tag:blogger.com,1999:blog-41551051228270167102024-03-19T05:30:40.460-07:00JULES VERNE SCHOOL: ART & LITERATURE PROGRAMTransmedia Storytelling Learning Method
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"A mi no me califica el maestro, me evalúa el mundo"
"Transformando el memorizar en recordar"Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.comBlogger29125tag:blogger.com,1999:blog-4155105122827016710.post-40295013009769963422018-11-07T18:38:00.004-08:002018-11-07T18:38:46.637-08:00<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguuArOuXhVciThy3B_gymW_9V1-btXL0gb4cW3DNMeDGos7bZ2dn8IkH-FqzqMlglDHZhS3JvI0WZ2jHknG5qebUHhPm9Ik9wj-x2gMKF1_ElXAMAAXgvdK60fdhLBtLMQFrzCAori7YI/s1600/logo_nuevo.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="171" data-original-width="646" height="84" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguuArOuXhVciThy3B_gymW_9V1-btXL0gb4cW3DNMeDGos7bZ2dn8IkH-FqzqMlglDHZhS3JvI0WZ2jHknG5qebUHhPm9Ik9wj-x2gMKF1_ElXAMAAXgvdK60fdhLBtLMQFrzCAori7YI/s320/logo_nuevo.png" width="320" /></a></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">MODELO EDUCATIVO: TRANSMEDIA STORYTELLING </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">PROGRAMA METACOGNITIVO DE COMPRENSIÓN A TRAVÉS DEL ARTE Y LA LITERATURA</span></span></div>
<span id="docs-internal-guid-b4d160d0-7fff-5356-c191-c1f01b436b9f"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">ANTECEDENTES:</span></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Está comprobado que la situación emocional de los niños está íntimamente relacionada con el aprendizaje y el éxito en la vida adulta de toda persona. </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">En los primeros años de vida, el cerebro humano percibe básicamente emociones y en la medida que recibe estímulos afectivos y oportunidades para formar las estructuras intelectuales se conforma la mente. Después de los 7 años aproximadamente se forman las estructuras cognitvas (intelectuales).</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">La base para esta estructura cerebral se construye al relacionar las emociones con las situaciones reales y los contenidos o información que se obtienen del medio.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Al diseñar, planear y llevar a cabo programas y actividades de forma disciplinada y estructurada, dirigidos a que los alumnos practiquen habilidades metacognitivas (darse cuenta conscientemente de los procesos que realiza el cerebro para cada una de las funciones que realizamos) a través del arte y la literatura, se logra desarrollar las habilidades intelectuales y emocionales que llevan al éxito personal, académico y profesional de cualquier persona.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">JVS a través de su metodología, toma la literatura y el arte como punto de partida para fortalecer su carácter a través del autoconocimiento y la transferencia de situaciones fantásticas con sus problemas cotidianos. </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">ESTRATEGIA: </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Nuestro programa “Comprensión a través del arte y la literatura” el cual se lleva a cabo de forma metodológica y relacionada con todas las áreas de aprendizaje desarrolla cinco habilidades metacognitivas:</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Conectar </span><span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Por medio de lecturas (literatura) y obras de arte (plásticas, danza, teatro, música) se desarrollará la capacidad en los niños y niñas para que “conecten” sus experiencias personales mientras leen, observan, o escuchan obras artísticas, para poder interactuar con el texto, la plástica, la danza, el teatro o la música y así encontrar un sentido en la lectura o en la obra de arte.</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Preguntar: </span><span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Se ejercita la reflexión personal y la interiorización de los estímulos externos para elaborar preguntas relacionadas con las experiencias personales mientras se lee, se escucha u observa durante, antes y después de la “la lectura” u experiencia artística para clarificar su entendimiento y profundizar en ello, haciéndose conscientes de la importancia del pensamiento reflexivo ante la apreciación del arte y la literatura.</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Visualizar </span><span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Por medio de la instrucción semanal, los alumnos se ejercitan en la “visualización” siendo capaces de crear imágenes multi-sensoriales en su mente, mientras leen, observan o escuchan piezas literarias o artísticas conectando con sus experiencias individuales dentro de su propio contexto cultural y el entorno en donde se desarrollan, para dar sentido a la experiencia artística desde cualquiera de las disciplinas. Al visualizar se desarrolla el imaginario y la creatividad partiendo de la propuesta que el autor pretende comunicar. </span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sintetizar </span><span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Toda obra literaria o artística demanda la estrategia de predecir o inferir información no contenida explícitamente en el texto (literatura) o en la obra artística, ya sea plástica, dramática, musical, o dancística. Por medio de las formas, los sonidos, los textos, los colores, las composiciones, los movimientos, etc., los autores sugieren al receptor mensajes que apelan a la interpretación tanto individual como a contextos históricos, sociales y culturales colectivos. Por medio de las formas de instrucción y de las actividades propuestas en este programa, tanto alumnos como docentes desarrollan capacidades de análisis, reflexión, discriminación, comparación y diálogo para la elaboración de hipótesis referentes a lo que observan concretamente y lo que perciben, prediciendo e infiriendo, basándose en la información con que cuentan. Para ello cuentan con formatos de “Storytelling” que utilizan como parte de las herramientas educativas de nuestro programa.</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Producir </span><span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Los alumnos son capaces de poner en juego las estrategias anteriores ante cualquier disciplina artística (incluida la literatura) manejando los contenidos para hacer sus propias conclusiones y transformar la información que reciben de forma individual formando su propio criterio y desarrollando sus habilidades congnitivas y no congnitivas. </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">RESULTADOS:</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">L</span><span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">os niños producen mundos narrativos de forma colaborativa a partir del programa de comprensión y de la metodología en la que realizan historias en dónde integran las emociones con los contenidos académicos y los comparten en las redes sociales que ellos mismos gestionan.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">El contenido de las producciones multimedia de los niños integra los aprendizajes esperados de cada grado de acuerdo al curriculum vigente y a las materias o asignaturas integrando la información con la emoción.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Los alumnos logran desarrollar sus habilidades de comunicación al compartir sus producciones a una audiencia global tanto en inglés como en español mejorando sus estructuras gramaticales y ortográficas. </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">El arte y la literatura se conviertan en oportunidades recreativas, motivadoras de la interacción entre pares de diversas culturas y de la información de las asignaturas que forman parte del curriculum tanto en inglés como en español.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Los alumnos aprenden a reconocerse a sí mismos a través del arte y la literatura</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Los alumnos trabajan de forma colaborativa e independiente, con otros niños en todo el mundo y en ambos idiomas compartiendo la información que reciben (Inglés y Español).</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Los alumnos fortalecen su capacidad de conciencia social al comprender que lo que aprenden puede enseñar a otros, siendo esto un motivador intrínseco para un aprendizaje para toda la vida. </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Los alumnos estructuraron su forma de trabajo a partir del “percibo, soy consciente y actúo” </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">El 100% de los alumnos de primaria utilizan el “Storytelling” para poder comunicar sus ideas sintetizando la información que reciben y transformándola en producciones multimedia.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">El 100% de los alumnos logra comunicar sus ideas, hacen preguntas “profundas”, investigan y transforma esas ideas en producciones audiovisuales que relacionan con su realidad. </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">El 100% de los alumnos de primaria logran autogestionar sus aprendizajes y compartirlos a través de las redes sociales que ellos mismos administran. </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">El 90% de los alumnos desarrollaron su imaginación, creatividad, empatía, trabajo en equipo, el manejo de la información, el pensamiento crítico, la resolución de problemas y el manejo de herramientas digitales.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">El 100% de los alumnos se autogestionan y planean sus actividades, empoderando sus capacidades de liderazgo y emprendimiento. </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 10pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">El 100% de los alumnos conocen el concepto de “audiencia” como el receptor de la información que ellos generan, (saben que alguien más allá del salón de clases va a ser impactado por o que ellos generan) siendo conscientes de su entorno y de su impacto en la comunidad, convirtiéndose en actores socialmente responsables generando un bien común al “Enseñar a otros lo que ellos aprenden día a día”.</span></span></div>
