1.Guide Lethe Curricula

8/14/2019 1.Guide Lethe Curricula

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LETHELETHE

LELEarningarningTThroughhrough EEmotionsmotions129937 - CP - 1 - 2006 - 1 IT COMENIUS C 21

The action has received funding from the European Community.The action has received funding from the European Community.

The contents reflect the partners views and the sole responsibility lies with the author. The European Agency is not responsible for any use that may beThe contents reflect the partners views and the sole responsibility lies with the author. The European Agency is not responsible for any use that may be

made of the information contained therein.made of the information contained therein.


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LETHE CURRICULA

Intercultural Understanding

Evolutions, History and Misbelieves of the

religious thoughts and ritual behaviours in

Europe

Can be organized in main Areas:

Historical Area: Borders and Walls in History Technological Area: Man and Machine

Philosophical and Religious Area: Religious

Thought and Material Thought

Humanistic Area: From the observation to the tale


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LETHE CURRICULA TO:

SEE UNDERSTAND - TRAVEL - LEARN

THROUGH ONES EMOTIONS

Seeing, understanding, travelling and learning, even if only throughimagination, are inseparable as life shows.

An evocative collage of words and images can change the voyeurinvoyageur, revealing that not only sightand site but also motionand emotion are irrevocably linked together.


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1. SEEING

THROUGH

EMOTIONS

2. UNDERSTANDINGTHROUGH

EMOTIONS

3. TRAVELLING

THROUGHEMOTIONS

4. LEARNING

THROUGH

EMOTIONS


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1. SEEING THROUGH EMOTIONS

First section _2 moments

MOMENT 1 The SWITCH

In this section an evocative element must be shown in order to introduce themain didactical theme .

This switch (a video, a song, a work of art, a landscape, a tale) must not bestrictly linked to the didactical theme, but must trigger emotions linked to thetheme the students will study.

The teacher will present the switch without any preliminary comment andsuggestion

In our experimentation we have helped the teacher to choose the evocativeelement (switch), in this case a video.

Ex.

link


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Topics and Subjects

Intercultural Understanding

Evolutions, History and Misbelieves

of the religious thoughts

and ritual behaviours in Europe

Historical Area:

Borders and Walls in History

Humanistic Area:

From the observation to the tale

Philosophical and Religious Area:

Religious Thought

and Material Thought

Technological Area:

Man and Machine


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THE ROMAN LIMES AND THE BARBARIAN INVASIONS

Historical Area:

Borders and Walls in History

THE ROADS OF THE MERCHANT AND THE SOLDIER IN THE

MIDDLE AGES

Trade in the Mediterranean

The rising of the Comuni in the XII century Italy

FROM CASTLE TO COURT:THE BIRTH OF MODERNEUROPE

The French Monarchy: the birth of the Modern StateFROM BOTH SIDES OF THE WALL:WAR AND

AGGRESSION

WWI: trenches and trench warfare

EUROPE AFTER YALTA

Treaties and peace conventions: drawing a border after a war

The Berlin wall - a political and cultural symbol of the Cold War

DIALOGUE ACROSS THE WALL IN THE HISTORY OF

CONMTEMPORARY CIVILISATION

The world of others: minorities in Germany and France

and their artistic expressions

REAL BORDERS AND FORMAL BORDERS

The walls of bureaucracy and citizens

The passport: the paper wall


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EUROPEAN EXISTENTIALISM

Technological Area:

Man and MachineTHE FORMS OF ENERGY

Mechanical energy Chemical energy

THE INDUSTRIAL REVOLUTION

How a textile mechanised machine works Chemicalenergy

The combustion engine

LEONARDO DA VINCI AND MACHINES

INDUSTRIALISATION AND CLIMATE CHANGE


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CHAOS AND ORDERIN CLASSIC PHILOSOPHYClassic Greek Atomism (Democritus..)

