Eu-Le-Net

Making portraits out of fruits, vegetables and other natural materials

Activity Number: Collaborative Artmaking_AT_EU-LE-NET_1

Title: Making Portraits out of Fruits, Vegetables and Other Natural Materials

Designed by: European-Reading-Network (EU-LE-NET), Vienna

Area (s): art education, art history, media studies, creativity, computer skills.

Subject (s): Art Education, History, IT.

Objectives:

Students will:

1. Make portraits from different materials (for example plants, fruits and vegetables offered in the country).
2. Photograph these portraits.
3. Work with a partner.
4. Inform themselves about the origin and the life of a painter.
5. Use the Internet in order to acquire information and look for interesting designs.
6. Children acquire knowledge about the richness of plants, fruits and vegetables in their own country and in other European countries, and feel more comfortable in the world they live.
7. Discuss healthy nutrition, especially if you select version 1.

Time needed: 4-6 teaching units

Materials needed: portrait material, cover colours, modelling clay, coloured paper, cardboard, Internet connection, smartphones, laptops, art books, encyclopaedias...

Age level (s): 9-12

Number of participants per working group: 2

Step-by-step description of activity:

1. Through E-twinning, classes establish partnership on this activity with schools from other countries.
2. The Teacher presents the story: “King Rudolph and his painter”.

Long time ago lived in Italy a painter. His name was Giuseppe Arcimboldo and he painted such beautiful pictures that everybody who saw them was amazed. One day the king heard about this famous artist and decided: “I would also like to have a portrait of myself.” Therefore, he ordered the artist to come to his castle and paint him. The painter came and opened his canvas. The King sat on his throne and kept still so that Arcimboldo could paint him. The painter kept looking at the king's face and then painted on his canvas. However, he did not paint what he saw! Instead, he painted glossy blackberries and cherries, the eyebrows were pea pods, the royal nose became on the canvas a yellow-red pear, and instead of a mouth, he painted cherries. Then the king got apple-cheeks and grape hair. The painter pieced together the king's image of fruit and vegetables. When the king looked at the finished picture, he did not know whether to laugh or to get angry, so he first shouted, “What comes to your mind, I'm not a pumpkin head or a plum!” The painter said “Your subjects are happy that there is always enough to eat in your country! Anyone who sees your picture will say: Our King is as good as the beautiful things in the painting.” “Yes, if it is so,” said the king, “then your painting deserves a place of honour in my gallery, and by the way, I think this vegetable king really looks like me!”

Further description of the activity:

3. The pupils produce portraits in partner work (groups of two).

Version 1:

Use fruits, vegetables, leaves, twigs, etc. Nature is introduced on the portraits on coloured paper and then photographed. The photos are edited with a Photoshop, printed, glued to cardboard, possibly foiled and shown at an exhibition. Fruits and vegetables should possibly be used afterwards in the school kitchen.

Version 2:

Fruit and vegetables are made of plasticine and glued on colourful cardboard; additional natural materials are glued to it too, cover colours can be also used as supplement. The resulting “objects” are also to be exhibited.

Version 3:

Fruit and vegetable faces as a slide show

The teacher downloads freely licensed fruit and vegetable images from the image database Pixabay and places them on the school network. The pictures are then assembled into faces in a PowerPoint presentation. This takes place in partner work, so that two children share a computer. In doing so, the teacher ensures that children of different levels share a computer so that the more knowledgeable children can help the weaker ones. The first step is to find the pictures in the correct folder on the school network. In the presentation program, these must then be inserted, scaled and arranged. Some pupils can also set up animations: first, an apple flies into the picture, then an avocado and so on. This process is quite quick, after just half an hour of work, the fruit and vegetable faces are finished. They are then saved with the appropriate student names and can be exhibited. Alternatively, the teacher can combine them for a PP or video presentation. This can be highlighted with suitable music. Concerning the pictures, free licenses have to be respected, especially if the results are to be presented publicly. This is also a good opportunity to discuss the basics of copyright. It would be interesting to discuss further the unfair distribution of food in the world. Discuss in your groups and in the class why some children in poor countries are malnourished.

4. Pupils exchange their portraits and make common online exhibition.

Evaluation:

• Individual assessment of the participating pupils through discussion on the created portraits.