MAYUShttp://www.blogger.com/profile/13287248060780617897noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-63131441228622435352017-10-04T20:37:00.000-07:002017-10-04T20:37:19.068-07:00Impresionismo/ Impressionism (Modernismo)<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Aprendiendo sobre el Impresionismo: Planeación Jules Verne School</b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Como parte de nuestro programa de desarrollo integral de desarrollo de habilidades, estamos trabajando con toda la comunidad escolar alrededor del movimiento Modernista.</span><br />
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En nuestras actividades anteriores la comunidad ha conocido características del Arte Pop como movimiento artístico parte de esta época. Y ahora estaremos trabajando con el Impresionismo.</span><br />
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Compartimos la planeación de estas sesiones donde se integra el arte a todas las áreas curriculares y en todos los grados, desde pre escolar hasta sexto de primaria. </span><br />
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">DESIRED LEARNING OUTCOMES (APRENDIZAJES ESPERADOS)</span></b><br />
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<b><u><span style="font-family: "arial" , "helvetica" , sans-serif;">Percepción Artística:</span></u></b></div>
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<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; font-size: 11px; line-height: normal; margin: 0px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar comprenda que el arte es una forma básicas de comunicación</span></li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; font-size: 11px; line-height: normal; margin: 0px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad educativa comprenda cómo surge y que respresenta el Impresionismo como movimiento dentro de la era del Modernismo (Arte Moderno)</span></li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; font-size: 11px; line-height: normal; margin: 0px;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="line-height: normal;"></span>Que la comunidad escolar conozca algunas técnicas utilizadas en el Impresionismo y las temáticas utilizadas por los artistas Impresionistas. </span></li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; font-size: 11px; line-height: normal; margin: 0px;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="line-height: normal;"></span>Que la comunidad escolar identifique los movimientos artísticos a través de líneas de tiempo comparando lo que van aprendiendo durante el año escolar. </span></li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; font-size: 11px; line-height: normal; margin: 0px;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="line-height: normal;"></span>Que la comunidad escolar conozca artistas representantes del movimiento Impresionista</span></li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; font-size: 11px; line-height: normal; margin: 0px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar conozca e identifique conceptos como: Arte figurativo Vs Arte abstracto.</span></li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; font-size: 11px; line-height: normal; margin: 0px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar desarrolle la comprensión a través del arte utilizando las estrategias de comprensión de nuestro programa "Comprensión a través del arte y la Literatura" aprendiendo a elaborar: a) conexiones y b) Elaborar preguntas profundas y preguntas directas.</span></li>
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<b><u><span style="font-family: "arial" , "helvetica" , sans-serif;">Expresión Artística:</span></u></b></div>
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<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; font-size: 11px; line-height: normal; margin: 0px;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="line-height: normal;"></span>Que la comunidad escolar expresen su creatividad y conocimientos de la técnica puntllismo (Seurat) y de la historia del arte a través de producciones individuales y colectivas que contemplen la temática de Día de la amistad y paisajes de la naturaleza (primavera) para decorar sus espacios utilizando las técnicas aprendidas.</span></li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; font-size: 11px; line-height: normal; margin: 0px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar comparta información y pueda "enseñar y acercar el arte a su comunidad a través de sus producciones multimedia.</span></li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; font-size: 11px; line-height: normal; margin: 0px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Que el arte y los movimientos artísticos sirvan de "hilo conductor" para otras áreas curriculares como "Lenguaje y Comunicación", "Pensamiento Matemático", "Exploración y conocimiento del mundo", "Desarrollo Personal y Social"</span></li>
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<b><u><span style="font-family: "arial" , "helvetica" , sans-serif;">Lenguaje y Comunicación:</span></u></b></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Lenguaje oral:</span></b></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar comprenda y aprenda a hacer entrevistas a sus compañeros a través de videos sobre el tema Impresionismo.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar exprese de forma individual sus emociones a través de lo que percibe en las obras de arte.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar practique el lenguaje oral como forma de comunicación entre sus miembros y entre otras comunidades tanto en español como en inglés. </span></li>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Lenguaje escrito:</span></b></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar produzca enunciados que contengan información sobre estos temas para compartirlos con la comunidad a través de diversos medios utilizando correctamente las reglas ortográficas y gramaticales.</span></li>
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<b><u><span style="font-family: "arial" , "helvetica" , sans-serif;">Pensamiento Matemático:</span></u></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar utilice los elementos alrededor del Modernismo y del movimiento Impresionista para desarrollar conceptos matemáticos de acuerdo al programa y a los contenidos de cada grado (desde pre escolar hasta sexto de primaria).</span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Exploración y conocimiento del mundo:</span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar aprenda a utilizar las fechas y la línea del tiempo para ubicar acontecimientos históricos y características de la época Moderna y la situación geográfica comprendiendo su relación con los movimientos artísticos de acuerdo a los contenidos de los programas de cada grupo y grado. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar comprenda la relación de los movimientos artísticos con el desarrollo político, histórico y tecnológico de cada época.</span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Desarrollo Personal y Social:</span></b></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar aprenda a trabajar en colaboración</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar comprenda y practique situaciones dónde se comparte información de forma individual y colectiva.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar sea capaz de seguir reglas y poder seguirlas.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar sea capaz de respetar los puntos de vista de otros.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Que la comunidad escolar genere empatía</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Productos finales:</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Campaña Transmedia a cerca del Modernismo y particularmente del Impresionismo a través de producciones multimedia durante el bimestre. (Blogs, iBooks, tweets, videos, producciones en sus cuadernos, videoconferencias con otras comunidades y artistas) y obras de arte hechas de forma individual y colectiva.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Producciones individuales utilizando la técnica del Puntillismo.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Producción colectiva utilizando la técnica del Puntillismo.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>MODERNISMO (MODERN ART) - IMPRESIONISMO (IMPRESSIONISM)</b></span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">"The history of modern art is also the history of the progressive loss of art's audience. Art has increasingly become the concern of the artist and the bafflement of the public."</span></b></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">ACTIVIDADES:</span></b></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">SESIÓN 1: APRENDIENDO Y COMPRENDIENDO ¿QUE ES EL IMPRESIONISMO?