DELICIOUS HEALTHY FOOD

ONE WORLD WITHOUT TRADITIONS

Traditions are composed of the history and stories of people who live in community. Then, if we have to achieve one world without traditions, some words come to my mind: isolation, insensitivity, hopelessness... It´s like the base of values, identity, and moral wouldn´t exist. People would feel lose without to know the correct way to grow up and be more free and happy.

We can´t define one culture without traditions. Because in other way, we wouldn´t live in society, we would remain alone. Some traditions help people feel belong one or other place, community or culture. This diversity helps to reach one holistic vision of the world. It´s important put awareness about the  fundamental of growing up together to make of the world one comfortable and safety place where to live.

Today, we live in one world ever more globalized. We can find some advantages to this situation, like easier access to every part of the world, economy (but only for rich people and rich countries) or the development of new technologies. However, in my opinion, this process makes disappears lots of characteristics and identity features of communities that have to adapt to this kind of “progress”. The problem is that if one determinate country or community doesn´t want to be alone, have to fit in this kind of development.

To sum up, every cultural community have to go forward to keep those traditions which help to define the feeling of community. For that, our society has to build in this present one future together, taking into account the common past. At the same time, it´s necessary to develop towards new ways to grow up together using the new resources we have in this our world.

VIRTUAL IDENTITY?

From the first days of class I have asked myself several times about the topic of virtual identity.

One of the days we spoke a little about this concept, however there is something that I don´t like about this idea...

Now we have  lot of "friends", lot of videos, lot of publications, sentences or ideas to share. But how do we know the reality of this identity we build? With this we win friends or we lose opportunities of being with friends?

Around me I see people (many times myself) with the computer or the telephones, like part of their body.

It is a paradox, while we are using these new technologies we accumulate information, profiles... but we lose the vital  experience of to be in front of our reality.
Nowadays two realities coexist: the physical and the virtual one. But do they actually coexist or confront each other? How can we know? 

I really feel afraid of that video can be true in the near future... I believe we are not so far away.

It is true that we can use the technology and ICTs in order to get benefits and facilities. We must to follow the rhythm of the world we live: globalization, ICT, mass-media, market... are the "future". But what about the personalization, the vital experience, the communication between people... I would like this for our present.

How to find the equilibrium in one world oriented to the new technologies? I think for the adults is more complicated that for the kids. For the kids, the parents are who must to mark the limits. The children are in a learning process and they need these limits for growing up in a healthy way. But what about us, how to find the limit? I don´t have one answer yet. I only get paradoxes and questions around my mind. 

I don´t want to win virtual abilities, while I lose social skills. Right now, I choose to spend my time, energy and life to be in contact with MY vital story between the arms and love of my people.

MUSIC CLASS

No life without music.

ASSOCIATIVE LISTENING

Our own experience of music. What we think or feel? What does music say to us?

It is interesting transform the music in another ways of expression, for example: mimic play, writing, painting... 

Here I want to share one video, about the conversion of one song...  

How do they work behind... here you have.

As you can see, the important thing it is just enjoy with the music

Now I would like to show you some of the exercises about associative listening which we have created in our music class.

MIMIC PLAY

SMALL COMPOSERS

Compose from a graphic notation

CREATION of one STORY

With one picture we create one story of three parts. We imagine the moment before the image, during and after.

We tell the story and after that we transform this into a music-play without words.

THE HUNGRY SEA LION

STORY BASED IN A SONG

FORMAL LISTENING

It is exactly what we listen. Also, we have learned how to analysis formally actual songs. Here you have my exercise about a great Spanish song.

SONG: "Todos los días sale el sol."   Enjoy!!!

HUMAN RIGHTS

International Amnesty

Refugees and Asylum

Our reflections and comic.

SPECIAL NEEDS

1. What is Albinism

People with albinism have little or no pigment in their eyes, skin or hair. They have inherited altered genes that do not make the usual amounts of pigment. Albinism affects people from all races. Most children with albinism are born to parents who have normal hair and eye colour for their ethnic backgrounds. Sometimes people do not recognize that they have albinism.

A common myth is that people with albinism have red eyes. In fact, there are different types of albinism and the amount of pigment in the eyes varies. Although some individuals with albinism have reddish or violet eyes, most have blue eyes. Some have hazel or brown eyes. However, all forms of albinism are associated with vision problems.