Notes to the teacher (s):

• Assistance in obtaining the necessary materials.
• Dividing the students per groups of two.
• Assistance in obtaining information, suitable designs, etc.
• Cooperate with IT teacher in the school.
• Assistance in working with Photoshop, and in making animations.
• Assistance in preparing the class discussion.
• Ensure the sensible use of fruit and vegetables after use.

Notes to the students:

• Supply and use of information materials (Internet, dictionaries, guides).
• Mutual support in preparing the portraits, the photos or animations.
• Mutual support in making an exhibition.

Suggestions for further activities:

• Exhibitions in the schoolbuilding or elsewhere.
• Demonstration of the PPP at parent evenings and during different school events.
• Exchange with partner schools.
• Excursion to Kunsthistorisches Museum, Vienna in order to see the original paintings of Arcimboldo.

Appendix: Documentation material (photos, videos)

Sources:

• Bienath, Josefine. Flea's Picture Gallery, The Painter and the Cucumber Nose. Munich. Domino Verlag Günther Brinek GmbH.
• https://www.lmz-bw.de/medien-und-bildung/grundschule/unterrichtsbeispiele-und-materialien/
• In-depth analysis of the life and work of the painter Arcimboldo based on the teaching materials (art books, art encyclopaedias...) and the specified websites: http://materials.lehrerweb.at/fileadmin/lehrerweb/materials/gs/be/print/arcimboldo/arcimboldo_kartei.pdf

A Puppet Theatre Performance About Environment and Natural Sciences

Activity Number: Collaborative art making_AT_EU-LE-NET_2

Title: A Puppet Theatre Performance about Environment and Natural Sciences

Designed by: European-Reading-Network (EU-LE-NET) and Bulgarian School, Vienna

Area (s): expertise in environment and natural sciences; sensitize children about the environmental protection; history of the theatre, the specificity of the puppet theatre; art education; music education; manual skills; discussion skills; video recording skills.

Subject (s): Literature, Biology, Free time activities

Objectives:

1. Students will learn to collect information; look for specific forms of the puppet theatre in different countries (for example Pulcinella in Italy, Kasperltheatre in Austria, Guignol in France, Marionetten Theatre) as well as for different kind of puppets, like finger puppets, hand puppets, shadow puppets, Greek puppet Kararkiózis, Japanese bunraku puppets, etc.).
2. Children get better knowledge of themselves and the others.
3. Read and discuss books; make dialogues after a story in a selected book.
4. Develop manual skills; develop performing skills.

Time needed: one semester.

Material needed: picture books about environmental protection, different cloths, cardboard, sewing utensils.

Age level (s): 11-12

Number of participants per group: 4-6

Step-by-step description of the activity:

1. Selection of children books from different countries (preferably picture books) about environment and natural sciences; reading and discussing them in class.
2. After reading and discussing the stories children vote on the most suitable story after which they will make dialogues and prepare a puppet theatre performance.
3. Set time schedule for the different steps connected with the puppet theatre performance.
4. Visit a Kasperl theatre (or another puppet theatre performance)
5. Invite professionals to make a workshop and to explain the children that the puppet theatres are part of the European intangible cultural heritage, as well as to discuss the possibilities of a puppet theatre; the experts show the students how a performance after a book could be made.
6. Make groups according to the interests of children:

• One group creates dialogues using the selected book.
• The next group makes the puppets.
• The third group makes the scenography.
• The fourth prepares the music for the performance.
• The fifth receives roles, rehearses and performs the story.
• A sixth group takes a video of the oerfromance.
• A seventh group makes advertisements about the performance.
• In this way, a whole class can take part in the activity.

After each group is ready with its tasks, the whole class discusses the results of this group’s work and proposes correction. Students present the performance in the school during a festivity.

Evaluation:

• Students discuss and asses the works of each group. Students answer questions about their motivation while working on the activity – as for example: Why is environmental protection important? Do they think that performing a story on environmental protection will help people to understand better how dangerous are the climate changes and the pollution for the nature? Do you think that in this way you raise your voice about a children- friendly multicultural Europe? etc.
• Children, who do not participate in the performance, make observation and description of the behaviour and reactions of the public during the performance.