</span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">a)En colectivo (grupos de 70 alumnos) reflexionaremos sobre la relación de la historia del Arte y su relación con la historia del desarrollo de la tecnología, las comunicaciones y los movimientos.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">a) El maestro o instructor preguntará al grupo los movimientos que se han venido trabajando durante el ciclo escolar (Arte Pop), características de este movimiento y técnicas aprendidas (Grabado) y su relación con la historia de la humanidad. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">(Se puede preparar previamente preguntas en papeles de colores y esconderlos en el salón o debajo de los lugares para que los alumnos participen). </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> Se podrá consultar lo aprendido en: <a href="http://jvsfinearts.blogspot.mx/2015/10/pop-art-grabado-dias-de-muertos-y.html?spref=bl">http://jvsfinearts.blogspot.mx/2015/10/pop-art-grabado-dias-de-muertos-y.html?spref=bl</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Tiempo (15 min.)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">b) El maestro o instructor formará equipos de 5 alumnos mezclando edades y grados y les entregará la siguiente información que contiene la historia y datos importantes sobre el Modernismo y el Impresionismo. Esta información se puede entregar impresa para que sobre ella puedan leer y trabajar y también de forma digital en sus iPads tanto en inglés como en español. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">El Impresionismo es un movimiento pictórico que surge en Francia a finales del S. XIX en contra de las fórmulas artísticas impuestas por la Academia Francesa de Bellas Artes, que fijaba los modelos a seguir y patrocinaba las exposiciones oficiales en el Salón parisino. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">El objetivo de los impresionistas era conseguir una representación del mundo espontánea y directa.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">El Impresionismo parten del análisis de la realidad. Hasta ahora la pintura reproducía un escenario en el que ocurría un acontecimiento que conformaba el mensaje para el espectador. Ahora, se quiere que la obra reproduzca la percepción visual del autor en un momento determinado, la luz y el color real que emana de la naturaleza en el instante en el que el artista lo contempla. Se centrarán en los efectos que produce la luz natural sobre los objetos y no en la representación exacta de sus formas ya que la luz tiende a difuminar los contornos. Ven colores que conforman cosas, y esto es lo que plasman, formas compuestas por colores que varían en función de las condiciones atmosféricas y de la intensidad de la luz. Todo esto hace que elaboren una serie de un mismo objeto en diferentes circunstancias atmosféricas y temporales, no les importa el objeto, sino las variaciones cromáticas que sufre éste a lo largo del día.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Los impresionistas eliminaron los detalles minuciosos y tan sólo sugirieron las formas, empleando para ello los colores primarios (azul, rojo y amarillo) y los complementarios (naranja, verde y violeta). Consiguieron ofrecer una ilusión de la realidad aplicando directamente sobre el lienzo pinceladas de color cortas y yuxtapuestas.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Aunque los hallazgos del impresionismo francés resultaron decisivos para la pintura del S. XX, conceptos como los de luz y color se encontraban ya en la pintura veneciana de mediados del S. XVI. Efectos que también están presentes en obras realizadas por Hals, Velázquez y Goya. Los antecedentes inmediatos los encontramos en los pintores como John Constable, Turner, Corot y en la escuela de Barbizón, con su aportación de la pintura al aire libre.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">El término impresionistas les fue impuesto de modo peyorativo por el crítico Louis Leroy al ver la obra de Monet <b>Impresión atardecer</b> o <b>Impresión sol naciente</b> en la exposición de 1874. Lo habitual era exponer en el Salón Oficial, pero los nuevos artistas, conocidos como "Los Rechazados", tenían que buscar lugares alternativos donde les permitieran exhibir sus obras.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Así, la primera exposición impresionista tuvo lugar el 15 de Abril de 1874 en el Salón del fotógrafo Nadar. Las figuras principales del movimiento fueron Eduard Manet, Degas, Claude Monet, Auguste Renoir, Morisot, Pisarro y Sisley. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Tomado de: http://www.arteespana.com/impresionismo.htm</span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Synopsis</span></b></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Modern art represents an evolving set of ideas among a number of painters, sculptors, writers, and performers who - both individually and collectively - sought new approaches to art making. Although modern art began, in retrospect, around 1850 with the arrival of Realism, approaches and styles of art were defined and redefined throughout the twentieth century. Practitioners of each new style were determined to develop a visual language that was both original and representative of the times.</span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Retrived from: </b>http://www.theartstory.org/definition-modern-art.htm</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Impressionism was a style of representational art that did not necessarily rely on realistic depictions. Scientific thought at the time was beginning to recognize that what the eye perceived and what the brain understood were two different things. The Impressionists sought to capture the former - the optical effects of light - to convey the passage of time, changes in weather, and other shifts in the atmosphere in their canvases.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The Impressionists loosened their brushwork and lightened their palettes to include pure, intense colors. They abandoned traditional linear perspective and avoided the clarity of form that had previously served to distinguish the more important elements of a picture from the lesser ones. For this reason, many critics faulted Impressionist paintings for their unfinished appearance and seemingly amateurish quality.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Impressionism records the effects of the massive mid-nineteenth-century renovation of Paris led by civic planner Georges-Eugène Haussmann, which included the city's newly constructed railway stations; wide, tree-lined boulevards that replaced the formerly narrow, crowded streets; and large, deluxe apartment buildings. Often focusing on scenes of public leisure - especially scenes of cafes and cabarets - the Impressionists conveyed the new sense of alienation experienced by the inhabitants of the first modern metropolis.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Retrived from: http://www.theartstory.org/movement-impressionism.htm</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: #fafafa; font-kerning: none;"><b>In 1874, a group of artists called the Anonymous Society of Painters, Sculptors, Printmakers, etc. organized an exhibition in Paris that launched the movement called Impressionism. Its founding members included </b><a href="http://www.metmuseum.org/toah/hd/cmon/hd_cmon.htm"><span style="background-color: transparent; color: #7a0e26;"><b>Claude Monet</b></span></a><b>, </b><a href="http://www.metmuseum.org/toah/hd/dgsp/hd_dgsp.htm"><span style="background-color: transparent; color: #7a0e26;"><b>Edgar Degas</b></span></a><b>, and Camille Pissarro, among others. The group was unified only by its independence from the official annual </b><a href="http://www.metmuseum.org/toah/hd/sara/hd_sara.htm"><span style="background-color: transparent; color: #7a0e26;"><b>Salon</b></span></a><b>, for which a jury of artists from the Académie des Beaux-Arts selected artworks and awarded medals. The independent artists, despite their diverse approaches to painting, appeared to contemporaries as a group. While conservative critics panned their work for its unfinished, sketchlike appearance, more progressive writers praised it for its depiction of modern life. Edmond Duranty, for example, in his 1876 essay </b></span><b><i>La Nouvelle Peinture</i></b><span style="background-color: #fafafa; font-kerning: none;"><b> (The New Painting), wrote of their depiction of contemporary subject matter in a suitably innovative style as a revolution in painting. The exhibiting collective avoided choosing a title that would imply a unified movement or school, although some of them subsequently adopted the name by which they would eventually be known, the Impressionists. Their work is recognized today for its modernity, embodied in its rejection of established styles, its incorporation of new technology and ideas, and its depiction of modern life.</b></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: #fafafa; font-kerning: none;"><b>Retrived from: </b></span>http://www.metmuseum.org/toah/hd/imml/hd_imml.htm</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Tiempo/ Time: 15 min.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Recursos (Resources): Información impresa o previamente cargada en los iPads, Cuadernos, Block de notas en el iPad, App Pages, App Keynote.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">c) El maestro o instructor les pedirá a la audiencia que elaboren en sus cuadernos o en su "block de notas" en el iPad (de forma individual) </span><span style="font-family: "arial" , "helvetica" , sans-serif;">cinco enunciados u oraciones respondiendo las siguientes preguntas. Mencionando que deben poner atención a los nombres propios (usando mayusculas) y utilizando puntos al final.