Stoicism and Platonism

Philosophy and Religion Area:

Religious Thought

and Material Thought

RELIGIONS IN EUROPE

Christianities

The Protestant Reform: Free Will and Bondage of theWill

FAITH AND REASON: MYSTICISM, BELIEFS ANDSUPERSTITION

Suffering in the name of God: rituals and penance inChristian and Muslim societies

Saints and Martyrs

FAITH AND SCIENCE

From Aristotelianism to the scientific revolution of the1600s: Copernicus, Galileo Galilei, Giordano Bruno

Evolutionism and Creationism

SECULARISATION: from the French Revolution to the rise of theLay Nations

ATHEISM AND LIBERTINISM


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SATIRE

Focus and emphasis on detail

Humanistic Area:

From the observation

to the tale

TRAVEL WRITING

Herodotus: The Histories

Trade Diaries: European society in the late middle ages

The Book of Wonders - the travels of Marco Polo

Travel writing of the young European nobles. The GrandTour (from Montaigne to Goethe)

NATURALISM AND REALISM IN LITERATUREAND VISUAL AND PLASTIC ARTS

REALITY AND FANTASY: THE EPIC AND CHIVALRICPOEM:

The Ancient Chronicles

From Ariosto to Torquato Tasso

The deeds of the Norse heroes: sagas and mysteries

Reality and fiction in heroic/folk songs


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1. SEEING THROUGH EMOTIONS

MOMENT 2 The EMOTIONAL MAP

Soon after the SWITCH moment andon the basis of the reaction that thediscussion has arouse in the class,the pupils will be asked to singleout the emotions they are feelingconcerning the treated theme. Thiswork will be done through the use

of a General Emotional Map, thatwill allow them to create a personalEmotional Map connected to thetheme.


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1. SEEING THROUGHEMOTIONS

A. THE SWITCHA. THE SWITCHB. THE EMOTIONAL MAPB. THE EMOTIONAL MAP

1 or 2 Hours1 or 2 Hoursin classin class


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2. UNDERSTANDING

THROUGH EMOTIONS

Second section _The emotional path become a rational path

The Rational map will be developed starting from the Emotional mapsingled out in the previous stage. Now the students will work alone orin group and will have to justify the feelings arisen from the previousstages, by finding images, videos, books, articles where it isexpressed the feeling they felt concerning the treated theme.

The idea is to let them translate the Emotional map in a Rationalmap, according to the potential scheme that follows

TeachersTeachers 1 or 2 hours1 or 2 hourson-line/in classon-line/in class

StudentsStudents homeworkhomework

in group/alonein group/alone


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2. UNDERSTANDING THROUGH EMOTIONS

Suggestion for the Rational path possible stages

Places1. site-seeing

2. geography of the moving imagesMoving images3. find in films things that have been done, said, facts and charactersWords4. things said and writtenImages fixed in the memory of men and of things5. images in art6. photographs and illustrations

Sounds7. music, songs, folk musicThings8. objectsFacts written, filmed or told9. articles and opinions10. television and radio11. books


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3. TRAVELLING THROUGH

EMOTIONS

Third section

The class will analyse the path/s that have developed and will discuss

them with the teacher.Following the same map, they will then move on to a research whichwill link both with the emotional and the rational map to onesindividual experience.

That is, if in the first area Places I have placed an evocative image ofmy emotion and of the theme (e.g. a place in Greece where a battletook place with ruins reminding it, or the grave of a cruel general), this

phase must relate to my emotional experience (by inserting forexample a picture of a trip or summarizing a film I have seen referringto the theme e.g. 300) outlining my personal reaction.

All the contributions will be published in the platform, and specificallyin the pages referred to the class.



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4. LEARNING THROUGH

EMOTIONS

Fourth section _ Organization of data in the syllabus

In this section the teacher will assemble the results of the emotionaland rational maps and systematize what has been learnt.

That is, starting from the ideas collected, since in order to outline themap the class has certainly studied the subject, he/she will insert whathas been learnt into the programme giving the subject an organic

structure.


1.Guide Lethe Curricula

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