1.1 The problems of Albinism

• Visual problems

People with albinism always have problems with vision (not correctable with eyeglasses) and many have low vision. The degree of vision impairment varies with the different types of albinism and many people with albinism are “legally blind,” but most use their vision for many tasks including reading and do not use Braille.

• Skin problems

People with many types of albinism need to take precautions to avoid damage to the skin caused by the sun such as wearing sunscreen lotions, hats and sun-protective clothing.

But being blond and white is not a diagnostic of albinism.

1.2 The child in mind

We will make this work about a girl called Charlotte. She is one of the friends of Elien and has albinism. She inspired us because she is now studying to become a teacher and she did all of her studies without redo a year in school. Sometimes she really had a big struggle to get all the help she needed to be able to follow the lessons. But with the help of other people she already made it this far and will make it even further in live.

With this we want to explain that if the special needs are satisfied in a good way, the person can follow the rhythm of her/his own life with more freedom and without so many counteraction.

2. Pedagogical work

School

Community

- Extra teacher in the classroom specially for this child. (some days in the week) - Bigger letters in books, tests,... - A binocular so she can look to things at the back in the classroom or small things in front of the room. - The child has to sit in front of the classroom, so she has a good look on the blackboard. - Special school desk (it sloped down, is magnetic and a blackboard). This helps the child to write nicer, better for their back and the teacher can write things on it for the child so they can see it closer. - Use big material if you use visual examples in front of the class.

- Professionals who are there to help the family, friends, children,... who are in contact with albinism (social workers, educators,  psychologists, therapists). - Adapted the resources of the neighbourhood for this kind of disability. For example; in the museums bigger posters with the explanations, the same with traffic lights, handrails... - Offer faster and cheaper ways to move around the city (special taxis for them). - Arrangement with the pharmacies to deliver protection lotions, creams... covered by the public health system.

3. Protective factors

	School	Community
Caring and support	- As teacher, let the child feel that she is accepted how she is. And let the other children of the class show her respect. - Tell the other children in the classroom something about albinism. And let them experience how it is to have a visual disability. - You as teacher, make time for the child, so she can come and talk to you when she needs it.	- Educate families and close people to love the child as she is. - Working from affection and not from hardness. - According to the UN Convention on the Rights of Persons with Disabilities: establish  public, social, professional and material support for the specific needs of the girl.
Expectations	- Don’t expect as teacher that the child has to do everything as fast or as precise as the other children of the class. And also tell the child this. - Don’t ask the child to do something that she can’t do through her visual disability. Also tell the child why and that it isn't a problem and give her something she can do.	- Create an association where the families can share the diverse situations of daily life with the guidance of a professional. - Hold conferences or formations where professionals of education come and talk about the special needs, offering possibilities, skills, spaces... to the kids, friends and families to find a dignified life for every child.
Participation and involvement / opportunities	- Let the child help you as much as the other children in the classroom. Let her do the jobs she can do, so she won’t feel bad. - Make more time for the parents of the child. Take contact with them at the schoolgade, playground,... and make more teacher - parents moments for them.	- Integration space: creating specific resources where they can enjoy leisure time. It’s for children with albinism and other disabilities, but also the rest of the kids. - Include the association (as mentioned above) in the community, the social worker should find areas where the association can participate in the neighbourhood.

4. Bibliography

http://www.albinism.org/faq/pwa.html

http://www.csie.org.uk/inclusion/unesco-salamanca.shtml

http://www.unicef.org/crc/

SPANISH EDUCATION SYSTEM

Video-goanimate about the educational situation in Spain

Public school: of everyone for everyone

HUMAN RIGHTS IN SPAIN

Here you have the WIX we have elaborated about the analysis of the Human Rights in our country.

Also, we add in this web the creation of one COMIC using the program pixton based in the document of: Abdi, Ali and Schultz, Lynette. Educating for Human Rights and Global Citizenship (2008). This explains the history of the Human Rights in four generations from 1948 when the principles were establishing until the situation of nowadays.

Just click in "spanishrevolution" and you will go directly to our web site.

SPANISHREVOLUTION

ONE DAY AT KOLDING HUS

Ready for a mysterious travel...?