🔗 Competences & Curricular integration
🟢 CEIP de Pazos
DECREE 155/2022, of September 15, which establishes the organization and curriculum for primary education in the Autonomous Community of Galicia.
AREAS AND BLOCKS:
Physical Education
Block 5. Manifestations of motor culture
- Knowledge and performance of popular dances from Galicia, Spain, and the world.
- Practice of rhythmic-musical activities with an expressive character.
Spanish Language
Block 3. Written Communication
- Basic elements of content in written texts (theme, fixed formulas, vocabulary, inferences of information) and form (structure, format, title, images, typography).
- Basic strategies for coherence, cohesion, and appropriateness in written texts.
- Construction of critical thinking through language to avoid discrimination.
Block 4. Media and Information Literacy
- Strategies for information search in documentary and digital sources in the family and social context.
- Strategies for comparison, classification, and critical evaluation of information.
- Strategies for creating content from information obtained in other texts, following basic formal conventions.
- Use of information and communication technologies in an efficient and responsible manner to create and present their work, adopting habits of critical, safe, sustainable, and healthy use.
Foreign Language
Block 01. Communication
- Basic strategies for understanding, planning, and producing oral, written, and multimodal texts that are brief, simple, and contextualized.
Music and Dance
Block 3. Education in Performing Arts: Perception and Analysis
- Expressions related to body expression and performing arts from different aesthetic movements, origins, and periods, produced by local, regional, national, and international creators.
Block 4. Education in Performing Arts: Creation and Interpretation
- The body and its motor, dramatic, and creative possibilities: interest in experimentation and exploration through individual and group performances related to movement, dance, dramatization, and theatrical representation as a means of expression and enjoyment.
- Basic dramatic and dance techniques. Conscious breathing, posture hygiene, and correction. Basic notions of biomechanics. Expressive languages. Introduction to interpretive methods. Experimentation with performative acts. Guided and creative improvisation. Interest, practice, and self-confidence.
- Evaluation, interest, and appreciation of both the process and the final product in performative and scenic productions.
- Basic behavioral rules and a positive attitude in the creation and interpretation of proposals linked to body expression.
COMPETENCIES
Digital competence, plurilingual competence, competence in cultural awareness and expression.
🔵 Primary School of Neo Agioneri
Integration of Folk-tastic Dances into the Greek School Curriculum
The Folk-tastic Dances eTwinning project aligns closely with the Greek school curriculum by integrating multiple subjects and fostering interdisciplinary learning. The project not only promotes cultural appreciation and collaboration but also enhances students' academic and personal growth through creative activities.
The project transforms traditional learning into an engaging, interdisciplinary experience. By connecting various subjects, it provides students with a holistic understanding of European cultural heritage while equipping them with essential 21st-century skills.
Curriculum Integration
Skills Labs
The project connects with Skills Labs topics, emphasizing respect for cultural diversity, social empathy, teamwork, and well-being. By learning traditional dances and their history, students explore values of inclusion and mutual respect while fostering a sense of belonging within a multicultural European framework.
English as a Foreign Language
The project incorporates language skills as students describe traditional dances, garments, and cultural practices in English. Students create written or oral presentations for the virtual dance festival, improving their fluency and confidence.
Physical Education
Through the exploration and practice of traditional dances, students enhance motor skills, rhythm, and coordination. PE lesson includes learning dance routines, emphasizing collaboration and physical fitness, while fostering an appreciation for the role of physical activity in maintaining health and well-being.
ICT
The project incorporates ICT by teaching students to create digital content. Activities include designing the collaborative dance video, mapping participating schools on Google My Maps, and using virtual meeting tools for online presentations. Additionally, students learn responsible online communication, contributing to their digital citizenship skills.
Arts
Students create visual representations of traditional clothing, create digital artwork, and crafts for their dance performances. These activities encourage creativity and deepen their understanding of cultural aesthetics.
History and Geography
Students research the origins of the dances and their cultural significance, linking this knowledge to historical and geographical contexts. The collaborative map created on Google My Maps helps visualize the diverse locations and enriches their understanding of Europe’s cultural geography.
Music
The project integrates music education by familiarizing students with the traditional rhythms and melodies accompanying the dances. Students analyze and compare different musical styles, fostering an appreciation of Europe’s musical diversity.
