EDITORIAL
"The Muses, (Ancient Greek: Μοῦσαι Mousai) in Greek mythology, poetry and literature, are the goddesses of the inspiration of literature, science and the arts. They were considered the source of the knowledge, related orally for centuries in the ancient culture, that was contained in poetic lyrics and myths.
The English "museum" comes from from the Ancient Greek Μουσεῖον (Mouseion), which denotes a place or temple dedicated to the Muses (the patron divinities in Greek mythology of the arts), and hence a building set apart for study and the arts."
(source: WIKIPEDIA.ORG)
A project stretching back centuries, unifying four schools and four countries,
Greece
Italy
France
UK,
Working on the preservation of common history and cultural heritage
Embracing artistic creation and promoting historical awareness
Digging into the foundations of the European culture
Transforming time into space.
Join us in our journey in antiquity!!
Theodora Gkeniou, Greece
A day in the Museum is about the vision our four European schools share about our common artistic and cultural background: Egyptian, Greek and Roman Antiquity.
It was an opportunity for a few months to do some time-travelling and look together into the heart of our common culture, to feel closer to our common heritage and make it “ours” by adopting the artefacts we like, exchanging opinions, debating, sharing ideas, creating games and stories together.
The students turned into radio broadcasters, journalists, archeologists, writers, curators and museum guides to take a modern look at the European museums. Our “day in the museum” is not a day spent in a boring and dusty museum but a lively, entertaining, playful and personal vision we built together along these etwinning months.
Enjoy the visit!
Claudine Coatanea, France
"Please join us in our unforgettable adventure around European museums, living with us a wonderful experience.
Try a living way to appoach ancient history an antiquity, thinking that museums are place where the past lives and you can do a travel into it. "
Paola Cascione, Italy
"This E-twinning project was planned not only to enrich my students understanding of their archaeological course, but also to increase their knowledge of other cultures and improve their ICT skills in preparation for them moving to university. I wanted to push them beyond their regular comfort zone and challenge them to use technology they had never heard of before. In addition, to communicate with other students around Europe they really had to think about the vocabulary they were using and ensuring that they engaged in clear English. Overall the students really enjoyed the process and contact they had with students around Europe and I believe it was a valuable experience for all involved."
Michelle Thick, UK
"The Muses, (Ancient Greek: Μοῦσαι Mousai) in Greek mythology, poetry and literature, are the goddesses of the inspiration of literature, science and the arts. They were considered the source of the knowledge, related orally for centuries in the ancient culture, that was contained in poetic lyrics and myths.
The English "museum" comes from from the Ancient Greek Μουσεῖον (Mouseion), which denotes a place or temple dedicated to the Muses (the patron divinities in Greek mythology of the arts), and hence a building set apart for study and the arts."
(source: WIKIPEDIA.ORG)
A project stretching back centuries, unifying four schools and four countries,
Greece
Italy
France
UK,
Working on the preservation of common history and cultural heritage
Embracing artistic creation and promoting historical awareness
Digging into the foundations of the European culture
Transforming time into space.
Join us in our journey in antiquity!!
Theodora Gkeniou, Greece
A day in the Museum is about the vision our four European schools share about our common artistic and cultural background: Egyptian, Greek and Roman Antiquity.
It was an opportunity for a few months to do some time-travelling and look together into the heart of our common culture, to feel closer to our common heritage and make it “ours” by adopting the artefacts we like, exchanging opinions, debating, sharing ideas, creating games and stories together.
The students turned into radio broadcasters, journalists, archeologists, writers, curators and museum guides to take a modern look at the European museums. Our “day in the museum” is not a day spent in a boring and dusty museum but a lively, entertaining, playful and personal vision we built together along these etwinning months.
Enjoy the visit!
Claudine Coatanea, France
"Please join us in our unforgettable adventure around European museums, living with us a wonderful experience.
Try a living way to appoach ancient history an antiquity, thinking that museums are place where the past lives and you can do a travel into it. "
Paola Cascione, Italy
"This E-twinning project was planned not only to enrich my students understanding of their archaeological course, but also to increase their knowledge of other cultures and improve their ICT skills in preparation for them moving to university. I wanted to push them beyond their regular comfort zone and challenge them to use technology they had never heard of before. In addition, to communicate with other students around Europe they really had to think about the vocabulary they were using and ensuring that they engaged in clear English. Overall the students really enjoyed the process and contact they had with students around Europe and I believe it was a valuable experience for all involved."