</span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Se reforzará la ortografía, y la redacción mencionando que las oraciones o enunciados siempre comienzan con mayúscula y terminan con punto. </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Se reforzará la limpieza y disciplina en la escritura.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Se reforzarán los conceptos de "narración" y escritura de oraciones (usando sujeto, verbo y complemento). </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Se reforzarán conceptos de tiempos gramaticales (tiempos de los verbos). </span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Preguntas a contestar con la información obtenida para elaborar los 5 enunciados.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">1. ¿Qué es el Modernismo?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">2. ¿Qué es el Impresionismo?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">3. Menciona 3 pintores representantes de esta época.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">4. Encuentra 3 características del impresionismo</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">5. ¿Que técnicas y colores utilizaban los impresionistas?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">6.¿Que temáticas utilizaban los impresionistas?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Tiempo (Time) 15 min.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Recursos (Resources) iPads, notebooks, printed information </span></div>
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<span style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: "arial" , "helvetica" , sans-serif;">d) El instructor pedirá que una vez elaboradas sus oraciones de forma individual, las compartan con su equipo y produzcan un </span><span style="font-family: "arial" , "helvetica" , sans-serif;">párrafo con una breve narrativa a cerca del Impresionismo y del Modernismo en su Block de Notas utilizando el iPad para compartir y editar la información y lo ilustren con las imágenes que encontraron, poniendo cada equipo de acuerdo para revisar y compartir la información. La información se compartirá en este blog. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Tiempo (Time): 15 min.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">e) El maestro o instructor proyectará imágenes impresionistas para que la audiencia (alumnos) identifiquen algunas características de lo aprendido. Elaborando las siguientes preguntas para comprender:</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">- ¿Cómo me conecto con lo que veo?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">f) El maestro o instructor proyectará el siguiente video y se les pedirá a los alumnos que revisen la información que obtuvieron. <a href="https://youtu.be/5DC39D_d5Cg">https://youtu.be/5DC39D_d5Cg</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">g) Se trabajará en todo momento el concepto de "Tecnica" (la forma de pintar y los materiales utilizados) y el concepto de movimiento artístico (periodo o época de la historia del arte con ciertas características). </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Se reforzará en todo momento el concepto de "Tecnica" y de "Movimiento artístico"</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">TAREA/ HOMEWORK </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">El maestro o instructor pedirá a los alumnos que platiquen en casa sobre lo que aprendieron, busquen una imagen del movimiento Impresionista, encuentren a su autor y elaboren comentarios escritos con frases completas a cerca de sus conexiones con la obra.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Esto lo harán en Facebook y en el Blog de cada Grupo. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">PRE ESCOLAR:</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Se trabajará la misma planeación con las siguientes variables.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">a) El maestro o instructor intoducirá las diferencias entre arte figurativo y arte abstracto mostrando diferentes obras abstractas y pidiendo que identifiquen lo que representa para cada uno (se puede elegir a 5 alumnos). Los alumnos mencionarán lo que ellos pueden observar en la obra, y lo que para ellos representa. El instructor hará la observación de que las obras de arte dónde se "sugiere" pero no se identifica plenamente una imagen se llama: "arte abstracto".</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">b) El maestro o instructor mostrará una obra figurativa y les hará la misma pregunta, haciendo la observación de que para todos las figuras observadas representan lo mismo, por lo tanto cuando vemos dibujos u obras de arte dónde podemos identificar las imágenes se llama "arte figurativo".</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">c) El maestro o instructor realizará varios ejercicios con diferentes obras para que los alumnos identifiquen si se trata de obras de arte abstracto o figurativo.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">d) El maestro les pedirá a los alumnos que en su cuaderno de dibujo dibujen y pinten lo que pare ellos representa lo observado en la obra abstracta. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Los dibujos que podemos identificar son figurativos puesto que representan "figuras".</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Las pinturas dónde nos podemos imaginar cosas diferentes cada uno son "abstractos".</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Una vez realizados las diferentes obras plásticas en sus cuadernos, les repartiremos por equipos iPads a los niños, mostrándoles que ellos van a ir entrevistándose unos a otros sobre lo que aprendieron y explicando lo que ellos dibujaron y lo que para cada uno representó la obra abstracta (Caracoles) elaborada por ellos mismos. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Los alumnos de Pre escolar desarrollarán el trabajo en equipo, la conciencia de los demás, aprenderán técnicas de entrevista utilizando la tecnología (iPads) para compartir la información individual a cerca de lo que cada uno percibe de la obra de arte. También aprenderán a respetar las ideas de los demás enriqueciendo su vocabulario y desarrollando el lenguaje oral.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">SESIÓN 2: PROFUNDIZANDO SOBRE EL IMPRESIONISMO</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">a) El maestro o instructor les pedirá a los alumnos que consulten la información que produjeron sus compañeros en sus blogs y en facebook y observen las imágenes que compartieron.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Tiempo (Time) 15 min.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Resources: iPads</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">b) El maestro o instructor pedirá a los alumnos que elaboren en equipos una línea del tiempo utilizando la App. Explain Everything ubicando ciertos eventos históricos (los relativos a los temas de historia del programa curricular de cada grado). Y localicen el el mapa los países dónde surgió y se desarrolló este movimiento. </span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">c) El maestro o instructor pedirá a los alumnos que </span><span style="font-family: "helvetica neue";"><span style="-webkit-text-stroke-width: initial;"> elaboren un </span>resumen<span style="-webkit-text-stroke-width: initial;"> a manera de historia (mencionando las partes de la historia) y una linea del tiempo a cerca de este movimiento y lo comparen con lo aprendido en el ARTE POP y de los temas tratados en otras áreas curriculares (Historia y Geografía) de acuerdo al curriculum de cada grado. Utilizar la App: Explain Everything</span></span></div>
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<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; line-height: normal; margin: 0px;"><span style="font-family: "helvetica"; line-height: normal;"></span>Dónde comenzó este movimiento.</li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; line-height: normal; margin: 0px;"><span style="font-family: "helvetica"; line-height: normal;"></span>Que artistas representan este movimiento</li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; line-height: normal; margin: 0px;"><span style="font-family: "helvetica"; line-height: normal;"></span>En que año se comenzó este movimiento</li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; line-height: normal; margin: 0px;"><span style="font-family: "helvetica"; line-height: normal;"></span>Que movimiento anterior dio como consecuencia este movimiento</li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; line-height: normal; margin: 0px;"><span style="font-family: "helvetica"; line-height: normal;"></span>Elaborar una línea de tiempo</li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; line-height: normal; margin: 0px;"><span style="font-family: "helvetica"; line-height: normal;"></span>En que museos se encuentra obra sobre este movimiento</li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; line-height: normal; margin: 0px;"><span style="font-family: "helvetica"; line-height: normal;"></span>Encuentra imágenes sobre este movimiento</li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; line-height: normal; margin: 0px;"><span style="font-family: "helvetica"; line-height: normal;"></span>Encuentra lo que los artístas de este movimiento querían comunicar con este movimiento.</li>
