PLURILINGUAL KAMISHIBAI

 

PLURILINGUAL KAMISHIBAI

### Short Description

In this project, we participated in the creation of a multilingual Kamishibai where each participating school focused on an aspect of their city's history. Our group focused on a 3rd-century Roman mosaic found in an archaeological site in Llíria, representing the "Labors of Hercules." Students from all centers held online meetings, prepared videos to showcase their cities, created a digital Kamishibai, presented them all, and additionally, my group prepared a choreographed video filmed at the archaeological site.

 

### Links

- [Logo contest](https://school-education.ec.europa.eu/en/etwinning/projects/plurilingual-kamishibai-paper-theatre/twinspace/pages/logo-contest)

- [What is Kamishibai: Flip](https://flip.com/mixtapes/+dc53b)

- [Meeting online where we show our works](https://youtu.be/5I9_3k8Migc)

- [Kahoot contest](https://youtu.be/fgxo7FYBxvU)

- [Ebook: PLURILINGUAL KAMISHIBAI](https://www.canva.com/design/DAGAoABl3XQ/KHWBfRvsB5guxbEe7JX4jw/edit)

- [Evaluation for teachers](https://school-education.ec.europa.eu/en/etwinning/projects/plurilingual-kamishibai-paper-theatre/twinspace/pages/evaluations-teachers)

- [Evaluation for students](https://school-education.ec.europa.eu/en/etwinning/projects/plurilingual-kamishibai-paper-theatre/twinspace/pages/evaluation-students)

- [Padlet: Introduce yourself](https://padlet.com/alkarasalidis/who-we-are-w59hqpmzccupklgy)

- [Padlet: Your school in the map](https://padlet.com/alkarasalidis/our-schools-on-the-map-cmal2rwb0k2bpk3y)

- [Padlet: Our hometown](https://padlet.com/alexkarasalidis/our-hometown-fs86te2y7jkpr8b6)

- [Kahoot](https://school-education.ec.europa.eu/en/etwinning/projects/plurilingual-kamishibai-paper-theatre/twinspace/pages/joint-kahoot-quizz)

- [Recording of the Kahoot contest](https://youtu.be/fgxo7FYBxvU)

- [Dissemination](https://school-education.ec.europa.eu/en/etwinning/projects/plurilingual-kamishibai-paper-theatre/twinspace/pages/dissemination)

 

### Questions

 

*a) The aspects of the project where you and your partner(s) collaborated.*

We collaborated on the execution and organization of activities: online meetings, logo contest, voting, Flip, PLURILINGUAL KAMISHIBAI, Kahoot, project evaluation by students and teachers.

 

*b) The activities in which pupils worked together.*

Online meetings, Padlets (map, group presentation, our hometown), logo contest, Flip, Ebook "Plurilingual Kamishibai", Kahoot contest.

 

*c) How the final products of the project were achieved by the pupils.*

- Students created their logo designs for the project, uploaded them to CANVA, and all students voted on one of the logos (with some schools opening the vote to the entire school). A total of 42 logos were proposed, of which 1 to 8 were from my group. There were about 550 votes.

- A "Multilingual" definition of Kamishibai was created on Flip among the centers.

- In the online meetings, Greek students gave instructions on how to make the Kamishibai (the first meeting was not recorded), and in later meetings, students showcased their work.

- Ebook PLURILINGUAL KAMISHIBAI: A total of 7 groups participated. My class's part is "The Labors of Hercules": the students themselves decided on the theme: the 3rd-century Roman mosaic of the Labors of Hercules. They chose the foam sheet technique to reproduce the mosaics and told the stories following instructions from Greece (multilingual in the languages of the participating countries).

- The resulting EBOOK was displayed in the centers so that students could prepare for the Kahoot contest (see "Teacher bulletin" of May 15).

- For the creation of the Kahoot, each participating group prepared three questions related to their part of the Kamishibai.

