the final production stage (UPV)

-Limited technical and audiovisual means and resources (UPV)

-Lack of resources for conflict resolution (UJI)

-More fluent communication needed within each group and between

the different university groups (UIB)

-Not enough time to carry out the project (UIB)

STRENGTHS WEAKNESSES

- High motivation and good

coordination by all the teachers

involved

- Willingness to take up new

professional challenges and be

innovative in the classroom

- It connected with the students’

interests; they developed listening and

memory skills for a better creative

understanding of music

- High satisfaction and excellent

motivation by the students, especially

in terms of:

a) improved autonomy and critical

capacity

b) overcoming their own limitations.

c) sharing responsibilities.

d) developing social and group work

skills

-Organisational and structural

differences between the universities

present specific circumstances and

idiosyncrasies that at times were a

hurdle to the development of the

experience.

-There was some delay in the

incorporation and provision of

technological and audiovisual

resources in the universities

participating in the project.

- Little exchange of opinions between

students through the virtual platform on

the process and results of the work

done by students from the other

universities.

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This experience has enhanced:

Acquisition of

basic and

transversal

competencies

It was a very interesting experience because it allowed me to acquire

different skills (musical, audiovisual, literary) and achieve a good

result. Starting with different levels of knowledge from those of the

others in my group, I was able to progress according to my own needs

and acquire competencies that I didn’t imagine at first, especially in

music, but also in technology, literature and information search (UPV).

This project involved applying competencies (technological, linguistic,

musical...) that few other projects demand. This required me to share

my knowledge and skills in the group in order to divide the tasks

amongst all of us and develop the project together, a process that I

found very enriching (UC).

I have learned to work in a large group and critically analyse what

worked in the project and what we would change in similar projects in

the future (UJI)

Participating in this experience has given me new musical, literary and

technological skills and I have learned that however difficult a task may

seem, with time and dedication everything is possible. It was different

from other projects I had done previously and, despite the difficulties, I

was really pleased with the end result. Having to get over our own

barriers was particularly rewarding. This type of experience also allows

transversal issues be introduced (UIB).

Creativity I was able to develop [my] creativity very thoroughly,

which I think is very beneficial for any aspect of

knowledge and in life.

This project has made me be more creative in undertaking

any sort of musical activity, as I hadn’t done anything like

this before (UPV).

For me, the task of writing a sonnet about our region and

setting it to music was very motivating. I have discovered

creative aspects about myself that I wasn’t aware of and

I’ve had complete freedom to be and feel creative (UC).

My group’s intention was to approach artistic education

through the subject of death. Broaching the topic through

literature, music and visual language, taking an accessible

and calm approach, made me feel very at ease and at the

same time creative (UJI).

Participating in a project like this is very useful for our

future teaching career, as it is an effective resource to

enhance children’s creativity and imagination (UIB).

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Interdisciplinary

work

Each one of us felt a greater affinity with some areas than others,

so in the first meetings we talked about that, we shared our

priorities and then we tried to incorporate each person’s

knowledge (UPV).

I’ve overcome the interdisciplinary challenge of the project that,

at first, I didn’t think I had the necessary skills to do. I also

thought the methodology seemed well suited to our teacher

training, and I found the experience fun, and in some way, it

contrasted (positively) with the (very theoretical) style of other

subjects (UC).

We were able to work on rhythm, landscape (in the case of my

group) and in general a wide range of topics, for which

information search, collaboration, cooperation and coordination

were required ... I worked harder than I thought I would (UJI).

This experience has taught me the steps needed to carry out an

educational and interdisciplinary project of this nature. It also

has many uses because it is an activity that involves a great deal

of materials and covers multiple contents (UIB).

Group work The communication and support in the group was instrumental in

developing the project. We started from each person’s

knowledge and skills, but the decisions about what we were

going to do were taken by all of us. For me it was like a

challenge and as I gradually came to realise that I could do it, I

felt more confident and satisfied. In the end we all agreed that

the group relationship was strengthened and our coordination

improved, which was very rewarding (UPV).

Working in a group has allowed me to overcome obstacles and

excel myself. I fitted in perfectly with my group; I have taken

joint decisions and the final outcome is the result of all our

individual efforts, which is a really positive thing (UC).

Group work and being aware of our potential is something we

should do more often in class. Making a joint effort so that the

work is productive, attractive, appropriate and pleasing to the eye

and ear – I think we’ve achieved it (UJI).

Working in a group was very productive because we have all

learned something new from the experiences and contributions

of all the other members, and the project was truly collaborative

(UIB).

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Knowledge of

the cultural

heritage from

different

Spanish regions

This activity gave me the opportunity to better understand and

share our culture, and learn about the culture and customs of

other places; I also thought it was a very original approach

(UPV).

I was able to show the Cantabrian landscape in an enjoyable way

through traditional music, photos and videos of the region, and

my feelings towards it, to represent it to other students in other

places; I think is a lovely way to invite them to come and

discover it (UC).

I have enjoyed this project that helps to learn about the

characteristics of our villages from a different point of view and

that takes their music as a central element (UJI)

This project has allowed me to learn from other traditions in

different parts of Spain. I also hope that our work conveys the

message of the poem we performed, to evoke emotions and

transport the person watching it to the place the sonnet talks

about (UIB).

Use of ITC tools

in new teaching-

learning

methodologies

in the

development

and

coordination of

the project

This was a very comprehensive project because I learned to use a range

of audiovisual resources, processes and virtual platforms that I wasn’t

previously familiar with. This is very important for our future careers

as teachers where knowledge and the use of audiovisual media is

necessary, and will become more so (UPV).

The truth is that I spent more time than I initially expected on the use of

new technologies. But it was very interesting. I think I should keep

improving my digital competencies, so that I, and the rest of my group,

can discover new programs, make downloads, video clips, lengthen

transitions (which I found impossible). These are aspects that I had

never worked on before (UC).

In the meetings I spent quite a lot of time planning the final result to be

recorded. I had a great time in the recording and I liked the end result.

[…] About the process I would highlight the fact that we worked not

only at this university but also it was going on in other universities,

which has motivated me a lot because it has allowed me to learn things

about our culture and that of other students (UJI).

For this project we met in person and on group forums which allowed

us to improve group coordination and develop a feeling of camaraderie

and put new group work methods into practice (UIB).

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Use of ITC as an

inter-university

communication

tool

Using virtual platforms as a means of communication with other

universities is a tool that I knew practically nothing about and this

activity has allowed me to apply it in real time and in a practical

information exchange experience. This is very important in our teacher

training as we will have to be involved in a continuous process of

renewal where working virtually is very important. I had used it

previously with my friends but this experience shows that you can take

it much further (UPV)

This project has allowed me to analyse the final result and share it with

other students, my parents and other institutions. This may also

encourage it to be extended to other classrooms and universities and

share different opinions about the work shown (UC).

The project offered me the chance to communicate with people from

other places and get to know how to use new tools. (UJI)

Thanks to the Wiki I could learn about and share the results of my

fellow students’ creations and I particularly liked this possibility (UIB).

Some final conclusions

• Motivation through tecnology and interdisciplinary approach

• Sharing and exchanging of culture and tradition• Overcoming new challenges succesfully• Developing skills related to creativity, learning

and research• ICT as important tools in education• Creative rolls help personal growth

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Wikispace“Traveller Sonnet”http://sonetoviajero.wikispaces.com/

Thank you