Notes to the teacher (s):

• Invite suitable professionals to organise a puppet theatre workshop and to show what kind of artwork is connected with creating of a theatre performance.
• Organise a visit to a Kasperl (or other puppet) theatre performance.
• Assist in selecting books.
• Assist at different stages of preparing the performance: making dialogs, creating puppets and scenography, distribution of roles and preparing the performance.
• Assist in making a video of the performance and preparing video presentation.

Notes to the students:

• Supply and use information materials about environmental sciences and about the theatre (using books, Internet, dictionaries, guides, visiting puppet theatre performances, participating in workshops, etc.).
• Mutual support in creating the theatre performance.

Suggestions for follow-up activities:

• Continue to make class puppet theatre with other books and on other topics.

Appendix: Documentation material (photos, videos, recordings...).

A. List of suitable books.

B. Photos of the work on the performance, of the puppets, decoration, etc.

C. Video of the performance.

Historical Comic Book

Activity Number: Collaborative artmaking_AT_EU-LE-NET_3

Title: Historical Comic Book (In this case about gladiators. In the Roman City of Carnuntum in Austria, there was a school of gladiators, which is now being restored. The gladiators were the sport stars of the antique world).

Designed by: European-Reading-Network (EU-LE-NET), Vienna

Area (s): expertise in history, art education, literary education, visual education, discussion skills, computer science.

Subject (s): History, Literature, Art education, Reading promotion.

Objectives:

Students learn:

1. To collect information.
2. To select historical facts about the gladiators or about other facts and events in the Roman Empire (from Internet, books, films, etc.).
3. To plan, conduct and participate in an excursion to Carnuntum in Austria or to different Roman cultural monuments in their country.
4. How to make a comic book.
5. To develop a story about the ancient Rome, in this case about gladiators.
6. How to present this story as a comic book.

Time needed: 10-12 teaching units

Material needed: books, films, internet access, examples of comic books, paper, painting utensils.

Age level (s): 11-12

Number of participants per group: 4-6

Step-by-step description of the activity:

1. Set schedule.
2. Look for Roman remnants in your country and select one (in this case the Gladiators’ School in Carnuntum).
3. If possible, organize excursion to one of the Roman monuments with a guided tour, or invite a specialist to make a presentation of a Roman monument and of the life of the gladiators.
4. Get information from Internet, books or films about the gladiators; discuss in the classroom the life of the gladiators.
5. Make research in Internet about the clothing of the time, about the armament, the buildings, etc.
6. Divided in groups, students invent stories about gladiators and present them to the others.
7. Then select one of the invented stories and make new groups according to the interests of the students: one group will make the composition of the story; the second group will make the paintings, based on the knowledge acquired from Internet; the third group will prepare the short texts to put in the balloons. The groups will create a comic book in a collaborative way.
8. Present the ready comic book in the school: use different opportunities like school festival of creativity, or the day of reading, the day of history or of languages, etc.
9. Compare the stars of ancient Rome with the stars of today.

Evaluation:

Notes to the teacher (s):

• Guiding children in finding information about the Roman Empire and the Roman monuments in the country.
• Assisting children in planning and implementing of an excursion or inviting an expert to make a presentation in the classroom.
• Assisting the discussion about the aesthetic of the comic book.
• Assisting the planning and creating of the comic book.
• Assisting by the organisation and the presentation of the comic book to the other classes.

Notes to the students:

• Supply and use information materials (Internet, books, dictionaries, guides, encyclopaedias).
• Mutual support while working on the stories, composition, pictures and texts.

Suggestions for follow-up activities:

• Use a similar way to present historical events in a comic book.

Appendix: Documentation material (the comic book, photos, videos, recordings...).

Monument of a Famous Personality

Activity Number: Intercultural Online Pedagogy_AT_EU-LE-NET_4

Title: Monument of a Famous Personality (woman or man)

Designed by: European-Reading-Network (EU-LE-NET), Vienna

Area (s): expertise in history and social studies, political education, music education, visual education, discussion skills, computer science.

Subject (s): History, IT, Art Education.

Objectives:

Students will learn to:

1. Collect information;
2. Establish contacts with competent institutions (in writing, by phone, in person...).
3. Bear in mind what has to be taken into account when taking pictures and videos?
4. Develop a short video presentation.
5. Plan, conduct or participate in video conferences.
6. Learn about the others and promote a child-friendly multicultural Europe.

Time needed: 4 -6 teaching units.

Material needed: smartphones, camcorders, beamer, W-lan, flipcharts, felt-tip pens.