<li style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: 'Helvetica Neue'; line-height: normal; margin: 0px;"><span style="font-family: "helvetica"; line-height: normal;"></span>Que técnicas utilizaban estos artistas para crear sus obras</li>
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d) El maestro o instructor pedirá a los alumnos que elaboren un video utilizando iMovie y la información que obtuvieron y compartiendo en Youtube.</div>
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SESIÓN 3: EXPRESIÓN ARTÍSTICA: PUNTILLISMO</div>
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a) El maestro o instrructor mostrará a los alumnos la siguiente imagen en el proyector:</div>
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b) El maestro o instructor les pedirá los alumnos que observen si encuentran algunas figuras al observar de lejos, y luego "agrandará" al imagen preguntando si observan las mismas imágenes.</div>
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c) El mestro o instructor pedirá a los alumnos que en equipos compartan lo que aprendieron en la sesión anterior a cerca del impresionismo y del arte figurativo y abstracto. Y encuentren en esta obra características aprendidas sobre el Impresionismo (colores, temas, técnicas).</div>
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d) El maestro o instructor pedirá a los alumnos que en equipos encuentren en el iPad la obra de Seurat "Sunday in the Park" <span style="-webkit-text-stroke-width: initial;">y la observen durante 5 min. Y encuentren en que museo se encuentra esta obra. </span></div>
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c) El maestro o instructor explicará que Seurat no mezclaba los colores, sino que utilizaba puntos para crear la idea de las tonalidades y las figuras en sus obras. (Se recordará que los impresionistas utilizaban manchas para crear efectos de luz y sobra excluyendo el color negro en sus obras).</div>
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d) El maestro o instructor les pedirá que en el iPad exploren el siguiente link <a href="https://www.google.com/culturalinstitute/u/0/collection/moma-the-museum-of-modern-art?projectId=art-project">https://www.google.com/culturalinstitute/u/0/collection/moma-the-museum-of-modern-art?projectId=art-project</a></div>
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c) El maestro o instructor les pedirá a los alumnos que en el block de notas de su iPad escriban 5 oraciones completas (recordando las reglas gramaticales) dónde ellos expresen las diferencias de esta técnica y la técnica del grabado (trabajada en el proyecto anterior). Y una breve descripción de quién era Seurat. </div>
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d) El maestro repartirá hojas con cuadros para que los alumnos obtengan diferentes tonalidades SIN MEZCLAR LOS COLORES. (10 min.)</div>
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e) El maestro o instructor solicitará a los alumnos que en hojas blancas pinten su nombre utilizando la técnica del puntillismo con acrílicos utilizando los colores primarios de forma individual. (El maestro o instructor deberá preparar godetes suficientes con los colores primarios para que los alumnos pinten su nombre con esta técnica. (20 min.)</div>
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f) El maestro les pedirá a los alumnos que fotografíen con el iPad su obra (nombre) y publiquen sus oraciones utilizando "Pic Collage" compartiendo en twitter.</div>
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SESIÓN 3: PUNTILLISMO: TRABAJO COLECTIVO</div>
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a) El maestro les pedirá a los revisen las publicaciones hechas con anterioridad para recordar el tema.</div>
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b) El maestro mostrará de nuevo la imagen de Seurat "Sunday in the Park" y les repartirá partes de la obra para que en equipos la trabajen para obtener una gran obra colectiva, utilizando acrílicos. </div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>MAYUShttp://www.blogger.com/profile/13287248060780617897noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-88457722813920463902015-10-30T12:28:00.001-07:002015-10-30T12:28:13.080-07:00JULES VERNE SCHOOL: SEXTO- SEVENTH GRADE: JULES VERNE SCHOOL: VISUAL ARTS: POP ART - GRABAD...<a href="http://classseventheduglogstercom.blogspot.com/2015/10/jules-verne-school-visual-arts-pop-art.html?spref=bl">JULES VERNE SCHOOL: SEXTO- SEVENTH GRADE: JULES VERNE SCHOOL: VISUAL ARTS: POP ART - GRABAD...</a>: JULES VERNE SCHOOL: VISUAL ARTS: POP ART - GRABADO - DÍAS DE MUERTOS Y THANKS GIVIN... : POP ART "Pop is everything art hasn't...MAYUShttp://www.blogger.com/profile/13287248060780617897noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-37899328855171128322012-01-18T00:53:00.000-08:002012-01-18T01:03:27.316-08:00<span style="font-size:85%;">The 17 Poems which follow:<br /><br />Syllables, Christmases Seen, Sum of Life, Love War, Edenic Leaves, Us to Whip Into One, Butt-ends, In Words Hiding, In the Mourning Time, Many Tiny Pals, Like We Did Last Summer, Goats Can Chew, Skin Against Sin, Age of Incredulity, 8, Hand Over Mine and Every Sunday Dinner<br /><br />were shared with two groups of students of JULES VERNE SCHOOL on Thursday, November 24, 2011. They were all presented in English by the author, Obediah Michael Smith, reading from Wide Sargasso Sea and 62 Other Poems – a collection of poems in English and in Spanish. The translations into Spanish were done by Fausto Larraguível Lepe.<br /><br /><br /><span style="font-weight: bold;">Syllables</span><br /><span style="font-style: italic;">for Sibyl</span><br /><br />“Sibyl,” two syllables I cherish<br /><br />I have a dish of colourful marbles<br /><br />Henry Higgins filled Eliza Doolittle’s mouth<br />with marbles and instructed her to say:<br /><br />“With blackest moss, the flower-pots<br />were thickly crusted, one and all”<br /><br />spitting them into her hand,<br />she confessed, wide-eyed, “I swallowed one!”<br /><br />“Don’t worry,” said Higgins, “I have plenty more!”<br /><br />and on and on, repeating words<br />with her mouth full of marbles<br />until she’d perfected every syllable<br />of every word she uttered<br /><br />to these Higgins added an evening gown and jewelry<br />and she was mistaken by one and all for a princess<br />when just weeks before she was but a flower girl<br />in So Ho Square dropping “H’s” everywhere<br />like withered petals<br /><br /><br /><br /><span style="font-weight: bold;">Christmases Seen</span><br /><br />Christmas, cliché,<br />unless you lift the floor boards,<br />see just-born mice,<br />wiggling, blind<br />close as my siblings and I once were<br /><br />one in a grave<br />along with both parents<br />R.I.P.<br /><br />stale carols, old decorations<br />to dig up, dig out, put up<br />string across the room,<br />about the house<br /><br />Christmas was dinner<br />with guests at the table<br /><br />gravy in boats<br />dishes of that, of this<br />passed about<br /><br />children in the kitchen<br />wishing we were grown up<br />to join in<br /><br />but we had our cowboy-<br />our Indian suits, our guns,<br />our rolls of fire crackers<br />to load them with<br />our back yard to run about in<br />to drop in when shot<br /><br />people are dying as readily for real<br /><br /><br /><br /><span style="font-weight: bold;">Sum of Life</span><br /><br />wear rough, where rough<br />patches, passage to pass through<br /><br />the road picked, the ticket,<br />unable to put it back, pitch it back<br /><br />pitch-black over pitch-black road<br />bare foot, bare back in hot sun<br /><br /><br /><br /><span style="font-weight: bold;">Love War</span><br /><br />how one we are when we hug<br />two teddy bears<br /><br />stuffed animals are easy to love<br /><br />Guy Fawkes, full of straw<br />what to stuff verse with, hearts with<br /><br />a candle has a wick to light<br />hearts have wicks to ignite<br /><br />throw them full of kerosene<br />into the enemy’s hay loft<br />into their barn full of horses<br /><br /><br /><br /><span style="font-weight: bold;">Edenic Leaves</span><br /><span style="font-style: italic;">for Michael Edwards</span><br /><br />once the fingerprints of God alone<br />were upon creation<br /><br />these, some desire to erase entirely<br />to replace these with<br />the footprints of man<br /><br /><br /><br /><span style="font-weight: bold;">Us To Whip Into One</span><br /><span style="font-style: italic;">for Grissel Gomez Estrada</span><br /><br />how confined we are<br />to our languages<br />who we can and who we can’t<br />have lunch with<br /><br />how close we can get<br />to who have our same words on their tongue<br /><br />as gooey as ours, as gooey as us<br />sleeping, steeping in one same tub<br />one same tongue, one same song<br /><br />Mexican woman in a different bed<br />in a different room<br /><br />wall between us<br />to weep down<br /><br /><br /><br /><span style="font-weight: bold;">Butt-ends</span><br /><span style="font-style: italic;">for Gregory</span><br /><br />along with the cigarette<br />you're shortening,<br />sucking in, sucking on<br /><br />you're shortening my life<br />along with your own<br /><br /><br /><br /><br /><span style="font-weight: bold;">In Words Hiding</span><br /><span style="font-style: italic;">for James Rolle</span><br /><br />my aim, as writer, as poet<br />is to pull the string of language<br />like a string to flush with<br /><br />to cause God to fall out<br />into the lap like a cat<br /><br />deliver who was lost,<br />was