Comics and Cartoons in EuropeComics and Cartoons in Europe(ComCart)(ComCart)

Participating Schools7th Primary School of Agii Anargiri, Greece (Co-ordinator)Cebesoy İlköğretim Okulu, TurkeyZER MONTSIÀ, SpainSredno obstoobrazovatelno uchiliste “Panayot Volov”, BulgariaSzkoła Podstawowa nr 3 im. ks.kard. Stefana Wyszyńskiego, Poland

AimThe planned partnership’s aim focuses on developing a European dimension in the history of comics and cartoons and use comics and cartoons figures as a vehicle for:

          Improving native and foreign language skills.           Exchanging information on cultural heritage.           Developing ICT skills.           Integrating the European dimension within the school

setting.           Learning about the flora and fauna of each participating

country.           Becoming aware of everyday school life in each country.           Exchanging information on traditional dishes and

culinary habits.           Increasing students’ learning and social progress.           Developing collborative consultation skills among school

staff.

ObjectivesThe concrete objectives of the project can be classified according to Bloom’s taxonomy, as follows:

Cognitive (knowledge)Learn about the history of comics and cartoons in Europe.Improve native and foreign language skills.Using comics and cartoons figures develop the awareness on: Cultural heritage. Culinary habits. Flora and fauna. Everyday school life.Affective (attitude) Develop positive attitude towards the integration of European

dimension within the school setting. Increase self-esteem and collaborative skills via the

communication with the European partners.Psychomotor (skills) Develop ICT skills. Improve Artistic skills.

Activities09/09 

Students and school staff are informed about the project. The co-ordinator opens an e-twinning space and invites partners to join. Ground mail or personal e-mails are used where the e-twinning is not accessible for certain partners. Through e-twinning, partners have the following options: E-mail, announcements, forum, chat, publication of materials. The e-twinning and/or each partner’s school website will be used for publication of activities with photos of students performing them. It will also be used for publication of mobility activities. These activities are published following the fixed timetable, presented here. Teachers and students start collecting material on comics and their history.

10/09All partners meet in Spain where they discuss their first impressions regarding the project and how they are going to work and distribute activities. They exchange cultural information and bring material (brochures/photos etc.) from their countries. Spain organises an exhibition where the material is presented to school staff, students, local community etc. Students collect comics figures of their country and put them in an album. Teachers explain the use of onomatopeia and the bubbles in a comics story (they can possibly classify them according to sex, date of creation, character attributes-good/bad etc.). Optionally, students can make their own figures and add them in the album, too. Under each figure, they make a short description in both native language and English. If applicable, students can watch a DVD on history of comics or invite a comics writer that will help them learn about these figures. The albums are exchanged among partner schools and also published inn the Internet.

 

Activities11/09

Students select a comics figure to use as a vehicle for developing the activities. They will use it to prepare a welcome guide of their area for their partners. The comics figure will present maximum 3 famous sights in each school’s area, together with a photo. Under each sight, there will be a short description in both native language and English. The welcome guides will be exchanged among partner schools and also published in the Internet.Each partner school will also prepare a small quiz (maximum 5 questions) in English regarding their own welcome guide. It will be used to evaluate how well the students assimilated the information. The coordinator willcollect the quizzes and make a joint quiz which will be given to students to complete at the end of the activity.

12/09The comics figures are used to develop a virtual trip to one partner country. They must calculate the cost of their visit, what clothes they will carry, etc. For this reason, they prepare questions to ask their partners. (e.g. what is the weather like in your country? How far is your town form the airport? What is the airport’s name? Where is your school?). All questions are asked in English but preparation of them is done in the mother tongue. The comics figures and the questions are sent to the destination country and replies are sent back by the target country’s comics figures. The dialogues are collected and published in the Internet.

01/10Students make a simple calendar that presents months and festivities. Under or next to each festivity a photo can be added. The name of the festivity is written in both mother tongue and English. Calendars are exchanged and published.