Age level (s): 9-12

Number of participants per group: 4-6

Step-by-step description of the activity:

1. Establish contacts with Internet partners from the own country and from different other countries through e-twinning or other internet platforms, and agree on the common theme;
2. Set schedule for the activity
3. Create list of 4 monuments available in your municipality, your town, the rural community, which belong to the national cultural heritage.
4. Invite professionals to discuss the monument with the pupils. Prepare questions about the monuments.
5. Each partner selects one monument for a short video presentation
   The selection will occur either by the students (scoring) or
   by the teacher and the students together (assessment of excursion possibilities, legal questions, availability of equipment).
6. Excursion to the monuments (photos, videos).
7. Work in groups in order to:

• Prepare short biography of the depicted personality in written form. Describe why is the monument important. It is probably a part of the national cultural heritage; or maybe the person or the figures depicted on the monument contributed to the peace in the country. Maybe this personality was a famous poet or writer... Explain how did this personality contribute to the freedom, to the peace or to the children-friendly Europe, etc.
• Prepare short information about the artist who made the monument (in written form).
• Edit the photos and the videos for the presentation.
• Develop an accompanying text and be prepared to read it aloud.
• Create a musical accompaniment.
• Organise a video conference with the national and international partner schools. Each school presents a selected monument, describes it, and shows photos of it. After that, the participants of the conference discuss the importance of the monuments of famous personalities and the example of their lives and achievements for the children of today and for the culture of each country.
  As a result, from the video conference the students will learn more about each other, and about famous personalities from each partner country.

Evaluation:

• Individual assessment of the pupils by means of questionnaires designed by the pupils.
• Observation of behaviour. Make photos of the behaviour of children during the video conference.

Notes to the teacher (s):

• Selection of IT partners (for example some partner schools, or find partners on different internet platforms like E-twinning, and others).
• Planning and implementation of the excursion.
• Assistance in obtaining information, inviting experts.
• Assistance by the preparation of the video presentation.
• Assistance in planning and implementation of videoconferencing.

Notes to the students:

• Supply and use of information materials (Internet, dictionaries, guides).
• Contact competent persons or institutions (for example, Monument Protection Office...).
• Mutual support in the photo and video works.
• Mutual support in creating the video presentation.

Suggestions for follow-up activities:

• Represent other monuments in a similar way.

Appendix:

A. Questionnaires.

B. Documentation material (texts, photos, videos, recordings...).

Our Beloved Song. (Selection and presentation of a beloved folk song)

Activity Number: Intercultural Online Pedagogy_AT_EU-LE-NET_5

Title: Our Beloved Song. (Selection and presentation of a beloved folk song).

Designed by: European-Reading-Network (EU-LE-NET), Vienna

Area (s): expertise in history and social studies, political education, music education.

Subject (s): Music Education, History, IT

Objectives:

Students will:

1. Practice singing;
2. Fit into the class choir;
3. Find information about the origin and distribution of the folk songs;
4. Play a simple instrumental song accompaniment.
5. Learn folksongs from different European countries, which belong to the intangible cultural heritage of Europe.
6. Rise their awareness of a child-friendly multicultural Europe

Time needed: 4-6 teaching units.

Material needed: video camera, W-Lan, notes, texts, accompaniment instruments.

Age level (s): 9-12

Number of participants per group: 4-6

Step-by-step description of activity:

1. Establish contact with Internet partners from schools in other countries, using the platforms E-twinning or the European School Education Gateway, agree on the proposal to select beloved folk songs about professions or about nature, and set schedule for the activity.
2. Partners create a list of previously learned folk songs.
3. Obtain information about the origin and distribution of the folk songs about professions and /or nature (songbooks, internet, experts...);
4. Students select a song from each country and give the reasons for selection, such as popularity, melody, text...
5. Partners exchange information about the songs: notes, texts, CDs. The class choir practices for the performance.
6. Rehearsal with a simple song accompaniment by one or more students who already can play an instrument, or invite musicians from outside the school.
7. Perform the “Sing Around” video concert of the selected folk songs, belonging to the intangible cultural heritage of each of the participating countries. Before each presentation, a child reads the text of the song in its own language and in English.