missing for some,<br />not believed in by others,<br />so that whose lap<br />I succeed in causing him to fall into<br />would have him, would know him,<br />would not have to not believe<br />or merely believe<br /><br /><br /><br /><span style="font-weight: bold;">In the Mourning Time</span><br /><span style="font-style: italic;">for Dawn V. Hanna</span><br /><br />could we have been broken to behold,<br />to be held, to be whole,<br />for him to have to hold us<br />to fix us<br /><br />when a baby cries and is picked up<br />or to be picked up<br /><br />when something drops, breaks and we pick it up,<br />collect it piece by piece,<br />would we ever have caressed it so, loved it more<br /><br />does the father love us best, love us more<br />love us most, when we are broken<br />when he is mending us<br /><br /><br /><br /><span style="font-weight: bold;">Many Tiny Pals</span><br /><span style="font-style: italic;">for Eric Rose</span><br /><br />thousands of ants in my house<br />even more termites<br />thought I lived alone<br />thought I had but a few friends<br />turn my back a minute, turn back to find,<br />ants in the thousands<br />in my bowl of dinner<br />when I thought I was dining alone<br /><br /><br /><br /><br /><span style="font-weight: bold;">Like We Did Last Summer</span><br /><span style="font-style: italic;">for Omi Taylor</span><br /><br />poet provides or should provide<br />a wonderful twist of a way<br />of seeing, of looking<br /><br /><br /><br /><span style="font-weight: bold;">Goats Can Chew</span><br /><span style="font-style: italic;">for Dickson Wasake</span><br /><br />what Caribbean people are<br />resulted from what slavery has done to us<br /><br />to an equal degree<br />from what we have done to slavery<br /><br />what English, Spanish, French, Dutch<br />have done to us, coupled with<br /><br />what we have done to<br />what we have done with<br />English, Spanish, French, Dutch<br /><br /><br /><br /><br /><span style="font-weight: bold;">Skin Against Sin</span><br /><span style="font-style: italic;">for Natasha Turnquest</span><br /><br />insects bite her up and down<br />leave their marks<br />upon a woman they love,<br />unable to get enough of<br /><br />teeth and claw marks<br />where they crawl<br />sure signs, they wanted all<br /><br />got all they could get until slapped<br />as hard as she would<br />a man getting fresh<br />or getting too near<br /><br />insects want to enter<br />taste her blood<br /><br />shed blood, red blood<br />red spots dot up and down<br />arms, legs<br /><br />damaging, discoloring<br />baby-pretty beige<br /><br /><br /><br /><br /><span style="font-weight: bold;">Age of Incredulity</span><br /><span style="font-style: italic;">for Crystal Fraser</span><br /><br />Carla Bruni, who she’s like<br />able to assert herself to a degree,<br />not before imagined<br /><br />runway for a model in Milan<br />or my arm and my palm<br />to journey down in fashion<br /><br />palm to spin upon, head of a pin<br />for however many angels<br />to dance upon, she among them<br /><br /><br /><br /><span style="font-weight: bold;">8</span><br /><span style="font-style: italic;">for Desiree Cox</span><br /><br />every brush stroke,<br />up stroke, upon canvas<br />must, like insects wings,<br />have its corresponding<br />down stroke if what’s created<br />upon canvas is to carry the viewer<br />away to some place, swiftly<br />effortlessly, without weight<br /><br /><br /><br /><span style="font-weight: bold;">Hand Over Mine</span><br /><span style="font-style: italic;">for L.M.B.</span><br /><br />must learn again to write<br />to let, to lean on<br />who would guide your hand<br /><br />in kindergarten again<br />learning to form<br />letters of the alphabet correctly<br />every time a poem comes along<br />to be written down<br /><br />without idea, without skill<br />submit each time to guidance<br />not knowing how to cross a page<br />with the grasshopper of<br />the letters of the alphabet<br /><br /><br /><br /><br /><span style="font-weight: bold;">Every Sunday Dinner</span><br /><span style="font-style: italic;">for L.M.M.</span><br /><br />in spite of our duet<br />so many minutes, days, years<br />I’ve had to play all alone<br /><br />occasionally, when she shows up<br />she imagines we’re just going on<br /><br />when in between her turning up<br />and turning back<br />upon the stage which all the world is<br />I have to appear, alone<br /><br />face the audience with whatever music<br />I can muster, I can make a capella<br /><br />my poems are these songs<br />melodies I make<br />some of them I whip out<br />many of them I weep out<br /><br />out in the rain when the weather’s bad<br />unable to go inside<br />no inside to what I must at times<br />live through<br /><br />out in the elements all alone</span>Obie Quiethttp://www.blogger.com/profile/02264957022463324613noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-37039317628942976782012-01-05T13:23:00.000-08:002012-01-05T13:25:16.454-08:00<strong><span style="color:#ccffff;">Shelter<br /></span></strong><br /><span style="color:#ffffff;">wanting to go inside something<br />wanting to go inside somewhere<br /><br />wanting to be inside something<br />wanting to be inside somewhere<br /><br />in love, place to have fallen into<br />preferring to be out of this world<br /><br /></span><br /><span style="color:#ffcccc;">© Obediah Michael Smith, 2012<br />7:03 p.m. 04.01.12</span>Obie Quiethttp://www.blogger.com/profile/02264957022463324613noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-9026748830726710172011-11-09T10:09:00.000-08:002011-11-09T11:45:34.569-08:00READING GOES FAR BEYOND DECODING<div class="separator" style="clear: both; text-align: center;"><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Jules Verne School reading comprehension and arts program</span><object class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" 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<div class="separator" style="clear: both; text-align: center;"><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Reading with friends is fun!</span> <object class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuwuroGW0qbLsSLf_32UDSmWLkiaXwSlzXbta8HCuMZ6y_6YoTg9xEPfNL4MkBO7-gO7qhGD_qZ0LVywLAoKzei_rAshJ-7zJMGxWWZRQ0nhHP78dY7yC9AdbMVtyMfoLDQ6w5qc7FsdDs/s1600/IMG_6514.MOV" height="266" width="320"><param name="movie" value="http://video.google.com/googleplayer.swf?videoUrl=http%3A%2F%2Fv3.nonxt1.googlevideo.com%2Fvideoplayback%3Fid%3Df9eedaac69ce71b9%26itag%3D18%26source%3Dpicasa%26ip%3D0.0.0.0%26ipbits%3D0%26expire%3D1320885485%26sparams%3Did%2Citag%2Csource%2Cip%2Cipbits%2Cexpire%26signature%3DC2B9C421DDEBB66FD37073A0082C1250E4F881F2.66D4CEDF14B252C1134A4673D396C90C30D172D8%26key%3Dlh1" /><param name="bgcolor" value="#FFFFFF" /><embed width="320" height="266" src="http://video.google.com/googleplayer.swf?videoUrl=http%3A%2F%2Fv3.nonxt1.googlevideo.com%2Fvideoplayback%3Fid%3Df9eedaac69ce71b9%26itag%3D18%26source%3Dpicasa%26ip%3D0.0.0.0%26ipbits%3D0%26expire%3D1320885485%26sparams%3Did%2Citag%2Csource%2Cip%2Cipbits%2Cexpire%26signature%3DC2B9C421DDEBB66FD37073A0082C1250E4F881F2.66D4CEDF14B252C1134A4673D396C90C30D172D8%26key%3Dlh1" type="application/x-shockwave-flash"></embed></object></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEIT05SV8fITKkwqC8MEcRdi3ds2gf2hoQ4XW1tQbZ8h5fxA5AzizGnfmWwl1nfVsC336LsJdiDvkieganrNGZ7pTbOUVLbisIWECWNHODxOb5xIdtbaCPjF8njUSzN3KyNWJClorkxHo-/s1600/IMG_6508.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEIT05SV8fITKkwqC8MEcRdi3ds2gf2hoQ4XW1tQbZ8h5fxA5AzizGnfmWwl1nfVsC336LsJdiDvkieganrNGZ7pTbOUVLbisIWECWNHODxOb5xIdtbaCPjF8njUSzN3KyNWJClorkxHo-/s320/IMG_6508.jpg" width="237" /></a><br />
<div class="separator" style="clear: both; text-align: center;"><object class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4pSXV8ufpBEEWsV3OoXe0are4mCBcn-wy-8lm9aGI_8eNzkKAWh5HLyyKo9uKoQIngF1DlnIMBL3RpqK1hz_JV530053_Dtln7sDUKHspjmJsNq35628zqnBMk8daj-LU3cFT3nIP-uxi/s1600/IMG_6512.MOV" height="266" width="320"><param name="movie" value="http://video.google.com/googleplayer.swf?videoUrl=http%3A%2F%2Fv20.nonxt4.googlevideo.com%2Fvideoplayback%3Fid%3D0231164fab17a895%26itag%3D18%26source%3Dpicasa%26ip%3D0.0.0.0%26ipbits%3D0%26expire%3D1320884022%26sparams%3Did%2Citag%2Csource%2Cip%2Cipbits%2Cexpire%26signature%3D665EABCC462135B62DFDF27E765BB19238560DEF.42C34103E5A7C3B5FF15FD8B62B58EDECB389C81%26key%3Dlh1" /><param name="bgcolor" value="#FFFFFF" /><embed width="320" height="266" src="http://video.google.com/googleplayer.swf?videoUrl=http%3A%2F%2Fv20.nonxt4.googlevideo.com%2Fvideoplayback%3Fid%3D0231164fab17a895%26itag%3D18%26source%3Dpicasa%26ip%3D0.0.0.0%26ipbits%3D0%26expire%3D1320884022%26sparams%3Did%2Citag%2Csource%2Cip%2Cipbits%2Cexpire%26signature%3D665EABCC462135B62DFDF27E765BB19238560DEF.42C34103E5A7C3B5FF15FD8B62B58EDECB389C81%26key%3Dlh1" type="application/x-shockwave-flash"></embed></object></div><div class="separator" style="clear: both; text-align: center;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Narrative involves self expression!!!</span></div><br />