Activities02/10

A comics figure is selected to describe maximum 3 festivities. It gives simple information about the festivity (the date it is celebrated, what people do etc). The description is made in both native language and English. A quiz is also prepared, similar to the above. Desriptions are selected and a joint quiz is prepared for evaluation purposes.

03/10Students use their comics figure to present the fauna in their area. They select maximum the pictures of three representative animals and write simple desciptions about them. The descriptions are exchanged and a quiz in the process described above is made.

04/10Students use their comics figure to present the flora in their area. They select maximum the pictures of three representative flowers or trees or vegetables and give information about them. The presentations are exchanged and a quiz in the process described above is made.

05/10All partners prepare for the trip to Bulgaria. They bring material from their countries (photos/brochures/leaflets) etc. for the COMENIUS WEEK. Bulgaria organises an exhibition of material and/or a poster exhibition of students’ work. Teachers discuss their project impressions, problems, etc. and also choose the comics figures they will stamp on the T-shirts or cups for the students.

Activities09/10

Teachers and students collect material on cartoons and their history. Students collect cartoon figures of their country and put them in an album. Teachers explain the use of onomatopeia and the bubbles in a cartoon story (they can possibly classify them according to sex, date of creation, character attributes-good/bad etc.). Optionally, students can make their own figures and add them in the album, too. Under each figure, they make a short description in both native language and English. If applicable, students can watch a DVD on history of cartoons or invite a cartoonist that will help them learn about these figures. The albums are exchanged among partner schools and also published inn the Internet.

 

10/10

All partners meet in Poland where they discuss how they are going to work and distribute activities. They exchange cultural information and bring material (brochures/photos etc.) from their countries and their students’ work to be exhibited.

11/10

Students are taught basic cookery terminology. They use the cartoon figures to write the recipes of maximum three traditional dishes in their country. The recipes are exchanged and published in the Internet. The co-ordinator prepares a simple quiz collaboratively with the partner teachers to evaluate students’ assimilation of information.

Activities12/10

Students use their cartoon figure to present their school. They take photos that depict everyday school life (students while having a lesson, during recess, eating lunch, preparing for a celebration etc). The material is exchanged and published in the twinblog or school website.

01/11

Students prepare maximum 5 questions regarding everyday school life to ask their partners (e.g. What time do you start school?/What foreign languages do you learn? etc.). Using a cartoon figure they send them to a partner school (different from the destination school chosen in the comics activity). The cartoon figures answer them and send them back to the country of origin.

02/11

Students use their cartoon figure to record maximum 10

typical words or/and phrases in their mother tongue, together with the phonetic transcription. The words can be presented in a dictionary form. For example: Καλημέρα /Kalimera/ (Good morning). Words/phrases are exchanged.

Activities03/11

All partners meet in Turkey. COMENIUS WEEK with material from all participating countries. Poster exhibition of students’ work. Teachers discuss the project impressions, exchange cultural information, ideas and beliefs. They choose the cartoon figures to be stamped on T-shirts or cups for students.

04/11

Students use their cartoons to write a dialogue regarding the project they were involved in. This activity is an indirect evaluation of the project. The dialogues are written in mother tongue and translated into English. Then, they are exchanged among partner schools and published in the Internet.

05/11

All partners visit Athens, Greece. Closing of the project/ Overall evaluation. Publication of results in the twinblog and school website.

COMENIUS WEEK with material from all participating countries. Poster exhibition of students’ work.

EvaluationEvaluation

The evaluation will be continuous and overall. Additionally, a questionnaire testing the knowledge of students on comics/cartoons may be given at the beginning of the project and the same questionnaire at the end of the project to check knowledge acquired. Quizzes prepared by each participating school will evaluate students’ assimilation of the material. The overall evaluation can be quantitative (evaluation questionnaire) and/or qualitative (focus groups). Project development can be shown to headteachers, parents and school staff to express their opinions and propose ideas.