Evaluation: individual assessment of the pupils by means of questionnaires;

Notes to the teacher (s):

• Establish an agreement with the IT partners (partner schools from other countries).
• Assist in gathering information.
• Conduct the choir and organize the song accompaniment.
• Assist in the planning and implementation of the “Sing Around” video concert.

Notes to the students:

• Use information materials or contact experts (Internet, songbooks, competent institutions, folk song researchers...).
• Motivation to participate in the best possible performance.

Suggestions for follow-up activities:

• Perform a similar action with school choirs.
• Participate in a school party.
• Organise a concert together with other schools in the area.

Appendix:

A. Questionnaires.

B. Notes and texts of the songs.

C. Documentation material (photos, videos, recordings...)

Presentation of a Capital or an Ancient City

Activity number: Intercultural Online Pedagogy_AT_EU-LE-NET_6

Title: Presentation of a Capital or an Ancient City

Designed by: European-Reading-Network (EU-LE-NET), and Bulgarian school, Vienna

Area (s): History and Social Sciences, Visual Education, Discussion Skills, Music Education, Computer Science, Archaeology

Subject (s): History, IT

Objectives:

The students learn to:

1. Collect information.
2. Empower the methodology and cross-cultural understanding.
3. Establish contacts with the relevant institutions (in writing, by telephone, in person...).
4. Make pictures, videos or a PP presentation.
5. Create a short video, PPP or other visual presentation.
6. Plan, conduct or participat in videoconferencing or other e-forums discussing the problem of more child-friendly modern cities.

Time needed: 10-12 teaching units.

Devices and materials: smartphones, camcorders, beamer, internet access, flipcharts etc.

Age level (s): 9-12

Number of participants per group: 4-6

Step-by-step description of the activity:

1. Make contacts with Internet partners (through E-Twinning or European School Gateway) and agree on the common theme – presentation of an ancient city or a contemporary city with ancient part or ancient monuments. Further, the contact with the partners will be conducted online through working sessions.
2. Set schedule for the activity.
3. Partners suggest some cities in each participating country and after short online discussion select to present one city from each country, preferably a multicultural city. Prepare questions about the history and present of the selected cities.
4. Invite professionals form the local city museum to tell more about the city (either in person or online).
5. After obtaining information, present a short video or PP.
6. Implementation of a walking tour based on the information obtained (documentation with photos, videos). Alternatively performing a virtual tour through the city using Google Earth: design the tour, different students prepare short information about each object previewed for the tour.
7. Work in groups:

• Selection of photos and videos for presentation of the most interesting objects in the city from the children viewpoint and depending on their children-friendliness.
• Development of an accompanying text and preparation for reading aloud.
• Create a musical accompaniment.
• Conduct a videoconference or e-forum with the prepared photos, videos or PP Presentations. During the conference, discuss how were the ancient cities made, and what could be done to make contemporary cities more children-friendly. Has the tradition of the multiculturalism of the ancient cities continued today?

Evaluation:

• Individual assessment of students using questionnaires.
  Discussion about the results.
• Assessment of collaboration between the students and the possibility of learning from each other.
• In a multicultural class, assess the possibility of involving children from other cultures through introducing different capital cities, or ancient cities.

Notes for the teacher (s):

• Selection of IT partners.
• Guidance on planning and execution of the activity.
• Assistance in obtaining information, inviting experts.
• Assistance in the preparation of the video presentation.
• Assistance in legal matters and procurement of equipment.
• Support in planning and implementing of videoconferences or e-forums.

Notes for the students:

• Provision and use of information material (books, internet, dictionaries, city guides).
• Mutual assistance for the photographic and video works.
• Mutual assistance in the development of video or PP presentation.

Suggestions for follow-up activities:

• Presentation of other cities (capitals or ancient cities) in a similar way

Appendix:

Documentation material

PP Presentations

Photos

Videos

Stories to Cheer up the Sad Princess

Activity Number: Collaborative storytelling_AT_EU-LE-NET_7

Title: Stories to Cheer up the Sad Princess

Designed by: European-Reading-Network (EU-LE-NET), Vienna

Area (s): creativity promotion; language support; discussion skills; presentation skills; cultural diversity...

Subject (s): Literature, Creative Storytelling, Visual education; Language education; Physical education; Media education; Music education; Technical and textile works...

Objectives:

Students learn:

1. To develop their creative skills.
2. To work together in team.
3. How to create a funny story.
4. How to present a story.