<div class="separator" style="clear: both; text-align: center;"><object class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirWZCya8sA15KUgzrlMuf8zdLSAw1Lu22PCo52heSrVchMlz4af8-VxsYONBg5BqRVYY7ZBWa9LwoY1YXlwZTtPZAMNzHeppHM4paoVfbShh3WXHjSbrtcxjrLcR99J6hY_IUxv8PDHCub/s1600/IMG_6499.MOV" height="266" width="320"><param name="movie" value="http://video.google.com/googleplayer.swf?videoUrl=http%3A%2F%2Fv4.nonxt3.googlevideo.com%2Fvideoplayback%3Fid%3D4a2e862751ff8c2f%26itag%3D18%26source%3Dpicasa%26ip%3D0.0.0.0%26ipbits%3D0%26expire%3D1320883328%26sparams%3Did%2Citag%2Csource%2Cip%2Cipbits%2Cexpire%26signature%3D2EA9740EB04E39F962DA07692F85F0962C2FC44A.2C733FC6BDEE2512168F7D63B94EE1934FCF0FFA%26key%3Dlh1" /><param name="bgcolor" value="#FFFFFF" /><embed width="320" height="266" src="http://video.google.com/googleplayer.swf?videoUrl=http%3A%2F%2Fv4.nonxt3.googlevideo.com%2Fvideoplayback%3Fid%3D4a2e862751ff8c2f%26itag%3D18%26source%3Dpicasa%26ip%3D0.0.0.0%26ipbits%3D0%26expire%3D1320883328%26sparams%3Did%2Citag%2Csource%2Cip%2Cipbits%2Cexpire%26signature%3D2EA9740EB04E39F962DA07692F85F0962C2FC44A.2C733FC6BDEE2512168F7D63B94EE1934FCF0FFA%26key%3Dlh1" type="application/x-shockwave-flash"></embed></object></div><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Another day, another great experience working with young children...</span><br />
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Our program goes far beyond decoding texts; making children learn to comprehend means more than teach the alphabet... The secret is so simple, but at the same time a complex task, it needs to design situations where kids live a whole experience related with every story. It is more about making connections with their own emotions that will turn them in proficient readers.</span><br />
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">That has a lot to do with fine arts too. Emotions, feelings, perception, listening, senses, colors, textures, smells, sounds, expressions, are all words that are familiar to artists, and also to expert readers who recognize the way they feel towards specific situations, events, and also social relationships, and of course while watching or listening a pice of art or literature. </span><br />
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Today we read <i>"Glad Monster, Sad Monster"</i> by Ed Emberly with kids from 2Y to 4Y, they talk about the "monster" feelings and express the way they feel about other facts in their personal lives. </span><br />
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</div><div class="separator" style="clear: both; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;"><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">ANGRY MOSNTER!!!<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFetLrYyASwPYW2xDeo_no1CmhM8NZNer49pJQWrvm2FMxGWKkql2csIFGh_9d3H-ZxjmuwOe1o1PtzaiO4a2MoF3AoRMIbF81WuEwt6T91HVavoCQn6SH4sQu1uqB6PpIIyVhfoQWtgHw/s1600/IMG_6573.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFetLrYyASwPYW2xDeo_no1CmhM8NZNer49pJQWrvm2FMxGWKkql2csIFGh_9d3H-ZxjmuwOe1o1PtzaiO4a2MoF3AoRMIbF81WuEwt6T91HVavoCQn6SH4sQu1uqB6PpIIyVhfoQWtgHw/s320/IMG_6573.jpg" style="cursor: move;" width="239" /></a></span></div><div style="font-family: Times; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><br />
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</div><div class="separator" style="clear: both; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlthRUZsLCsr0tWXVWk7OS2-V1FHmB4emPSLT8VqeYEuQTa-SLGERI_8yULTSLicSJXK8f9Ls3eSME5lB6A6ll6qgnp2Q6Tpx_dYzrCl6jGOJV2EvBp6MB8oKNuQk0vR4bYoVCSEVw97ZU/s1600/IMG_6575.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlthRUZsLCsr0tWXVWk7OS2-V1FHmB4emPSLT8VqeYEuQTa-SLGERI_8yULTSLicSJXK8f9Ls3eSME5lB6A6ll6qgnp2Q6Tpx_dYzrCl6jGOJV2EvBp6MB8oKNuQk0vR4bYoVCSEVw97ZU/s320/IMG_6575.jpg" style="cursor: move;" width="239" /></span></a><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">HAPPY MONSTER!!!</span>!</div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><br />
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">They recognize different colors and relate them to the monster´s feeling and theirs learning new ways to name the way they feel and also shared their experiences with their peers. (in English and Spanish).</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir1vzPtQJ4yW0xnP864E7I230LieX0c5xHfgW8kTUYnh9C84NLlNyD5oF29O4NwDPOUyy1LQ41JwMXtygrfJX-9V_QwvEQGwgjSo2m5b6gKKiKmXlTp54fD93oDQ5tq2E26vtQ_BdMHIyF/s1600/IMG_6504.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir1vzPtQJ4yW0xnP864E7I230LieX0c5xHfgW8kTUYnh9C84NLlNyD5oF29O4NwDPOUyy1LQ41JwMXtygrfJX-9V_QwvEQGwgjSo2m5b6gKKiKmXlTp54fD93oDQ5tq2E26vtQ_BdMHIyF/s320/IMG_6504.jpg" width="237" /></a><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Then they chose a monster mask to express and tell others a different situations where they feel the way the monster felt, and invite others to do the same.</span><br />
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<div class="separator" style="clear: both; text-align: center;"><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Art and literature are liked to onself experiences !</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZLuPwsfoCc0LvH84S8ojHnriy2Jnp32DfjusWg6OMc1brbvn3OPa0NLyAYbWhPQ4EoFa0VQJCKoF-Kr3jQ0StXLjYFcKqWp57sKeSyJxAyLRV4UQqQSOQTkFO5iVzt4f3swJRpto3rAlu/s1600/IMG_6563.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZLuPwsfoCc0LvH84S8ojHnriy2Jnp32DfjusWg6OMc1brbvn3OPa0NLyAYbWhPQ4EoFa0VQJCKoF-Kr3jQ0StXLjYFcKqWp57sKeSyJxAyLRV4UQqQSOQTkFO5iVzt4f3swJRpto3rAlu/s320/IMG_6563.jpg" width="239" /></a></div><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ7CDhMkvRts3kjK78230zJ-uVzkqxIYYBK85JiGUcSCBYYUHLeufDnBNbSIAWsu8Dc4cP0TY0yKxPI1CXYqH9t620gDrdoUL9sLYinjV27kX2A9AeSE6crDIlQaHqWak8zLztn7V5blCd/s1600/IMG_6565.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ7CDhMkvRts3kjK78230zJ-uVzkqxIYYBK85JiGUcSCBYYUHLeufDnBNbSIAWsu8Dc4cP0TY0yKxPI1CXYqH9t620gDrdoUL9sLYinjV27kX2A9AeSE6crDIlQaHqWak8zLztn7V5blCd/s320/IMG_6565.jpg" width="239" /></a></div><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"> Collaborative learning since the first years.</span>..<br />
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Then, they cut masks from colored foami, each of them according to the way they feel in an specific event, and built their own "feelings masks", playing with different materials, colors, and listening to different kinds of music.</span><br />
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</span>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-5955197947023954122011-09-30T20:02:00.000-07:002011-09-30T20:02:15.956-07:00DIGITAL STORYTELLING<a href="http://www.epals.com/projects/info.aspx?DivID=Digital_overview#.ToaCmck6dEA.blogger">ePals Global Community</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-18319629161785105192011-09-27T20:16:00.000-07:002011-09-27T20:16:05.542-07:00Introduction : Storytelling in the Classroom : The Hub Create a Story Contest<a href="http://hubforteachers.com/storytelling-in-classroom/index.cfm#.ToKRasx2kD8.blogger">Introduction : Storytelling in the Classroom : The Hub Create a Story Contest</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-11857640794248656392011-09-27T20:04:00.000-07:002011-09-27T20:04:55.984-07:00Confessions of an Aca/Fan: Archives: Transmedia Storytelling 101<a href="http://www.henryjenkins.org/2007/03/transmedia_storytelling_101.html">Confessions of an Aca/Fan: Archives: Transmedia Storytelling 101</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-36137342163097322262011-09-19T19:13:00.000-07:002011-09-19T19:13:33.383-07:00How To Get Students Excited About Becoming Digital Storytellers - Edudemic<a href="http://edudemic.com/2011/09/digital-storytellers/">How To Get Students Excited About Becoming Digital Storytellers - Edudemic</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-45977137471259473822011-09-19T18:48:00.000-07:002011-09-19T18:48:43.859-07:00CUANDO LOS PADRES LEEN A SUS HIJOSCuando los padres comparten espacios de lectura con sus hijos, ellos se interesan por explorar su mundo. La relación afectiva que se establece por el sonido de las dulces palabras y la música que los niños encuentran en la voz de los padres marca una conexión única y duradera dónde los pequeños encuentran motivación hacia los libros y lo que descubren en ellos.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1WFMgWuR_8r3KJPdbDfxvIzTY9uDs4w4AeGgrTGgSsrXHTKzQuzyLujHPAPcl5xTDB_38FrzKxkPzsg8-6GiK04SwRPdoEmm4yYYk3I-47kseciCxXf316uTX3RJ-oLAMD56ovUY63rga/s1600/-15.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1WFMgWuR_8r3KJPdbDfxvIzTY9uDs4w4AeGgrTGgSsrXHTKzQuzyLujHPAPcl5xTDB_38FrzKxkPzsg8-6GiK04SwRPdoEmm4yYYk3I-47kseciCxXf316uTX3RJ-oLAMD56ovUY63rga/s320/-15.jpg" width="320" /></a></div>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-74544050518469649522011-09-07T07:42:00.000-07:002011-09-07T07:42:34.073-07:00Con la profundidad del mar y la levedad de la espuma. Un recorrido por la poesía infantil argentina<a href="http://www.imaginaria.com.ar/2011/06/con-la-profundidad-del-mar-y-la-levedad-de-la-espuma-un-recorrido-por-la-poesia-infantil-argentina/#.TmeCy8oOtKI.blogger">Con la profundidad del mar y la levedad de la espuma. Un recorrido por la poesía infantil argentina</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-42164649252775393302011-05-06T18:40:00.000-07:002011-05-06T18:40:46.178-07:00Tips for Selecting Your Story’s Narrative Style<a href="http://www.dailywritingtips.com/tips-for-selecting-your-story%e2%80%99s-narrative-style/">Tips for Selecting Your Story’s Narrative Style</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-42750662305954814582011-02-22T09:43:00.000-08:002011-02-22T09:43:11.631-08:00PRESENTACION LIBRO: SOL DE LOS AMIGOS (Maria Baranda)Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-62486504381137080322011-02-11T21:06:00.000-08:002011-02-11T21:06:36.710-08:00Storybird - Collaborative storytelling<a href="http://storybird.com/create/">Storybird - Collaborative storytelling</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-83769559518407790712011-02-08T20:30:00.000-08:002011-02-08T20:30:45.583-08:00Cuaderno de apuntes: Disfrutar ... con la escritura. Selección de lecturas para niños y jóvenes<a href="http://pedrovillar.blogspot.com/2011/02/disfrutar-con-la-escritura-seleccion-de.html">Cuaderno de apuntes: Disfrutar ... con la escritura. Selección de lecturas para niños y jóvenes</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-27919571678994903222011-02-07T15:57:00.000-08:002011-02-07T20:51:40.917-08:00POESIA CON PEDRO DEL VILLARPedro del Villar es un poeta que escribe poesía actualmente, y nos regala su poesía "El Bosque de Mi Abecedario"<br />