Impact and Competences Developed
By participating in Folk-tastic Dances, students develop:
-Teamwork and collaboration through group projects
-Intercultural communication and digital literacy
-Motor and coordination skills through dance
-Appreciation for Europe’s cultural diversity
🟣Primary school Straso Pindzur Karbinci
from NATIONAL STANDARDS for student achievement at the end of PRIMARY EDUCATION in Republic of North Macedonia
VIII. ARTISTIC EXPRESSION AND CULTURE
VIII-A.1 - demonstrate knowledge of different forms of artistic expression from all areas of culture (literature, music, performing arts)
VIII-A.3 - express one's own ideas, experiences and emotions using artistic or other forms of creative expression (individual or collective),
VIII-A.4 - interpret ideas, experiences and emotions expressed in artistic products created by others who are members of one's own or other cultures,
VIII-A.5 - demonstrate knowledge of one's own culture and the different ways of its expression through literature and visual arts, music and dance, buildings and other cultural products,
VIII-A.6 - identify differences and similarities between one's own culture and other cultures in one's immediate and wider environment and analyze their connection and interdependence,
VIII-A.7 - recognize and explain how cultural features change over time and in different contexts,
VIII-A.8 - to recognize the meaning and explain the benefits and challenges of globalization and the connection of local issues with global movements,
VIII-A.12 - to interpret the world not only from the point of view of members of one's own culture, but also through the perspective of other cultures.
VIII-B.1 - art and other forms of cultural expression contribute to understanding and changing the world,
VIII-B.3 - respecting and promoting one's own culture contributes to strengthening cultural identity and dignity,
VIII-B.4 - cultural diversity influences the development of identity of members of different cultures,
VIII-B.5 - differences between cultures should be seen as opportunities for learning and as a challenge for mutual understanding and progress,
VIII-B.6 - respecting and promoting other cultures contributes to ensuring respect for one's own culture by others.
II. USE OF OTHER LANGUAGES
I-B.1 - through the study of another language, the learning of multiple languages is facilitated and the ability to communicate with members of different cultural/linguistic groups is enhanced,
I-B.2 - knowledge of multiple languages facilitates access to resources that are useful for mastering other subjects/contents,
I-B.3 - through the study of other languages, interest and respect for different languages and cultures are developed,
I-B.4 - through the study of other languages, respect for other cultures is developed and intercultural competences are improved.
🔴 4th Primary School of Kaisariani, Athens
https://www.esos.gr/sites/default/files/articles-2023/%CE%A8%CE%A53946%CE%9D%CE%9A%CE%A0%CE%94-%CE%A7%CE%A3%CE%A8.pdf
The approach of the Etwinning project "Folk-tastic Dances" ensures that the program not only aligns with the 5th-grade curriculum but also provides students with opportunities to develop 21st-century skills while fostering intercultural understanding.
Alignment with Greek Curriculum Program:
Greek and English Language:
Speaking and Writing Skills:
Students will describe traditional dances, costumes, and cultural elements in English and Greek, enhancing their vocabulary and grammar.
Collaboration with partner schools fosters oral and written communication in real-world contexts.
Comprehension and Interpretation:
Reading and understanding information about traditional dances and cultural practices from different countries.
History:
Cultural Heritage:
Exploration of traditional dances and their historical origins, connecting them to key historical events or cultural traditions in Greece and other European countries.
Discussion on the role of music and dance in the everyday lives of people in historical periods.
Comparison of Traditions:
Analyzing similarities and differences between Greek and European folk traditions.
Geography:
Mapping Skills:
Learn to use a map and locate partner schools and regions where the traditional dances originate.
Understanding Cultural Landscapes:
Exploring how geography influences traditional dances, music, and costumes (e.g., mountainous regions may influence dance movements or clothing).
Music:
Study of traditional music, rhythms, and melodies.
Physical Education:
Movement, rhythm practice, and traditional dances.
ICT:
Developing digital skills through using different platforms and digital tools
Competences Developed through the Program
Cognitive Competences:
Research and Inquiry Skills:
Students learn to search for information about traditional dances, music, and cultural heritage from credible sources.
Analytical Thinking:
Comparing and contrasting traditional dances from Greece with those of other European countries to identify cultural similarities and differences.
Cultural Awareness:
Gaining a deeper understanding of the cultural significance and historical context of traditional dances and music.
Social and Interpersonal Competences:
Teamwork:
Working collaboratively with classmates and peers from partner schools to achieve shared goals.
Communication Skills:
Developing effective verbal and non-verbal communication while learning and teaching traditional dances.
Intercultural Understanding:
Building respect and appreciation for the diversity of European cultures through direct interaction with international peers.
Digital Competences:
ICT Proficiency:
Using digital tools like Google My Maps, video editing software, and online collaborative platforms for project creation.
Safe Online Practices:
Understanding the importance of online safety and proper netiquette when engaging with international partners.
Creative Digital Skills:
Designing engaging multimedia content, such as interactive maps, videos, and digital booklets.
Motor and Physical Competences:
Coordination and Rhythm:
Enhancing fine and gross motor skills through the practice and performance of traditional dance steps.
Physical Fitness:
Improving stamina, flexibility, and balance while participating in dance activities.
Emotional and Ethical Competences:
Empathy and Respect:
Fostering an appreciation for the traditions and values of different cultures, leading to a more inclusive mindset.
Self-confidence:
Building self-esteem through successful performances and contributions to the project.
Responsibility and Ownership:
Taking responsibility for specific roles and tasks within the project, such as presenting a dance or contributing to a digital platform.
