European Shared Treasure

Slovenj Gradec- Final show- 27th May 2010

Final meeting- Slovenj Gradec from 23rd to 27th June 2010

SUNDAY 23rd May
arrival of the guests
dinner at the hotel

MONDAY 24th
meeting in front of the hotel
welcome in the school hall, headmistress speech
welcome in the libry
students' presentation of Slovenia in the library
visiting classes and school premises
lunch
reception at the mayor of Slovenj Gradec
a guided tour around Slovenj Gradec
free time
dinner

TUESDAY 25th
workmeeting at school
leaving for Ljubljana by bus, a guided tour around the city
lunch
lift to the castle
free time or visiting the National Gallery
leaving for Slovenj Gradec
dinner

Wednesday 26th
Mezica- Podzemlje Pece: going underground, visit of a mine and a museum
visiting an old village Sentanel: museum of tools, tasting of traditional drinks, food
workmeeting at a farm
lunch at a farm
free time in SG
final festival of the Comenius Inter-Cool-Ture project
dinner at school

It's a small world- from Kalina- Bulgaria

“It’s a small world” - this was the motto of the final spectacle at St. Sofronii Vrachanski Primary School in the town of Vratsa, Bulgaria. It was dedicated to the Day of Europe and showed what the children had learned during the second year of the their Inter-cool-tural project. It was in the form of a virtual trip to Italy, Turkey, Slovenia, Portugal and Spain and presented many interesting facts, games and toys from the travel culture boxes the Bulgarian kids had received from their friends. Class 1B played a children's game from Slovenia and showed a hare hunt in which a Slovenian chatter-box was used. Class 1G introduced Spanish dances and bull fight. Class 3B told about Ataturk and the Children's Day in Turkey and made a shadow show with Hacivat and Karagoz. Class 3V told about water mellons, cork, traditional costumes and toys in Portugal. What the children had learned about Italy was told by Class 4V through the Italian song "Stella, stellina" and a game "L'orologio" whose rules were fidden in the Italian travel box. The performance finished with karaoke of the popular song "It's a small world". The headmastress Mrs. Antoaneta Sirakova and the project coordinator Mrs. Kalina Nikolova wished the children a lot of trips abroad in the future which will broaden their general knowledge about the European countries.

Language course- from class 4 primary San Lorenzo Italy

The children of the class 4 of the primary school of San Lorenzo (Italy )are working on the language course for foreign students.

Works about Azur and Asmar by class V- primary- San Lorenzo- Italy

INTER-COOL-TURE FACEBOOK GROUP- from Luisa- Portugal

Dear colleagues,
we have our page on Facebook!!!

Look for

Intercoolture Comenius

and subscribe the group!!!

Kisses Luisa and the Portuguese team

Opening the boxes- from Spain

Before Easter holidays we did a meeting with all the students, every class presented the box you left in Girona. It was fantastic and the children liked it a lot. Look at the pictures!

Drawings about Azur and Asmar from Turkey

AZUR AND ASMAR- activty plan from portugal 1 (Luisa and &)

AGRUPAMENTO DE ESCOLAS DE SAMORA CORREIA

Escola EB 2,3 Professor João Fernandes Pratas

Activities around the film “Azur et Asmar”

Objectives:

Recognize and show respect for similarity and difference:- for identity and everything that contributes to individual identity, including membership of different groups.
- that all humans have basic needs and rights as human beings regardless of gender, race, height, capacity, etc.
- Develop strategies to learn to deal with discrimination, racism, for example and support others to succeed.
Activities:
- Find adjectives and / or names that describe the things we like / dislike, eg happy, sad, quiet, loud, fun, boring.
- Search the extent to which the school is part of a larger community. - Describe what they like and dislike.
- Write a letter / e-mail describing the school community.
- Identify different places on the map and find the differences and similarities (clothing, toys, food etc.
In an interview with Michel Ocelot said: ‘I considered the obstacle of languages, because I wanted to show the condition of the immigrant for whom the language barrier is a major difficulty. So, in certain passages, I do not try to make people (the audience) understand so that they feel a little lost.’

- Imagine what it is being unable to understand those around you.
- What are the feelings of Azur the first day as a foreigner in a new country?
- Write a page of the diary of Azur.

