To say and To Listen (LS-PT-552)

Introduction

In this learning scenario, my students were sensitized to the construction of their individual and collective identity through different forms of art (literature, music, and painting), transversally integrating content, knowledge, and skills from various areas.

As a final product, a “Slam Poetry” contest was promoted in which students disseminate their own poetry on video and/or audio and an e-book was built containing the final product and the researches carried out, throughout the project.

I am an ICT teacher however there has been collaboration with teachers of other subjects such as EV and English. My students are between 14 and 15 years old.

Learning process

Students started this learning scenario during lessons at the beginning of January, but it was completed in online classes.

The students were divided into small groups, where there was the inclusion of students with special needs.
At the beginning of the process, students chose a song that was associated with a cause or lifestyle, justifying their choice.
In a second phase, they selected a picture, engraving, or drawing that was linked to the theme of the chosen song by researching it in European languages.
Then they chose an image, without copyright, which represented the cover of their e-book, and edited it with their bitmoji.
In English class, they made a transcription of part of the music and changed it to their ideas.
After recording their new version and choosing out-of-copyright background music they made the final version of their poem.
Finally, they integrated all these steps into an e-book representing their final work.

Learning outcomes

The students learned to express their opinion, to work in groups, and to share with each other. The collaboration between the various members of the group, even with students with special needs, went very well.

Final thoughts

I planned eighteen lessons divided across the three subjects. In ICT, the students had ten lessons, where they chose pictures, paintings, drawings, images, and music to include in their work. They also made e-book covers, produced their music, and developed the final e-book.
I think the activity went quite well and the students were very enthusiastic.

Would you like to know more about this learning scenario? You can download it below:

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Public Domain Mark 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Rijksmuseum.

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