It is integrated in an innovative art project for our modern societies, named Le Lotus Rouge
The world is more and more interdependent and we grow more and more together but without knowing really about the roots , the identity of other countries.
The globalization cannot only be economical.It has also to be cultural in order to understand better the essence of other civilizations, to avoid misunderstandings
How ? Through the arts of the five continents. Arts speak the same language. They unite us. They permit us to discover the soul of a different culture , their heart. Arts reflect the inner life of a culture, its thoughts, preoccupations, feelings, desires, aspirations.
The classical school systems are first of all interested in creating operational beings but we are much more than that !
Arts show ,develope and save our emotional intelligence.
They also reflect the history, the humanities of a country.
In teaching through the arts of the five continents we learn how to skill global, to think global , to respect the cultural differences.
All school systems should integrate world citizen courses in their curriculum as a subject.Only Japan does it.
Through our method which opens up other dimensions about the five continents , we want to contribute to peace in the world.
It is integrated in an innovative art project for our modern societies, named Le Lotus Rouge.We have all the equipments to be very creative, inter alia a stage, a circus tent, and five rooms representing the five continents.
A world citizen sequence lasts three hours, Two goals are related : Learning about another country in doing artistic activities of all kind.
The teacher chooses a typical or characteristic art work out of one country of the five continents.
The students ignore which art work
Different didacatical approaches are possible.
For example, the teacher can choose 10 or 12 words which characterize
the chosen art work.
In a writing workshop, the students will put these words together redacting a poem , a dialogue , a monologue, a short story, a fairy tale, any literary gender they like.
Then, they will represent their writing doing a sculpture.
In plenum, they will present their stories and their sculptures to the class.
After this sequence , the teacher will reveal the foreign art work.
The subject of the chosen art work allows to broaden the approach of the otherness and to learn more about the country in question, like its history or architecture or nature etc.
The method only brushes superficially a chosen subject.
At home or with their school teacher, they might continue to deepen the first new impressions .
At the end , they will fill out a questionary to analyze the impact of the otherness on their mind.
To me the most important factor is that this method allows them to express themselves through artistic activities, to interchange, to broaden their knowledge about other countries in a new way, discovering and exploring other identities in a creative manner.
It educates their critical thinking and their attitude in front of
« strange » manners, nothing to do with their own cultural skills.
It opens up their mind, makes them tolerant and hones their empathy.
They will be ready to cooperate with other cultures. A world citizen sequence lasts three hours Two goals are related : Learning about another country in doing artistic activities of all kind.
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