Time needed: 4-6 teaching units minimum

Material needed: Blocks for flipcharts; large format paper; textile fabrics; markers; paints, brushes; adhesives, sewing stuff; tools, musical instruments, camcorders, etc...

Age level (s): 9-12

Number of participants per group: 4

The story:

The king and his sad daughter

Once upon a time there was a king who ruled over a great kingdom. In this kingdom lived also fairies. They lived in the vast forests, where they danced on meadows during full moon nights. They were invisible to the rest of the kingdom and possessed some magic powers. For example, they could transform into human beings. They did this especially when people needed their help. If a farmer's wife was sick, a fairy turned into a maid who offered her help without asking for payment. Once a cow was lost in the forest, a fairy transformed in shepherd and brought her back to the farmer whom the cow belonged. Therefore, they were friendly fairies – except for one who repeatedly played bad tricks. One night for example she opened the door of the chicken coop, so that the fox could walk in. The fox grabbed a chicken and brought it home to make a feast for its family. Another time, she relaxed the wheels of the horse-drawn wagon of a carter. The following morning when the carter left, the wheels came off the car; he fell on the ground and broke his arm. Worst of all was the following shameful act: the inhabitants of a village located at both sides of a river had built a wooden bridge in order to visit each other without using a boat. One dark night, the evil fairy sawed the wooden pillars that supported the bridge and next morning when the first inhabitants stepped on the bridge, it fell down. It was only with greatest effort, that the villagers could save themselves and reach the riverbank.

This came to the ears of the king and he said to his court marshal: “Enough is enough! I banish this evil fairy from my kingdom. From now on, she should stay in the desert land, where no people live. There she can play her shameful pranks. “When the evil fairy heard of the king's decision, she was very angry. Nevertheless, she could not resist the king's order. However, she used all her magic powers to seek revenge before disappearing from the kingdom. The king and queen had a daughter who was sweet and good-hearted. From her earliest days, she showed a happy, sunny mind. Now she was six years old and her laughter and singing filled the royal palace day after day. One day she went with her nanny to the market in the city. Suddenly a strange, irresistible scent touched their nostrils. They went after their noses and came to an old woman, who offered a chocolate cake that exuded this irresistible scent. The nanny bought the princess a piece and the old woman thanked her. As soon as they returned to the palace, the princess ate the big piece of cake. Then a big change happened to her: The red cheeks faded, the radiance of her eyes went out, her cheerful nature disappeared and she sank into great sadness. No song came from her lips, and instead of speaking aloud, she only whispered. The old woman who offered the chocolate cake was nobody else but the evil fairy. Using all her magic powers, she had transformed herself into an old woman and in the night baked the saddening cake. After selling the piece of cake to the king's daughter, she disappeared into the desert land never to be seen again, as she was afraid of the king's wrath. The king and the queen sank in grief. No matter how the courtiers in the palace tried, none of them could cheer up the king's daughter, not even the jester with his funniest jokes.

The king summoned the fairy council. All the fairies of the kingdom gathered at midnight on the large forest meadow behind the royal palace. The full moon shone and all the fairies had turned into young girls. “Dear good fairies of my kingdom,” the king began his complaint, “the evil fairy, whom I banished to the desert land because she has played vicious pranks on people, has enchanted my daughter. She was such a cheerful, bright princess before. However, after she has eaten the magic cake baked by the evil fairy, she is always sad. Nothing can please her heart. The most beautiful things leave her indifferent. Tell me, good fairies, how can the evil spell be broken?”

The fairies came closer to each other and deliberated what to do. Finally, the eldest fairy spoke to the king: “Majesty, there is only one way to do this: You must find a young man or woman who will tell the princess a story so funny that would cause her laugh. Then the spell will be broken.” The king thanked the fairies who disappeared invisibly into the vast forests. That same night the king told his wife what was the advice of the fairies. The next morning, they sent heralds throughout the kingdom with the following message to all inhabitants: “Listen everybody! Listen carefully and let you try! The evil fairy has enchanted our king’s daughter. She can no longer laugh and enjoy life. Only if somebody succeeds in making her laugh with a good story she can be released from the evil spell. Therefore, the king calls young women and men to come to the royal palace and tell such a story. Anyone who succeeds to cheerup the princess will be elevated to the court nobility and may in the future call himself or herself a “Court Storyteller”.

