viernes, 7 de marzo de 2014

Teatralia


¡ POR FIN Teatralia de nuevo!
El Festival de Artes Escénicas para Niños y Jóvenes de la Comunidad de Madrid. Casi dos décadas dedicadas al mejor teatro, la mejor danza y la mejor música especializada en públicos infantiles y juveniles. Las más prestigiosas compañías del mundo han estado y están presentes en Teatralia, hemos tenido la oportunidad de disfrutar de todos los géneros escénicos posibles y de recorrer la  región con los espectáculos más brillantes.
La Comunidad de Madrid se ha volcado este año y ha intentado satisfacer la demanda de todo el público. La oferta cultural que ofrece es bastante amplia y para todos los públicos, asistirán compañías tanto de prestigio nacional como internacional.
Las compañías españolas que actuarán son ocho y vienen de: Andalucía, Cantabria, Cataluña, Comunidad Valenciana, Cataluña, La Rioja y Madrid, las restantes proceden de Alemania, Argentina, Bélgica, Brasil, Canadá, Dinamarca, Francia, Holanda, India, Italia, México, Países Bajos y Portugal.
El festival se desarrollará durante 25 días, en más de 35 espacios escénicos, como Teatros del Canal, La Casa Encendida y Círculo de Bellas Artes entre otros, todo ello en un total de 25 municipios. 94 serán las actuaciones que tienen temática  musical, magia, teatro, danza, lírica, títeres, además de una exposición para un público que abarca desde los 0-18.
- Cabe destacar la diversidad de temas para esta temporada, como novedad un espectáculo de magia y música para bebes.
- Las funciones contarán  con audio descripciones  para personas con discapacidad visual.
La inauguración oficial de Teatralia será el próximo 7 de marzo en el Real Coliseo de Carlos III de San Lorenzo de El Escorial, con el espectáculo Pelos Cabelos.  Este espectáculo está dirigido a familias, y a niños  a partir de 4 años, es un espectáculo que que mezcla con gran soltura el mundo de las marionetas y música en directo.
Os pongo un enlace para más información.

sábado, 22 de febrero de 2014

ARCOKIDS


 
Os dejo información de un evento maravilloso para aquellos que tengan hijos y quieran pasar un rato maravilloso.
Un año más ARCOKIDS une arte contemporáneo y solidaridad en el evento más importante de Arte de Madrid, ARCOmadrid, para crear el primer espacio creativo infantil con talleres de arte para niños.
La Fundación Pequeño Deseo, cuya labor social es hacer realidad los deseos de niñ@s con enfermedades crónicas o de mal pronóstico, colabora nuevamente con ARCOmadrid 2014 para crear ARCOKIDS y organiza la tercera edición de esta actividad para niños.
ARCOKIDS es un espacio en el que los niños de entre 4 y 14 años, guiados y supervisados por artistas colaboradores de la Fundación y patrocinados por DKV, podrán plasmar sus dotes artísticos y crear una obra, que se irá incorporando a la creación de una obra común, que tiene un fin solidario: cumplir deseos de niños enfermos.
Los talleres de arte de ARCOKIDS tienen como principal objetivo que los niños entren en contacto con el apasionante mundo del arte contemporáneo y contribuyan a crear una obra como verdaderos artistas. Además, todo ello bajo un prisma solidario ya que con su participación, estarán colaborando en poder hacer realidad los deseos de muchos niños que sufren enfermedades crónicas.
Asimismo, ARCOKIDS pretende concienciarles en lo que respecta a la reutilización de materiales, ya que se emplearán materiales reciclados para que descubran la importancia que todo elemento pequeño puede llegar a tener usando la imaginación.
Y los talleres para niños de ARCOKIDS tendrán lugar los días 22 y 23 de febrero de 2014 en los siguientes horarios:
Día 22: de 12:00 a 20:00 (turnos de dos horas)
Día 23: de 12:00 a 14:00

jueves, 20 de febrero de 2014

Fallas

Se acercan las fallas y por esta razón os dejo un maravilloso Ninot de la sección infantil.

miércoles, 19 de febrero de 2014

La educación


 
Os dejo ocho frases históricas sobre la educación:
"Enseñar a quien no tiene curiosidad por aprender es sembrar un campo sin ararlo". Richard Whately.

"Largo es el camino de la enseñanza por medio de teorías; breve y eficaz por medio de ejemplos." Séneca.

"La única educación posible es esta: estar lo bastante seguro de una cosa para atreverse a decírsela a un niño". G. K. Chesterton.

"Los niños son como cemento fresco, cualquier cosa que caiga sobre ellos deja una huella." Haim Ginott.

"El hombre comienza, en realidad, a ser viejo cuando deja de ser educable". Arturo Graf.

"Enseñar a niños a contar es bueno, pero enseñarles lo que realmente cuenta es mejor". Bob Talbert.


"Enseñar es aprender dos veces". Joseph Joubert.

