Ability to operate without constraints, gross manner, initial field of possible, without specific desire to build and develop” The child who creates not visualize the final product is every time a surprise.

25Apr

Ability to operate without constraints, gross manner, initial field of possible, without specific desire to build and develop” The child who creates not visualize the final product is every time a surprise.

They are volunteers who distribute and collect it. Class organization Various workshops under the organization of work are implemented in the classroom. Each student selects and program its work on the themes, techniques, rhythm. The choice includes firstly the possibility of realizing, as part of the working week, a single job (s) from the plug Worktop from many creative games or from documentation; the other the opportunity to participate in a collective project that offers the teacher several times a year. Each student prepares a file containing a listing work plan on which he inscribed his choice, rating plug for him and for the teacher, the work he carried out in class. the teacher requirements The work must be personal, varied, falling from an observation of the realization of a work of the imagination, and made in class. Records are made to the teacher at the end of each quarter, containing four designs for sixth to fifth, at least three designs for fourth to third. Students receive a score per quarter in evaluating their work strictly personal or belonging to the project, attitude, provided efforts. Professor Part Professor suggests techniques, themes, provides an opening on art. This assistance is regularly depending on the opportunities, applications, either from creative incentive games, unlocking or from projects in which everyone can participate with great documentation. What are creative games? Incentives for creativity, unlocking tracks … These incentives are based on humor, unusual, fantastic. These are drawings or pieces of drawings, bills spots, graphics, phrases or sentences pieces to assemble or combine subjects designs. These games are in the form of files in folders or binders, or as notebooks, sometimes with pages cut out to handle, or rolled or homeworkmarket me
folded paper to unfold. Creations summary 78 The part of the teacher next page color, landscapes, portraits Author: Industry Arts & Creations Print
In: PEMF Creations For Teachers Review Arts Arts> Visual Arts> Drawing Arts> Visual Arts Teaching Techniques> technical arts creations September 1997 No. 78 – The share of the master – published in September-October 1997 The School Mareschale, Aix en-Provence (Bouches-du-Rhone) – Teacher Monique Godfroi Art “Much remains today, as before, to strengthen the personality, to find and animate within it the meaning of life and the balanced.” Freinet Art, free drawing, creation, expression, freedom, work, communication, sharing, listening, autonomy, responsibility, cooperation … All these words are used always by each of those who work in Freinet. In this modern world where we often forget the man, it is essential to preserve, for children, anything that helps to see, to hear, to understand, to criticize, to decide, to feel, to evaluate, to know, and to know others, to engage with their surroundings, to seek balance. Creative expression enables children to translate its representation of the world, so to understand. I like this definition of creativity A. Beaudot “. Ability to operate without constraints, gross manner, initial field of possible, without specific desire to build and develop” The child who creates not visualize the final product is every time a surprise. He reflected, made choices can change your mind or request one, it is more or less satisfied with what he has. He will want to go or not, talking about, that the poster or not. Here are involved the right to be different, the right to be respected. It does not only create, we talk all the act to create, draw, write, present. What is important is to ensure that children can increasingly appeal to what is inside himself to speak, to create. Each child has his own life, his memories, his temperament, his culture, and all need to express themselves, even those that seem reserved, unmotivated, unwilling, none should be forgotten, each must have its place with this it is, that is to say an evolving being. I am convinced that a child who says “I do not like to draw” suffering from a blockage. When a child discovers that he can play freely with the media, contents, materials, colors that can mix techniques, to experiment, when a child discovers that he can intervene to transform, improve work decide not to continue drawing it deems missed, when he discovers that the beautiful varies tastes, at times we might want to paint not the beautiful but ugly, violence, suffering, then it is confident, he is able to understand that success comes more from the fact that we have found ways to translate that we wanted to express, with the share of adventure, chance that this implies, that having achieved what is called a work of art. Any time of creation in the classroom is a relaxing, fun, freedom, but also of work, research, questions, exchanges with others, monitoring communication times. If the master ensures that each individual in the group (and is he a) speaks, acts, features, critic, accepts, rejects with what he is, what he is original, if problems are discussed cooperatively, if everyone gives his opinion and learn to defend, so everyone finds his place. The teacher is there to encourage the creation, stimulate imagination, find triggers to bring out memories, emotions, images. But thirty years of experience, I can say that I also developed my own imagination, my sensitivity to what is expression, creating around kids. Together, we work, we communicate, we move. Creations summary 78 The part of the teacher next page <^ Workshop college kids Reg'Art> Author: Industry Arts & Creations Print
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1 to 10 from 85 Results Germany: free drawing and international trade In: The International Educator CEL For teachers review in October 1956 More Soviet Union – Relations between kindergarten and parents in: the International Educator the CEL For teachers review in October 1956 more Freinet techniques in the second degree in: school level> the second degree Educator CEL For teachers reviewed October 1956 Author: Nora Giacobini more school active outside equivocal in: the International Educator CEL for teachers reviewed October 1956 Author: Raffaele Laporta Read more International Cooperative Institute Modern School in: the International Educator CEL for teachers review Movements > Freinet movement in October 1956 Author: Freinet more health first In: the health Educator CEL For teachers review In October 1956 savo ir more international congresses In: The International Educator CEL For teachers review in October 1956 Read more Back to Human In: Analysis Educator CEL For teachers journal in October 1956 I do not know if our effort is beginning to bear fruit or other forces, and some combination of circumstances act decisively – all these causes are probably largely intertwined – but we are witnessing the birth and evolution, psychology and pedagogy of a new trend, which is likely to start in a relatively short period, all the traditional solutions of the first half of whether & egr Author Freinet more Towards a natural method of music within: the Educator CEL for teachers review Arts> Music and sound pedagogical principles> natural method October 1956 Author: A. Lhuillery more CALLED tHE MATHIEU – Beware of your breath! In: The Educator CEL For teachers review teaching techniques> class organization> part of the teacher in October 1956 THE SAID MATHIEU Breviary Modern School II – Beware of saliva! Beware of saliva. It is not too often that the way to impotence and illusion.

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