<br />
Estaremos disfrutando con este poema y podrán hacerle preguntas al Pedro. El vive en España, por lo que a través de este blog podremos comunicarnos y aprender con él.<br />
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</div><div class="separator" style="clear: both; text-align: left;">1. OBSERVA CON ATENCION</div><div class="separator" style="clear: both; text-align: left;"><br />
</div><div class="separator" style="clear: both; text-align: left;">2. BUSCA DENTRO DE TI EN QUE TE CONECTAS</div><div class="separator" style="clear: both; text-align: left;"><br />
</div><div class="separator" style="clear: both; text-align: left;">3. REALIZA 3 PREGUNTAS PROFUNDAS DONDE INTERVENGA UNA EMOCION</div><div class="separator" style="clear: both; text-align: left;"><br />
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</div>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com39tag:blogger.com,1999:blog-4155105122827016710.post-29615918247581506352011-02-07T11:22:00.000-08:002011-02-07T11:23:10.571-08:00Story Time For MeSTORIES IN ENGLISH, LINDOS CUENTOS PARA NIÑOS<br />
<br />
<a href="http://www.storytimeforme.com/stories/3">Story Time For Me</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-45912782801636521122011-02-06T09:19:00.000-08:002011-02-06T09:19:52.760-08:00Just Trying to be Better than Yesterday: It's the Story, Stupid! - No Longer Living Next Door to Alice - Week Four<a href="http://anotherramblingteacher.blogspot.com/2011/02/its-story-stupid-no-longer-living-next.html">Just Trying to be Better than Yesterday: It's the Story, Stupid! - No Longer Living Next Door to Alice - Week Four</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-3050910729798600642011-02-05T19:54:00.000-08:002011-02-05T19:54:48.067-08:00Pixton for Fun | World's Best Way to Make & Share Comics<a href="http://www.pixton.com/overview#video">Pixton for Fun | World's Best Way to Make & Share Comics</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-10146514625624079892011-01-27T11:57:00.001-08:002011-01-27T11:57:34.400-08:00INANIMATE ALICE CHAPTER 3 "DEEP AND QUICK QUESTIONS" (RAPIDAS Y PROFUNDAS)<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: 15px; line-height: 21px;">Please read CHAPTER 3 AND POST 3 QUICK QUESTIONS AND 3 DEEP QUESTIONS</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">http://www.inanimatealice.com/</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><br />
</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">You may read the last entry to remember what QUICK AND DEEP questions are!!!!</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><br />
</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">You may write in ENGLISH or SPANISH</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><br />
</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14px; line-height: 21px;">The Power of Question involves two kind of questions: quick questions and deep questions.<br />
<br />
* The quick questions are those which answers are found in the story or picture.<br />
Example: What kind of clothes Alice was wearing when she went out from her house?<br />
Answer: 1. Long underwear, thermal top, thick socks, etc.<br />
<br />
* The deep questions are the ones which answers are found within ourselves. There is no correct answer for these questions because the answers involves personal experience and opinions and help us go beyond the story.<br />
<br />
After reading Inanimate Alice Chapter 3 ( <a href="http://inanimatealice.com/episode2" style="color: #cc3300; text-decoration: none;">http://inanimatealice.com/episode2</a>) I came up with two deep questions that I would like to share with you.<br />
<br />
1. What would have happened if Alice wouldn't have been alone while her parents were out?<br />
I think that Alice wouldn't have worried so much and she would have stayed home instead of risking herself by going out during the snowstorm.<br />
<br />
2. What would have happened if Alice wouldn't have heard Brad's voice in her head during the snowstorm?<br />
In my opinion, Alice wouldn't have been calm and she wouldn't have heard her parents coming back to help her.<br />
<br />
As you can see, I'm answering according to my particular point of view. That's why we can find different answers to deep questions.<br />
<br />
Now is your turn. Write two deep questions about the story and share your answers.<br />
<br />
Enjoy this experience!!</span></span></div>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-66268517596223646902011-01-27T10:11:00.000-08:002011-01-27T10:11:41.553-08:00Que los niños lean a cualquier precio, claman los escritores Toño Malpica, Jaime Alfonso Sandoval y Francisco Hinojosa - La Crónica de Hoy / Jueves 27 de Enero, 2011<a href="http://www.cronica.com.mx/especial.php?id_nota=556095&id_tema=1237">Que los niños lean a cualquier precio, claman los escritores Toño Malpica, Jaime Alfonso Sandoval y Francisco Hinojosa - La Crónica de Hoy / Jueves 27 de Enero, 2011</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-68357364012265566422011-01-10T20:15:00.000-08:002011-01-10T20:15:01.151-08:00THE POWER TO QUESTION/INANIMATE ALICE<h3 class="post-title entry-title"> <span style="font-family: Arial,Helvetica,sans-serif;">Inanimate Alice- Reading Power - Questioning (deep) </span></h3><h3 class="post-title entry-title"><span style="font-family: Arial,Helvetica,sans-serif;">We are happy to work with you! Please read, listen and watch this story</span></h3><h3 class="post-title entry-title"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">http://inanimatealice.com/episode2/index.html, YOU CAN ALSO FIND THE STORY IN</span></span></h3><h3 class="post-title entry-title"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">www.julesverneschool.edu.mx LITERATURE TRANSMEDIA</span></span></h3><div class="post-header" style="font-family: Arial,Helvetica,sans-serif;"> </div><div style="font-family: Arial,Helvetica,sans-serif;">Hello kids, I would like to share with you some of my thoughts regarding Alice Inanimate. It is really important to have in mind that we have two type of questions, which are fast and deep questions. </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;"> </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;">We shall be working with Alice's wonderful trip in Italy which is Chapter 2. Take some minutes of your time and read it, just for you to remember you have to enter julesverneschool.edu.mx. and you can read it there. </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;"> </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;">A fast question is:</div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;"> </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;">Where is Alice? Alice is in Italy </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;">How many sofas are in the living room? There are two sofas</div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;"> </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;">These are fast questions because you find the answers in the text.</div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;"> </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;">A deep question is:</div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;"> </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;">What would I have felt if at the age of 10 I would have lost my parents? I had a feeling of panic because I think my life would have been really different. Also I thought poor little girl, what happened to her parents.</div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;"> </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;">What would have happened if Ayisha was not in her house when Alice phoned her? I think that Alice would have tried to call some one else, probably her best friend.</div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;"> </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;">In a deep question the answer is not written down on the text, you have to question yourself and answer it by yourself. </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;"> </div><br style="font-family: Arial,Helvetica,sans-serif;" /><div style="font-family: Arial,Helvetica,sans-serif;">Now it is your turn to share with me a fast question and deep question for this chapter</div>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com6tag:blogger.com,1999:blog-4155105122827016710.post-78156492821546414592011-01-10T19:59:00.000-08:002011-01-10T19:59:14.594-08:00Reading Ahead Journal<a href="http://www.childrensliteraturenetwork.org/blog/readingahead/">Reading Ahead Journal</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0tag:blogger.com,1999:blog-4155105122827016710.post-4292658384146275052010-12-06T17:34:00.000-08:002010-12-06T17:34:43.552-08:00Menores en la red | Educa con TIC<a href="http://www.educacontic.es/blog/menores-en-la-red">Menores en la red | Educa con TIC</a>Anonymoushttp://www.blogger.com/profile/17333907860254151705noreply@blogger.com0