"Aprender es como remar contra corriente: en cuanto se deja, se retrocede." Edward Benjamin Britten.

domingo, 2 de febrero de 2014

Bullying

 
Quiero compartir este artículo que me ha llegado sobre el bullying, para que los profesores presten más atención a este mal que se produce cada día en las escuelas.
Es una historia contada por un padre o madre (no se especifica), que acude a ver al tutor de su hijo porque no entiende algo sobre las matemáticas que está haciendo en ese momento.
Transcurre la conversación y la profesora le explica que lo que está haciendo realmente es hacer un estudio de todos sus alumnos para que ninguno se sienta sólo o aislado del resto de sus compañeros.
El padre o madre le pregunta que desde cuando hace esto, a lo que la profesora responde “desde Columbine”.
Con este método que ella lleva a cabo en su clase quiere evitar lo que ocurrió ese día en los EE.UU. Este es mi grito de padre, ya sea con este sistema que esta profesora expone o cualquier otro, por favor evitemos esto ocurra más.
A few weeks ago, I went into Chase’s class for tutoring.
I’d emailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math – but I’m not sure I believe him. Help, please.” She emailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth grade classroom staring at rows of shapes that Chase’s teacher kept referring to as “numbers.”
I stood a little shakily at the chalkboard while Chase’s teacher sat behind me, perched on her desk, using a soothing voice to try to help me understand the “new way we teach long division.”  Luckily for me, I didn’t have to unlearn much because I never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but l could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common.
Afterwards, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are the least important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger  community – and we discussed our mutual dream that those communities might be made up of individuals who are Kind and Brave above all.
And then she told me this.
Every Friday afternoon Chase’s teacher asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student whom they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her.
And every single Friday afternoon, after the students go home, Chase’s teacher takes out those slips of paper, places them in front of her and studies them. She looks for patterns.
Who is not getting requested by anyone else?
Who doesn’t even know who to request?
Who never gets noticed enough to be nominated?
Who had a million friends last week and none this week?
You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down- right away- who’s being bullied and who is doing the bullying.
As a teacher, parent, and lover of all children – I think that this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold – the gold being those little ones who need a little help – who need adults to step in and TEACH them how to make friends, how to ask others to play, how to join a group, or how to share their gifts with others. And it’s a bully deterrent because every teacher knows that bullying usually happens outside of her eyeshot –  and that often kids being bullied are too intimidated to share. But as she said – the truth comes out on those safe, private, little sheets of paper.
As Chase’s teacher explained this simple, ingenious idea – I stared at her with my mouth hanging open. “How long have you been using this system?” I said.
Ever since Columbine, she said.  Every single Friday afternoon since Columbine.
Good Lord.
This brilliant woman watched Columbine knowing that ALL VIOLENCE BEGINS WITH DISCONNECTION. All outward violence begins as inner loneliness. She watched that tragedy KNOWING that children who aren’t being noticed will eventually resort to being noticed by any means necessary.
And so she decided to start fighting violence early and often, and with the world within her reach. What Chase’s teacher is doing when she sits in her empty classroom studying those lists written with shaky 11 year old hands  - is SAVING LIVES. I am convinced of it. She is saving lives.
And what this mathematician has learned while using this system is something she really already knew: that everything – even love, even belonging – has a pattern to it. And she finds those patterns through those lists – she breaks the codes of disconnection. And then she gets lonely kids the help they need. It’s math to her. It’s MATH.
 
All is love- even math.  Amazing.
Chase’s teacher retires this year –  after decades of saving lives. What a way to spend a life: looking for patterns of love and loneliness. Stepping in, every single day-  and altering the trajectory of our world.
TEACH ON, WARRIORS. You are the first responders, the front line, the disconnection detectives, and the best and ONLY hope we’ve got for a better world. What you do in those classrooms when no one is watching-  it’s our best hope.
Teachers- you’ve got a million parents behind you whispering together: “We don’t care about the damn standardized tests. We only care that you teach our children to be Brave and Kind. And we thank you. We thank you for saving lives.”
Love – All of Us
 
 
 