Step-by-step description of activity:

1. The teacher tells the students the fairy tale of the “King and his Sad Daughter”. He/she shows simple illustrations of the plot on flip-chards, in order to make it easier for students with weak knowledge of language to understand.
2. Brainstorming about collecting storytelling topics as well as ideas for non-verbal support (artistry, games, singing, gymnastics, instrumental music, masks, dance, magic tricks...)
3. Forming groups: Students who are interested in the same topic form a group. In addition, a ”theatre group“ has to be created. This group will be the jury of the competition (king, queen, princess, court marshal...).
4. Group work: Each group draws up one or two stories in writing, where everyone can and should contribute with his or her special talents. Contributions from students from other cultures are very welcome in order to make the possibilities of cultural diversity visible. The teacher helps when needed. The “theatre group” (king, queen, princess, court marshal ...) prepares the screenplay for the competition: sequences, texts, costumes, spatial arrangement... Production of cards with stars (*, **, ***)
5. Competition among different classes at the same school level: king, queen, princess, court martial... form the jury. They rate the storytelling by showing the numbered cards and add a verbal reasoning according to the following criteria:
   * smile
   ** laugh
   *** laugh aloud
6. Awards:

• Main Prize: Certificate of Appointment as “Court Storyteller” + a medal.
• Consolation prizes: chocolate or other sweets.
• The teacher makes the scoring calculation and announces the results.
• The Competition and award ceremony will be recorded.

Strategies of teaching and learning:

Collaborative learning – Problem solving

Evaluation:

• During the humorous story competition in the school, the public gives marks in order to compare and evaluate the stories.
• Evaluation sheet about the individual opinions of the students.

This questionnaire should show how you felt while working with the fairy tale.

You can give scores for each question: 1 (very good); 2 (good); 3 (satisfactory); 4 (sufficient); 5 (not enough). Tick the grade you want to give for each question!

1. How did you like the fairy tale?

1 2 3 4 5

2. Did you understand the fairy tale when the teacher told it?

1 2 3 4 5

3. Did the drawings help you understand the story?

1 2 3 4 5

4. Was your Idea written down and taken into consideration when gathering ideas for stories?

1 2 3 4 5

5. Could you cooperate with your desired topic in a group?

1 2 3 4 5

6. Have your contributions to group work been respected by your classmates?

1 2 3 4 5

7. Did you participate in the presentation of your story?

1 2 3 4 5

Notes to the teacher (s):

• The teacher tells the entire class the fairy tale of the “King and his Sad Daughter”. He/she shows simple illustrations of the plot on flip-chards, in order to make it easier for students with weak knowledge of the language to understand.
• Guiding children in order either to remember a funny story that happened to them or to learn how to create a funny story themselves.
• The teacher helps further when needed in the process of creating a funny story.
• Assisting by the organisation of the competition and the presentation of the humorous stories for the public.
• The teacher makes the scoring calculation and announces the results.

Notes to the students:

• Supply and use information materials about humour and humorous stories (Internet, books, etc.).
• Tell some funny stories that happened to them and select one or two for the competition.
• Mutual support while working on the stories, composition, presentations.

Suggestions for follow-up activities:

• Rehearsing and performing dances of the fairies; Getting acquainted with castles, fortresses or palaces in the area; kingdoms and principalities in Europe; kings, queens and princesses - once and now...
• Make a collection of the humorous stories, created by different groups of children.

Folktales Cocktail

Activity Number: Creative storytelling_AT_EU-LE-NET_8

Title: Folktales Cocktail

Designed by: European-Reading-Network (EU-LE-NET) and Bulgarian school, Vienna

Area (s): expertise in history, folktales visual education, art education, music education, discussion skills

Subject (s): Literature, History, Free-time activities

Objectives:

The students learn to:

1. Establish parallels between the acquired knowledge and own imagination.
2. Work in a team.
3. Recognise connections of the past with the present, thus better realizing the friendliness of the world they live in.
4. Compare and evaluate the morals of folk tales and their connection to contemporary ideas.
5. Respect other cultures.

Time needed: 8-10 teaching units.

