Work-group of stagecraft /SCOUT project
J.Ferry Blois school
Nasreddin Hodja’s stories
Principal aim:to allow the pupils to access to a knowledge of subjects and recurrent techniques in the european classical theatre through the studies of some significative texts taken to diverse periods and cultures with the idea of motivating a collective writing work and arousing some interactive exchanges ( correspondence via e-mail with a professionnal actor and other classes, and punctual meetings with a first form of the Rabelais middle-school ( school of district) from Blois. The choice of the texts has been made after the Vienne meeting where we had taken the decision to work on a thematic about the character : " the idiot , the madman, the disruptive element "…
2/ The studies of the texts :Updating Nasreddin Hodja ‘s stories– Nasreddin and his donkey and Nasreddin at the market-( critical glances about the turkish medieval society) in the background of a sensitive district of a medium city with a scholastic public which is 46 % from the nord african and turkish immigration.
Drawing a parallel with Rabelais, humanist of the Renaissance ( but also the name of the middle school of district) by the studies of different extracts of his operas particularly " Picrocholine wars " .
We want to show the pupils that mastering different registers of language can be an integration factor.
3/ Lateral aims :
To lead a documentary research work with the didactic perspective of the middle school (ancient history ) : to look for the information, to take it, to treat it, to restore it on :
The ancient masks (in relation with Pebranati’s work)
The places of the theatre
Using the documentary fund of the school’s BCD, of the public library and Internet and having the prospect to make an exposition at the end of the year and the making of web pages.
4/ Elements of the procedure and function of the cultural partner :
The organization of the work-group under the
leadership of the professional partner has proved to be basic.
They were made in three directions :
1 / Mimes, role play, improvisations, working on the body ,on the voice
2/ Helping the writing
3/ organization of the shows.
5/ Function and use of the Technologies of Information and Communication:Informative part : Using the e-mail corrispondence ( professionnal / classes exchanges)
Documentary research : software of research
Using the data base on Cdrom ( Encarta ; Diderot encyclopaedia and d’Alembert,Antiquity)
Web site: SCOUT
Asynchronous communicative part :
Textual sound productions and videos for the CD and visible on the web :
These productions are meant to be used as a basis to live exchanges which will constitute after the Easter holidays :
The synchronous communicative part.
These works have been the subject of work-group with the pupils also in the realization of the web pages and have permited to inform the Brevet Informatique et Internet setted up in our schools.
Traduit du français par
Caroline di Milla Georges Labasse