*a) How technology has been used by all partners to enrich the activities of the project.*

We used the TwinSpace platform. Teachers communicated mainly via Facebook chat. Due to issues recording the first online meeting through the platform, our meetings were held via TEAMS. With PADLET, we made team presentations, shared our localities on the map, and shared videos of our city. We used CANVA to collect student logos. For video editing, we used IMOVIE, and later YOUTUBE for sharing. The FLIP app was used where each representative recorded their part of the definition. We used GOOGLE FORM for voting and project evaluation by students. Online translators were used for writing. CANVA was used to design our final product: the EBOOK PLURILINGUAL KAMISHIBAI.

 

*b) How you addressed data-protection and copyright issues.*

In our part of the work, the videos and designs created are original productions. Families were duly informed and the CITY COUNCIL gave us permission to film at the archaeological site. Additionally, in class, we worked with the "NETiquette Decalogue".

 

*a) The educational objectives and pedagogical approaches you have used with your pupils during the project work.*

- The Padlet presentation was done in groups.

- With the map Padlet, we could see where the cities of the participating students were located, reviewing Geography.

- Introduction video: everyone participated.

- The "Our Hometown" Padlet was very interesting and the favorite of my students. They were very curious to see what the schools, students, and European cities were like. They also loved showing their city, which they are proud of. We made two groups to progress faster. Students decided which parts of Llíria to show, what to say, and the shots. They chose the song and prepared the choreography themselves.

- Ebook PLURILINGUAL KAMISHIBAI: Students decided the topic: the Labors of Hercules represented in the 3rd-century Roman Mosaic. They made groups of two-three people and chose which Labor of Hercules to investigate. They consulted the classroom library and used online translators (ChatGPT or Google) to use other languages. All students decided to use the "Foam Mosaic" technique to reproduce the original motifs. They followed the instructions explained by Greece for storytelling and design: one slide with a multilingual explanatory text, another with an illustration (we used mosaics). The slides were uploaded to the general CANVA document.

- FLIP: our representative was Adriana, who followed the instructions of the Greek teacher Georgia Bouzona.

- Kahoot and Google Form: I needed the collaboration of families to connect online that evening and participate. Also for project evaluation.

- In general, my 12-year-old students did not log in to the platform themselves but did so from the classroom computer with my user and my devices.

 

*a) How you tried to integrate the project into your existing curriculum/subject matter/s and/or if you followed a multidisciplinary approach.*

In the subject "Performing Arts Laboratory," we had the project "making a video clip that includes dance" and "practicing different modes of storytelling." Therefore, we integrated these two things into the Etwinning Project "Plurilingual Kamishibai" founded by the Greek teacher Georgia Bouzona. We made a Kamishibai (storytelling), saw how the other schools worked, and made videos. It is worth noting the video made with the choreography at the Roman mosaic archaeological site. This work will be part of the end-of-year event that my group will perform at the school, where apart from this work, other things will be shown.

*b) What key competencies and skills you developed in your pupils during the project work.*

Please review the shared document on the first page where I develop the relationship of objectives, key competencies, specific competencies, and evaluation criteria. The curricular contents worked correspond to Block 1: Creation and Interpretation. CE1 and CE2; Block 2: Performance CE3 and Block 3: Perception and Analysis CE4.

 

We highlight, above all, in this project, the work of:

- CCL: Linguistic Communication Competence

- CP: Plurilingual Competence

- CE: Entrepreneurial Competence

 

Besides curricular content, English was worked on transversally, and in many cases, students turned to their English teacher for help with some texts.

*a) How you achieved the set of objectives of your project.*

Emphasize that the main focus of our participation in this project is the student: fostering their expressiveness, criteria, emotions, and curiosity. The final products were the result of discussion and consensus in the class: decision-making, activity planning, groups, creativity, choreography, shots, dialogues, role distribution (choreographer, costume, music, production, dialogues/research, writing, translation...).

 

*b) How you evaluated your project.*

I am proud of my students. They have done a good job on their part. Additionally, they felt motivated to have peers from another part of Europe to show their work to. They felt European.

Regarding quantitative evaluation, each student will be evaluated according to their involvement, effort, dedication, and activity development within the third evaluation.

 

*c) How you disseminated the project and the project outcomes.*

Two groups from my institute are participating in this project: Performing Arts Laboratory