Living in a different world:

- Have you ever been "attacked" for being different?
- Have you ever treated someone badly for being different from you?
At the end of the film Asmar defends Azur and protects him from others who want to hurt him because he is different:
- What can we do to deal with discrimination, racism and support those that in our school suffer such assaults.
- Michel Ocelot has created magical creatures, fantastic, use your imagination and also create a magical creature.

Try to know how our school is involved in a wider community.

Our school is involved in different activities, sport and literature, for all ages, for good and bad pupils. That’s what makes the school's increasing merit, we can have bad grades but all of us can participate.
In our school there are lots of activities just as inter-class football or volley-ball, spelling contests, photography contests, European club, civil protection club, health club among others.
We also have school radio and school newspaper.
Our school has signed up to groups such as the electron and to projects like Comenius. Teachers of different countries came to our school and we have done lots of different activities related to this project.
Imagine what it would be the incapacity of not understanding those who are around you
It must be very difficult for an immigrant to go to a foreign country and not know the official language.
The people of the country can praise us but usually they criticize and we do not realize what they say so we cannot defend ourselves.
Dealing with the prejudices of others is not easy as much as many people want the fight them. There must always be someone racist and insensitive.
Imagine what were the feelings of Azur the first day as a foreigner in a new country?
I think that the feelings of Azur the first day as a foreigner in a new country, would be curiosity about the country where he was, intrigue, perhaps longing for his land, his family and satisfaction to know a new country and also great joy.

Moving to a new life in another country

Moving to a new life in another country should not be easy, as well as leaving their country and their friends, there are cases where the person doesn’t have the mastery of the language, the temptation to communicate with others is normal and simply cannot, should feel different from others.

Write a page on the diary of Azur

Dear diary
Today it was not an easy day for me, it was just scary, the looks of those people about me, I just wanted to disappear ... I do not know, I did not understand why people did what they did, I felt like I was an alien from another world ... what I'm trying to do is perhaps find answers, there must be someone who understands me.

Write a journal page of Azur

Dear Diary
February 25, 2010
Hello, another day has passed and it's time to come and write in my journal. Today I started the day very well, as you know, I do not need to pretend I am blind because I have blue eyes, now I can open my eyes and look at everything I was all morning in the street playing with Chamsous Sabah, she asked me to play with her.
But after lunch I was strolling alone, I bought an apple and suddenly two or three boys of my age pushed me, kicked me and finally said 'Go away curse, you give chance to our village "and they went away.
I was not hurt but I was sad, I thought the story of the blue eyes that gave bad luck was over but for those two young boys didn’t.
I thought the rest of the afternoon that if I saw them again, I would also beat them because they were from another race but I wondered myself "why are you going to hit them, you'll do the same thing they’ve done to you and you have nothing against their race”.
Now, finally, I'm here telling you what happened to me today. Well it's time to go to sleep. See you tomorrow.
P.S. What happened to Crapoux? May be the same, I don’t know.
Goodbye, Azur

A dream

Last holidays I went to Madrid. When I arrived at the airport I saw a young, magnificent boy and I told my sister.
I was always thinking of him. Madrid is a wonderful, amusing city but my holidays would be much better if he was with me.
Then I came home, to France, my home country.
In September, the first day of school, I arrived late. When I entered I said:
- Excuse me, may I come in?
Suddenly I saw my enchanted prince. It was the best moment of my whole life.

Azur and Asmar- Activity plan from Portugal 2 (Luisa)

AGRUPAMENTO DE ESCOLAS DE SAMORA CORREIA
Escola EB 2,3 Professor João Fernandes Pratas
Activities around the film “Azur et Asmar”

Activity 1: Presenting a place.
Activity 2: Describing people - Simple present of the verbs to be and to have. Adjectives and clothes, vocabulary.

”AZUR ET ASMAR” - childhood
ACTIVITY 1: THE HOUSE OF “AZUR ET ASMAR”
Where does Azur, Asmar and the baby-sitter live? (in a town, near the sea, in the country, in an apartment...).
And you! Where do you live?

ACTIVITY 2: « AZUR ET ASMAR »
Look at the photo. Describe Azur and Asmar and write down the differences.
Then About you! Describe yourself.

ACTIVITY 3: HOBBIES
Activity 3:
Writing activity: Hobbies and preferences (I like, I prefer, I love).
What are the hobbies of Azur?
What does he prefer?
About you! What are your hobbies? What do you like to do?