Michelle Thick, UK
PEDAGOGY OF THE PROJECT
RATIONALE
When ‘setting the stage’ for the project “A day in the museum” what we, teachers, had in mind was that we wanted it to become a vehicle of genuine communication, moving beyond the four walls of our traditional classrooms so as to access new information sources, enhance what was already happening in class, adding a degree of novelty to the standard curriculum and to the students’ educational experience and ultimately focus on our students taking them into a wider European community.
Jean-Luc Martinez, President - Director of the Musee du Louvre, in one of his recent interviews, states that "the Hellenic and Roman art had a central role in the formation of the European identity. The language and structure of modern politics and cultural norms lay their foundations in antiquity".
Thus inspired by this quote, we implemented a project with which we were hoping to help the youth acquaint themselves with their cultural heritage as european citizens and discover the multiple perspectives of antiquity as presented in the four european countries involved.
SUBJECTS INVOLVED
CURRICULAR INTEGRATION
All the students of the four countries are taught ancient history at school. The school books contain references and photos of statues, pieces of jewellery, inscriptions and many more artefacts exhibited in major museums around Europe. Therefore we decided to run a project among partners from Greece and Italy, with their rich ancient cultural heritage, and France and the UK, where these museums exist. Moreover the project became the vehicle for integration of content and language learning, practicing receptive and productive linguistic skills which are part of the national curricula of language learning.
STUDENTS' LEVEL
Upper secondary school classes
Students aged 15-16
Upper intermediate level in English
TIME
The project was implemented during a time period that streches from November 2013 to June 2014.
AIM AND OBJECTIVES
Our aim was to raise historical awareness of the students involved, crossing the boundaries of space and time, bringing antiquity to life and getting to realise that the works of art displayed in the most important museums of our civilisation are the pillars of our modern world's heritage.
KNOWLEDGE
ATTITUDES
USE OF ICT
The project is founded on 4 pillars
Authenticity
· A real-world scenario addressing meaningful issues triggering imagination and engaging students
· Authentic audience and Authentic learning through exposure to authentic information sources
Differentiation of learning
· An attempt to address effectively fragmentation of knowledge and disruption in teaching-learning process
· Content creation and sharing
· Scaffolded and differentiated instruction
· Incorporation of role playing activities
· Activation of learners
· Stimulating students’ curiosity and involvement
· Providing meaningful input and producing personalised output
· Tasks are designed so as to be neither too easy nor too difficult/right amount of challenge (Vygotsky’s zone of proximal development)
· Opportunities for development of productive and receptive skills
· Gamification of learning
Dual commitment to content and language learning
· Content and language integration
· Process and product are addressed as equally important
Development of 21st century skills
· Collaborative work, problem solving, Critical literacy
· Purposeful incorporation of ever-evolving technologies
· Involvement of students in the decision making process
· National and international teamwork
· Development of strategies such as brainstorming, planning, metacognitive strategies
· Demonstration and communication of the newly acquired knowledge (School and seminar presentations)
· Fostering student autonomy/responsibility of their own learning/self confidence
ACTIVITIES
· Brainstorming
· Games and quizzes
· Snail mail correspondence
· Voting
· Negotiating
· Interviews
· Collaborative story
· Evaluation survey
· Email/ forum / blog exchanges
· Field trips
· Library/internet searches
PRODUCTS
· A web page
· Twinspace
· Videos
· Posters
· E-publication
BIBLIOGRAPHY/NETOGRAPHY
www.britishmuseum.org
http://www.louvre.fr/
http://www.theacropolismuseum.gr/
http://www.google.com/culturalinstitute/project/art-project
http://www.bbc.co.uk/ahistoryoftheworld/
http://www.britannica.com/EBchecked/topic/398827/history-of-museums
http://www.namuseum.gr/collections/chronoltable-gr.html#
http://www.amth.gr/index.php/en/
RATIONALE
When ‘setting the stage’ for the project “A day in the museum” what we, teachers, had in mind was that we wanted it to become a vehicle of genuine communication, moving beyond the four walls of our traditional classrooms so as to access new information sources, enhance what was already happening in class, adding a degree of novelty to the standard curriculum and to the students’ educational experience and ultimately focus on our students taking them into a wider European community.