Linguistic Competences:
Language Skills Development:
Expanding vocabulary and improving language fluency by engaging in intercultural communication and collaborative tasks.
Presentation Skills:
Practicing public speaking through presentations about dances, music, and cultural elements.
🟤 CEIP Pío XII
We firmly believe that this project is a very valuable tool for achieving the key competencies present in the LOMLOE education law, as well as the goals of Primary Education expressed in the Exit Profile of the mentioned law.
In accordance with the 2018 Recommendation of the Council of the European Union, competencies are a combination of attitudes, knowledge, and skills to develop both in classrooms and in the various projects of educational centers.
Competencies:
- 1.- Linguistic Communication Competence .
- 2.- Multilingual Competence.
- 4.- Digital Competence.
- 5.- Personal, Social, and Learning to Learn Competence.
- 6.- Citizenship Competence.
- 8.- Cultural Awareness and Expression Competence.
These competencies are realized in the STUDENT EXIT PROFILE. The Exit Profile connects key competencies and XXI century challenges to define what is expected that students have developed by the end of compulsory education.
DECREE 155/2022, of September 15, which establishes the organization and curriculum for primary education in the Autonomous Community of Galicia.
Galician Language
Block 2. Oral communication
• Listening, dramatizing and reproducing appropriate texts that stimulate their interest and tastes.
• Production and reproduction of appropriate and stimulating oral texts of various types according to their format and communicative intention. Adequate pronunciation and intonation in different contexts, paying attention to the phonetic particularity of the Galician language.
Block 3. Written communication
• Basic strategies for the knowledge of the structure of the language, grammar, vocabulary, as well as spelling rules that favor more effective communication.
• Preparation of creative texts, using the Galician language with communicative intention.
• Elementary strategies, individual or in groups, for planning, writing, revising and editing complex written and multimodal texts, with different communicative purposes.
Physical Education
Block 5. Manifestations of motor culture
- Knowledge and performance of popular dances from Galicia, Spain, and the world.
- Practice of rhythmic-musical activities with an expressive character.
Foreign Language
Block 01. Communication
- Basic strategies for understanding, planning, and producing oral, written, and multimodal texts that are brief, simple, and contextualized.
Music and Dance
Block 3. Education in Performing Arts: Perception and Analysis
- Expressions related to body expression and performing arts from different aesthetic movements, origins, and periods, produced by local, regional, national, and international creators.
Block 4. Education in Performing Arts: Creation and Interpretation
- The body and its motor, dramatic and creative possibilities: interest in experimentation and exploration through individual and group performances linked to movement, dance, dramatization and theatrical representation as a means of expression and fun.
- Basic dramatic and dance techniques. Conscious breathing and hygiene and postural correction. Elementary notions of biomechanics. Expressive languages. Introduction to interpretive methods. Experimentation with performative acts. Guided and creative improvisation. Interest, practice and self-confidence.
- Basic expressive and creative capacities of corporal and dramatic expression. Enjoyment as a form of social interaction, expressive and emotional resource and aesthetic delight.
- Phases of the creative process: planning, interpretation, experimentation and evaluation.
- Evaluation, interest and assessment of both the process and the final product in stage and performance productions.
- Basic standards of behaviour and positive attitude in the creation and interpretation of proposals related to corporal and dramatic expression.
🟠 Özel Muğla Taç Ortaokulu
https://docs.google.com/document/d/1NKU6V2ImNvCp18QZQlMAgtHtUGgFJ4GObYwp6g4QIDo/edit?usp=sharing
🟡 SSIG “G. Caporale”
The project Folktastic Dances fits perfectly within the educational aims of the Scuola Secondaria di Primo Grado ad Indirizzo Musicale “Gaetano Caporale” of Acerra, which promotes the integration of music and cultural heritage in students' learning paths.
Through the study and performance of traditional folk dances, students develop their cultural awareness, exploring the diversity of European traditions. Working together on choreography and presentations enhances their teamwork and collaborative skills.
Students also use English as a communication tool, improving their language competences during exchanges with partner schools. The creative preparation of the performances stimulates artistic expression, while using digital tools to record and share their work builds digital competence. Moreover, this project promotes social and civic competences, encouraging respect for cultural diversity and inclusion.
Curricular Integration
The project links to various subjects in the lower secondary curriculum:
- Music: students study folk rhythms and melodies, perform instrumental accompaniments, and explore the musical structures behind traditional dances.
- Physical Education: focuses on movement, rhythm, and coordination through dance practice.
- English as a Foreign Language: students communicate in English to collaborate internationally, follow instructions, and present their activities.
- History and Geography: lessons explore the cultural roots and geographical contexts of the dances.
- Art and Technology: for designing costumes, scenery, and creating visual elements for performances.
- ICT: students use digital platforms to edit videos, create presentations, and communicate with other schools.
The Folktastic Dances project enhances the school’s musical identity and promotes interdisciplinary learning in a motivating and inclusive environment.