viernes, 24 de enero de 2014

Home schooling

Os recomiendo que veáis este vídeo, es la ponencia de un niño norteamericano de trece años que sus padres decidieron sacarlo del sistema tradicional de educación e impartir las clases  desde casa (home schooling).
Durante los años que viví en EE.UU. conocí a un chico que hizo home schooling y me pareció muy interesante su vida. Su padre era militar y por esta razón estaban constantemente mudándose de una ciudad a otra y por lo tanto de escuela en escuela. Por esta razón, los padres decidieron sacarlo del colegio y educarlo desde casa. Me comentó que al principio le costó mucho trabajo, sobre todo desde el punto de vista social, porque no conocía a gente de su edad, aunque acabó por acostumbrarse.
Llegó la edad para ir a la universidad y decidió que quería asistir, pero a una universidad pequeña.
Desafortunadamente, lo último que sé de él a través de un amigo, es que estaba trabajando como directivo en una empresa en California.
Volviendo al vídeo, me gustaría opinar en una cosa que este chico dice sobre algo que comentó Ken Robinson “las escuelas matan la creatividad”. En parte estoy de acuerdo y espero no ser otro “asesino” que mate la creatividad cuando trabaje como profesor.
Pienso que desafortunadamente hay profesores que no tienen vocación por la enseñanza y hay otros que sí que quieren hacer cosas creativas con los niños en las aulas pero que sus coordinadores de área no les dejan hacerlas porque según ellos los desvían de lo que realmente es importante, cumplir con el currículum de cada área. Me parece muy triste decirlo, pero he vivido esto en persona.
El home schooling ha evolucionado y hoy en día se ha convertido en lo que se denomina cyber schooling, tiene las mismas raíces que el home schooling de obtener la educación desde casa pero están conectados vía internet con otros niños que hacen lo mismo.
Aquí os dejo el enlace del video con subtítulos:
http://www.upsocl.com/comunidad/esto-es-lo-que-pasa-cuando-un-nino-de-13-anos-abandona-la-escuela/#

Reading Books Is Fundamental

Quiero compartir con todos vosotros un artículo que me ha enviado una amiga de un columnista del New York Times y que me ha resultado muy interesante.
Este artículo nos habla de que se está dejando de leer libros por la influencia de los medios sociales, cuando la lectura es algo tan enriquecedor que llega a marcarnos toda nuestra vida, como al autor de este artículo Charles M. Blow.
Me quedo con una frase que dice el autor del artículo, " Books to me were things most special. Magical. Ideas eternalized".
Artículo
The first thing I can remember buying for myself, aside from candy, of course, was not a toy. It was a book.
It was a religious picture book about Job from the Bible, bought at Kmart.
It was on one of the rare occasions when my mother had enough money to give my brothers and me each a few dollars so that we could buy whatever we wanted.
We all made a beeline for the toy aisle, but that path led through the section of greeting cards and books. As I raced past the children’s books, they stopped me. Books to me were things most special. Magical. Ideas eternalized.
Books were the things my brothers brought home from school before I was old enough to attend, the things that engrossed them late into the night as they did their homework. They were the things my mother brought home from her evening classes, which she attended after work, to earn her degree and teaching certificate.
Books, to me, were powerful and transformational.

So there, in the greeting card section of the store, I flipped through children’s books until I found the one that I wanted, the one about Job. I thought the book fascinating in part because it was a tale of hardship, to which I could closely relate, and in part because it contained the first drawing I’d even seen of God, who in those pages was a white man with a white beard and a long robe that looked like one of my mother’s nightgowns.
I picked up the book, held it close to my chest and walked proudly to the checkout. I never made it to the toy aisle.
That was the beginning of a lifelong journey in which books would shape and change me, making me who I was to become.
We couldn’t afford many books. We had a small collection. They were kept on a homemade, rough-hewn bookcase about three feet tall with three shelves. One shelf held the encyclopedia, a gift from our uncle, books that provided my brothers and me a chance to see the world without leaving home.
The other shelves held a hodgepodge of books, most of which were giveaways my mother picked when school librarians thinned their collections at the end of the year. I read what we had and cherished the days that our class at school was allowed to go to the library — a space I approached the way most people approach religious buildings — and the days when the bookmobile came to our school from the regional library.
It is no exaggeration to say that those books saved me: from a life of poverty, stress, depression and isolation.

James Baldwin, one of the authors who most spoke to my spirit, once put it this way:
“You think your pain and your heartbreak are unprecedented in the history of the world, but then you read. It was books that taught me that the things that tormented me the most were the very things that connected me with all the people who were alive, who had ever been alive.”
That is the inimitable power of literature, to give context and meaning to the trials and triumphs of living. That is why it was particularly distressing that The Atlantic’s Jordan Weissmann pointed out Tuesday that:
“The Pew Research Center reported last week that nearly a quarter of American adults had not read a single book in the past year. As in, they hadn’t cracked a paperback, fired up a Kindle, or even hit play on an audiobook while in the car. The number of non-book-readers has nearly tripled since 1978.”
The details of the Pew report are quite interesting and somewhat counterintuitive. Among American adults, women were more likely to have read at least one book in the last 12 months than men. Blacks were more likely to have read a book than whites or Hispanics. People aged 18-29 were more likely to have read a book than those in any other age group. And there was little difference in readership among urban, suburban and rural population.
I understand that we are now inundated with information, and people’s reading habits have become fragmented to some degree by bite-size nuggets of text messages and social media, and that takes up much of the time that could otherwise be devoted to long-form reading. I get it. And I don’t take a troglodytic view of social media. I participate and enjoy it.
But reading texts is not the same as reading a text.
There is no intellectual equivalent to allowing oneself the time and space to get lost in another person’s mind, because in so doing we find ourselves.
Take it from me, the little boy walking to the Kmart checkout with the picture book pressed to his chest.
 
Enlace: http://www.nytimes.com/2014/01/23/opinion/blow-reading-books-is-fundamental.html?_r=1