Jean-Luc Martinez, President - Director of the Musee du Louvre, in one of his recent interviews, states that "the Hellenic and Roman art had a central role in the formation of the European identity. The language and structure of modern politics and cultural norms lay their foundations in antiquity".
Thus inspired by this quote, we implemented a project with which we were hoping to help the youth acquaint themselves with their cultural heritage as european citizens and discover the multiple perspectives of antiquity as presented in the four european countries involved.
SUBJECTS INVOLVED
- History
- Art
- English language
CURRICULAR INTEGRATION
All the students of the four countries are taught ancient history at school. The school books contain references and photos of statues, pieces of jewellery, inscriptions and many more artefacts exhibited in major museums around Europe. Therefore we decided to run a project among partners from Greece and Italy, with their rich ancient cultural heritage, and France and the UK, where these museums exist. Moreover the project became the vehicle for integration of content and language learning, practicing receptive and productive linguistic skills which are part of the national curricula of language learning.
STUDENTS' LEVEL
Upper secondary school classes
Students aged 15-16
Upper intermediate level in English
TIME
The project was implemented during a time period that streches from November 2013 to June 2014.
AIM AND OBJECTIVES
Our aim was to raise historical awareness of the students involved, crossing the boundaries of space and time, bringing antiquity to life and getting to realise that the works of art displayed in the most important museums of our civilisation are the pillars of our modern world's heritage.
KNOWLEDGE
- to name where the artefacts originated from, which era they belong to, facts about their creation, where they are today
- to analyse information so as to express personal opinions about their role in contemporary world.
- to synthesize this information in order to communicate in a variety of communicative situations
- to use the english language - four skills and relevant vocabulary - in the specific communicative context and for the specific field of interest
- to be able to select, order, evaluate information
- to argue in favour of our choices and justify our opinion
- to develop critical thinking
- to work collaboratively towards a common goal, in national or international groups
ATTITUDES
- to develop awareness of the timeless value of the classic antiquity that constitutes the basis of our european culture
- to acquire positive attitudes towards the subject of history and art
- to cultivate respect and empathy
- to realise our common roots and common identity as European citizens
USE OF ICT
- glogster
- blubbr
- animoto
- audioboo
- audacity
- vocaroo
- weebly
- TS wiki
- TS blog
- TS forum
- youtube
- tricider
- padlet
- google docs-drive
- movie maker
- pixlr
- vimeo
- dotvoting
- wordle
- learningapps
- andromo
The project is founded on 4 pillars
Authenticity
· A real-world scenario addressing meaningful issues triggering imagination and engaging students
· Authentic audience and Authentic learning through exposure to authentic information sources
Differentiation of learning
· An attempt to address effectively fragmentation of knowledge and disruption in teaching-learning process
· Content creation and sharing
· Scaffolded and differentiated instruction
· Incorporation of role playing activities
· Activation of learners
· Stimulating students’ curiosity and involvement
· Providing meaningful input and producing personalised output
· Tasks are designed so as to be neither too easy nor too difficult/right amount of challenge (Vygotsky’s zone of proximal development)
· Opportunities for development of productive and receptive skills
· Gamification of learning
Dual commitment to content and language learning
· Content and language integration
· Process and product are addressed as equally important
Development of 21st century skills
· Collaborative work, problem solving, Critical literacy
· Purposeful incorporation of ever-evolving technologies
· Involvement of students in the decision making process
· National and international teamwork
· Development of strategies such as brainstorming, planning, metacognitive strategies
· Demonstration and communication of the newly acquired knowledge (School and seminar presentations)
· Fostering student autonomy/responsibility of their own learning/self confidence
ACTIVITIES
· Brainstorming
· Games and quizzes
· Snail mail correspondence
· Voting
· Negotiating
· Interviews
· Collaborative story
· Evaluation survey
· Email/ forum / blog exchanges
· Field trips
· Library/internet searches
PRODUCTS
· A web page
· Twinspace
· Videos
· Posters
· E-publication
BIBLIOGRAPHY/NETOGRAPHY
www.britishmuseum.org
http://www.louvre.fr/
http://www.theacropolismuseum.gr/
http://www.google.com/culturalinstitute/project/art-project
http://www.bbc.co.uk/ahistoryoftheworld/
http://www.britannica.com/EBchecked/topic/398827/history-of-museums
http://www.namuseum.gr/collections/chronoltable-gr.html#
http://www.amth.gr/index.php/en/
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