Heraclion, June 2008

Historical Recreation

and

School Project Works

José Juan de Paz Sánchez

with a scientific regard: multithematic, rigorous and experience-based and historiography.

torepresent

andreproduce

more aspects or past events

- A activity

- recreational

- educative

- cultural

- social

…. obviously it has to do with history, but its tematic extends from political and military history to some aspects related to mentality and/or daily life.

It develops as an historiografic process:

from political and military history to a new thematic:

- Daily life - mentality history and - collective events

- “events” history

It is not a theatral performance

It is not a carnival

It is not a fancy dress party

It is not a tourist attraction

Actually, it is expected the integration of historical knowledge about:

- Political history

- Economic history

- Social history

- Daily life history

- Mentality history

WHAT DO WE SEEK WITH HISTORICAL RECREATION?

- A show?

- A mere commemorative celebration?

- Approaching a historic period?

Characteristic activities of historical recreation :

- To make dramatic performances about a concret period

- To represent social and economic

structures of historic societies within

the framework of daily life

- To make an ancient costume

- To plan the ideas and the way to take them to practice

- To recreate a military event

- To do characteristic activities from a past period

- Involvement of the whole community …

- A wide variety of activities …

- A multidisciplinary approach...

-Incorporation in the curriculum…

WHAT DOES A RECREATION PROJECT INVOLVE?

AIMS OF RECREATION IN SCHOOLS

1.- To provide students with a deeper and more general understanding of historical processes, as a means to recognise their own identity.

3.- To know their historic heritage.

4.- To contribute to the conser-

vation of historic heritage.

5.- To generate attitudes which are

cooperative and intercultural.

2.- To instil respect for authenticity and the significance of one’s historical heritage, within a framework of investigation-action .

PRINCIPLES OF RECREATION:-KNOWLEDGE:

Understanding, motivating, integrating and involving in its correct execution

-REALISM: -Preparing rigorous interdisciplanry studies and data.- Carrying out recreations or graphic or computer or artistic simulations of any type to facilitate understanding -Respecting cultural traditions and the historical sentiments of communities, respecting privacy and dignity

- CONTEXTUALISATION: In the historical process and in diferent aspectsIn the natural environment and geographical frameworkWith the intangible patrimonial elementsAttention to all communities and groups (minorities)Universal or intercultural significance

- PARTICIPATION:Relying on local institutions, authorities and communityAvoiding a commercial nature in spite of the existence of

“markets”Providing cultural and social benefits (integration and identity)Incorporation of the local educational authority

- INVESTIGATION-ACTION:Scientific: based on scientific studies. Open: allowing updating, widening the scope and revision.Assessment: Evaluation by means of a process of assessment

which permits recycling and reorientation.Curricular Integration: allowing its inclusion in the teaching-

learning process. Activity: using an active methodology.Educational: generating of conceptual and instrumental attitudes

and competence.

HOW CAN WE DO HISTORICAL RECREATION IN SCHOOLS?

1.- Encouraging the inclusion of these recreation activities within the framework of the curriculum

2.- Stimulating the imagination and developing creativity

3.- Planning the educational activity beyond the walls of the school

4.- Providing conceptual elements to assume its own identity

5.- Increasing social values and instrumental competence

6.- Generating attitudes of respect for historical heritage

8.- Promoting relations between school and community

7.- Promoting trends of social affectivity and a cooperative spirit

WHY HISTORICAL RECRATION IN SCHOOLS?

1. It provides new knowledge and integration of contents from different school subjects and areas

2. It promotes the development of humanism, tolerance, social empathy, a positive attitude towards differences and cultural diversity

3.- It encourages active participation, citizen solidarity, the capacity for teamwork, favouring the integration of school-community.

4.- It promotes active cooperation in the preservation of local, regional and European historic and cultural heritage .

PROJECT WORKS CHARACTERISTICS

- Based on the development of relational and global knowledge.

- Managed as an investigation in the field of the school community.

- Each PW can substitute the division of the different subjects of the curriculum, although not in a definite way, but in a concrete situation or period and always according to the educative needs and the curriculum development itself at that moment.

- In western Europe it appears in a frame of democratic restoration and regeneration before the II World War.

- Taking up the ideas again come up in the inter-wars period, related to the so called progressive methods (Dewey, Decroly, Freinet, Dalton Plan, Cousinet, etc…).

- This method was not fully accepted until the 80s, when its direction was revised in order to fix its systhematic procedures. (KNOLL, 1997).

The boom of the ICT represents an important developing pad for PW methodology, understanding it as a set of formulas and strategies to integrate the different informatic devices, but going further away and using them in promoting teaching-learning strategies leading to meaningful constructions in the resolution of problems or the development of diverse investigations, to transfer them to the community or to other areas in the knowledge.