Material needed: books with folktales, Internet access, dictionaries, painting and drawing utensils

Age level (s): 8-11

Number of participants per group: 4-6

Step-by-step description of the activity:

1. Select three famous folk tales, read and discuss them: Who are the heroes, what means are used in the content, are there “morals”?, etc.
2. Work in groups:
   Children, select one folk tale.
   Make a list of heroes, ideas, support questions, etc.
   Select some of them in order to create a new story.
   The pupils develop the story together.
3. Work with the whole class:
   Discussion and possibility to improve the stories created in the groups. (What is new about the story? What idea is behind it? Is there a connection with the present?)
4. Designing illustrations.
5. Creating a class fairytale book.

Evaluation:

• Self–evaluation through questionnaires.
• Individual assessment of the pupils during the discussion.
• Observing the behavior of the pupils during the telling of the folktale and their motivation to write new stories.

Notes for the teacher (s):

• Help create a new story.
• Support during the discussion of the new story.

Notes for the students:

• Supply and use of information materials on folktales (books, Internet, dictionaries).
• Mutual support in creating the new story.
• Mutual support while discussing the created stories.

Suggestions for follow-up activities:

• Transformation of stories into plays
• Performances with actors or puppets
• Musical background.

Appendix:

А. Texts of the new stories created by children.

B. Questionnaires

C. Photos from the working process.

D. Videos from the Theatre performance.

E. A Class Book of New Fairy Tales.

Mythmaking

Activity Number: Creative Storytelling_AT_EU-LE-NET_9

Title: Mythmaking (After Jack Zipes*)

Designed by: European-Reading-Network (EU-LE-NET) and Bulgarian School, Vienna

Area (s): expertise in history and literature, political education, visual education, discussion skills.

Subject (s): History, Literature

Objectives:

Students will learn to:

1. Deepen the acquired knowledge through mixing different myths.
2. Work in team.
3. Use the knowledge of the past and make connection to the present.
4. Respect the ideas of the others.
5. Respect other cultures.

Time needed: 4-6 teaching units.

Material needed: books with myths (preferably picture books), Internet connection, dictionaries, encyclopaedias, materials to help make drawings...

Age level (s): 10-12

Number of participants per group: 4-6

Step-by-step description of the activity:

1. Group work. Select books (preferably picture books) about the Greek mythology.
2. Make research work about mythology.
3. If in the class there are children from other cultures, they make research work on their mythology and tell to the others one of their myths about heroes.
4. Make a list of mythical creatures: Gods, Titans, Heroes, etc. Add creatures from other mythologies discussed in the classroom.
5. Select some of them in order to create a new mythological story. One suggestion might be myths about heroes (for example Hercules, Jason, Odysseus, etc.).
Divided in groups, students create a new story, mixing different mythological heroes.
6. Students, who are good in drawing, could make illustrations.
7. Once each group has created a new story, the groups present them and explain why they made this new story. Group discussion on the new stories... What is the idea behind each story? Whether there is a connection with the present? Did they learn from the antique heroes something that could make their surrounding more children-friendly?

Evaluation:

• Assessment of the pupils during the group discussion. Students write down their arguments and opinions. Discuss the behaviour of the protagonists.
• Observation of behaviour during the telling of myths. Children share their motivation to create new stories...

Notes to the teacher (s):

• This activity is most suitable for children who study the Greek mythology in class. If not, assist the students to get the necessary information on mythology (preferably picture books, storybooks, Internet, dictionaries, encyclopaedias, films...). The students coming from other cultures make research work on mythology in their cultures.
• Tell the students some interesting myths about heroes and encourage them to look for others.
• Assistance to students in creating a new story.
• Assistance in discussing the new story.

Notes to the students:

• Supply and use information materials on mythology (picture books, Internet, dictionaries, encyclopaedias). The students coming from other cultures make research work on mythology in their cultures.
• Mutual support in creating the new story.
• Mutual support in discussing the created stories.

Suggestions for follow-up activities:

• A card game with different characters from the Greek (or other) mythology. The groups draw three or four cards and invent a new story using the typical characteristics of the figures on the cards. Make drawings for the new stories.

Appendix:

Texts of the selected myths.

Texts of the new stories.

Documentation material (drawings, photos, videos, recordings...).

* Jack Zipes is Professor of German at the University of Minnesota. Author of many books about Fairy tales and Myths. This example is based on materials from his book: “Creative Storytelling”, Routledge, New York and London, 1995.