TRAVELLING TO SOUTH
Activity 1: Locate continents and countries on a blank card.
ACTIVITY 1: WHERE DOES ASMAR LIVE?
You need an atlas to find the country of Asmar.
On what continent does Asmar live?

The Maghreb consists of three countries: Morocco, Algeria and Tunisia. Report on the map of Africa:
1. Morocco.
2. Algeria.
3. Tunisia.
4. Mediterranean sea and Atlantic Ocean.

Azur and Asmar- Activity plan from Portugal 3 (Luisa)

AGRUPAMENTO DE ESCOLAS DE SAMORA CORREIA

Escola EB 2,3 Professor João Fernandes Pratas

Activities around the film “Azur et Asmar”

Activity 2: Associate a flag to a country
ACTIVITY 2: FLAGS
The Maghreb countries all have a different flag. Connect each country's flag.

ACTIVITY 3: SOME GEOGRAPHY....
Complete the sentences using the words: in the west, between, in the east, in the north.

1. Algeria is ____________________ Morocco and Tunisia.
2. Asmar lives ____________________ of Africa.
3. Tunisia is ____________________ of Algeria.
4. Atlantic Ocean is ____________________ of Morocco.
About you. Where is your country? What are the colours of the flag of your country?

ACTIVITY 4
The first character that encountered Azur arriving in the South is Crapoux. But Crapoux is never happy! He is always critical of his country home. Put the phrases of Crapoux in the affirmative.
1. There’s no rain.
2. They haven’t got songs.
4. They haven’t got custard.

Activity 5:
Name the parts of the body.
ACTIVITY 5: CRAPOUX
Connect the words with the image:

ACTIVITY 6: THE WISDOM OF JENANE.
Fill in the gaps.
“Listen my son. I know two __________, two __________ two _________, so that I know __________ more than others”.
Activity 1: Multiple choice
THE CONQUEST OF THE FAIRY OF DJINN
ACTIVITY 1:
1. To save the fairy of the djinn, Azur and Asmar must first find:􀂉 three magical keys.􀂉 three secret messages.􀂉 three miraculous fruits.
2. What is the name of the bird?
􀂉 Majastra.
􀂉 Saïmouth.
􀂉 Phénix.
3. Who is Chamsous-Sabah ?
􀂉 A beggar
􀂉 A princess.
􀂉 A djinn.

ACTIVITY 2: Writing comprehension. Who am I?
Answer
1. I am red and I’ve got blue nails. I am the king of beasts. I take Azur on my back. Who am I?
2. I am small but very smart. I live in a magnificent palace. Who am I?
3. I am colorful. I do not speak but I have magical powers. Who am I?

Activity 3: Speaking of means of transport.
Activity 4: Work group

ACTIVITY 3:
To deliver the fairy djinn, what means of transport were used by Azur, Asmar and Crapoux?To you! What (s) mean (s) of transport do you use to go to school?

ACTIVITY 4:
Write a story like the one of Azur and Asmar. Imagine a distant and magical place, magical characters and a plot that ends well ...

Slovenian Inter- Cool-Tural toybox

In Slovenian "toybox" there were dolls and teddy bears made by the pupils of the third triad of Druga osnovna Å¡ola Slovenj Gradec. In thebox there was also a button on a string, which can magically turn into an elastic rope if you twist it long enough. Younger children made aboard for a game called "Sheep and Two Wolves", and added a little bagwith beans needed for the game. Children of the first triad also added some bookmarks they made themselves. The wooden thing you can see inthe pictures is the so called "raglja" - it can be used to invite people to attend a mass in the days before Easter, as an instrument for cheerleading and of course as a toy for children. On the DVD there are traditional games played by the pupils of the first triad. We hope everybody will enjoy playing with the toys from Slovenia!

Project meeting in Bambini Montjuic- Girona- Spain- March 2010

In this video one of the traditional dances that the children of the Bambini Montjuic school danced for the European guests on the 8th of march 2010, before the "grand nevada"!!

Scrapbooks inside the Inter- cool- tural boxes- from Vratsa- Bulgaria

The scrapbook, write on a Cd and part of the works inside the box, was made by the pupils of 3b and 4v class and their English teacher Mrs. Kalina Nikolova.

The CD about traditional costumes in Bulgaria are presented by: Ekaterina Ivova and Katerina TihomirovaClass 3 vSt. Sofronii Vrachanski Primary School – Vratsa, Bulgaria

Inter- cool- tural boxes from Gazi school- Istanbul- Turkey