Webquests (ADELL, 2004).

The Teaching of competences in the handling of

Information (CMI) through Model

Big 6 by Einsenberg &

Verkowitz (2005)

Learning based on global projets, by Hutchings & Standley (2004), Telecolaborative

Projects by Harris (1998, 2001)

Learning through Projects by

Moursund (1999),

is an educative work that may last three or four weeks and in which students have a great participation regarding its raising, design, carrying out and monitoring and that promotes research and cooperative work among students.

PROYECTO.- es un trabajo de investigación en profundidad

- sobre un aspecto concreto de la realidad

- para responder a determinadas preguntas

- conectado con los intereses del alumnado

- insertado en el curriculum

- asociado a la promoción de relaciones sociales

It is an educative work that may last three or four weeks and in which students have a great participation regarding its raising, design, carrying out and monitoring and promoting research and cooperative work among students.

PROJECT WORK.-

- a process of in-depth investigation about a certain aspect of reality

- trying to find the answer to a set of questions

- connecting with the pupils’ interests

- integrated in the curriculum

- promoting social relations

2.-WORKING WITH

MATERIALS

3.- FINAL SYNTHESIS

3.d.- COMUNICATION: 3.d.1.- Final report:

introduction, report body and conclusions.

3.d.2.- documentary appendix.

3.d.3.- Resources and bibliography. .

2.C.- In comparison with hypothesis.

2.A.- Information selection

2.B.- Information analysis and organisation.

2.D.- Putting in common.

3.C.- CONTINUITY

3.A.- MAKING FINAL

SYNTHESIS

3.B.- GIVING CONCLUSIONS

1.- STARTING POINT: Election of the topic

and aproach to previous ideas

1,B.- Posing problems.

1.E.- Working

plan

1.C.- Previous

ideas

1. D.- Questions to answer

1.A.- Choosing the topic

3.D.- COMMUNICATION

Why do pupils contribute in a productive and cooperative way to build their own knowledge and that of the group´s components by means of PW?:

-From the perspective of the social scientists:

-They gradually acquire their characteristic competences, in accordance with their level, knowledge and educative experience.

THIS IS SO FOR THE FOLLOWING REASONS:1.-High level of motivation and participation achieved throughout the process. 2.- Students involvement in choosing the topics to ellaborate the project.3.- Students’ interests and aspects related to their daily life are taken into account, which makes the project more effective and involving, Commitment based on the interest generated by proximity.

TEACHER’S ROLE:

They have to help students widen their interest fields:

Shaping and defining the themes suggested by students and delimiting and concreting the scope.

Proposing the possibility of the continuity.

Supervising their plans and the work done and helping them fix limits.

Creating a secure environment.

Watchin out the exact fulfilment of the activities.

Helping students make a good communication of the result of their work.

Keepping an open and flexible attitude to interact along the process.

Among others …

Choosing the topic:

Integrating the different subjects of the curriculum as well as the instruments and competences to develop

Getting in touch with their historical heritage

Discovering students’ previous ideas: assembly,…

Questions net

Planning activities

Resources

Starting stage

Topic choice

Interdisciplinar contents Research

stage

Taking into account curriculum integration

Choosing, organising, analysing information

Posing and checking hypothesis.

Sharing in common

2.b.1.- Locating and choosig the different sources of information: images, bibliography, internet,…. 2.b.2.- obtención, análisis y organización de esa información.2.b.3.- comparación de la información con las hipótesis de trabajo y las preguntas planteadas.2.b.4.- emitir las propias conclusiones en un ámbito de intercambio de propuestas2.b.5.- estimular la creatividad en el desarrollo de actividades de expresión artística, literaria y/o coloquial y de carácter lúdico. 2.b.6.- Incrementar los valores cooperativo y de integración social mediante la exposición de los resultados del TP a través de la propia RH y a lo largo de su realización.

Answering previous questions.

Promoting creative expressionCOMMUNICATION STAGE

Ellaborating resultsºreport

Performing the Historical Recreation event.

Raising new challenges: transfer and continuity.

► what kind of society took part in this event?,

► where they different in any way?, how were they different?

► how did they lead their daily life? (food, clothing, education, leisure, etc),?

► what was the impact of all these discoveries for the people of the time? (structural changes)?

► which technical and scientific advances made them possible?

► did the discoveries give pace to new advances and knowledge?

► did the discoveries give pace to new knowledge?

LIVING HISTORY

LIVING HISTORYLIVING HISTORY

LIVING HISTORY

LIVING HISTORY

LIVING HISTORY