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Ressources éducatives (109)
Tipe : Ressorsa ensenhament / Data : 2015
« La lenga s'aficha » vos propausa de descobrir los tresviraments istorics e artistics de l'aprèp-1968 e d'aprigondir vòstras coneissénças en lenga e cultura occitanas a partir de las colleccions d'afichas contemporanèas del CIRDÒC - Mediatèca occitana.

Ressorças complementàrias d'Occitanica : per ne saber mai sus l'aficha Òme d'òc e las luchas del Larzac

Sesilha 1 : Legir una aficha, compréner una epòca
Sesilha 2 : Concebre son projècte d'aficha
Sesilha 3 : Realizar una aficha

Mise en ligne : 17/01/2020
Tipe : Ressorsa ensenhament / Data : 2015
Aquesta primièra sesilha vos propausa de descobrir un periòde important de l'istòria occitana contemporanèa a partir d'un dcument emblematic, l'aficha Òme d'Òc, as dreit a la paraula, parla ! »

>>Tornar a l'introduccion
Mise en ligne : 17/01/2020
Tipe : Ressorsa ensenhament / Data : 2015
Dins la continuitat del trabalh d'analisi menat per la primièra sesilha, aquesta seconda sesilha   convida los escolans a descobrir diverses eslogans occitans, per fin de soscar als particularismes d'aquel mòde d'expression. Cada grop constituit concebrà un projècte d'aficha que comprendrà un eslogan en occitan.

>>Tornar a l'introduccion
Mise en ligne : 17/01/2020
Tipe : Ressorsa ensenhament / Data : 2015
Aquesta tresena e darrièra sesilha repausa sus la creativitat dels escolans, que deuràn realizar lor pròpre projècte d'aficha sus la basa de las projeccions realizadas pendent la sesilha d'abans.

>>Tornar a l'introduccion
Mise en ligne : 17/01/2020
Tipe : Ressorsa ensenhament
Frederic Mistral es un dels escriveires occitans mai renomats, sa reputacion despassa las frontièras de França. Nais en 1830 dins un pichòt vilatge de Bocas-de-Ròse, Malhana, situat al còr de la Provença. E es aquela Provença natala, e mai exactament la Provença rodanenca (pròche de Ròse) que quitarà pas de celabrar dins sos escriches nombroses. Son primièr libre, Mirèio (Mirèlha en grafia classica), que conta las amors d’una joina Provençala, demòra uèi son òbra mai coneguda. Publica apuèi d’autres libres importants coma Lou Pouèmo dóu Rose (Lo Poèma del Ròse) o un diccionari occitan-francés de granda qualitat, Lou Tresor dóu Felibrige (Lo Tresòr del Felibrige). L’ensem de son òbra es remarcada per lo mond entièr e obten en 1904 lo Prèmi Nobel de literatura.

Lo felibritge e la renaissença occitana


Frederic Mistral es tanben un personatge fòrça important per la literatura occitana puèi qu’es a l’origina d’un dels moviments d’autors mai importants dels sègles XIX e XX, lo Felibritge. Aquel movement aculhirà los autors mai importants de l’epòca e fins a la segonda mitat del sègle XX. Es tanben per l’intermediari del Felibritge que Frederic Mistral tornarà introduire dins las mentalitats l’idèia totjorn actuala de la fraternitat entre las lengas occitana e catalana.

L’eiretatge de Frederic Mistral en Provença


Uèi, rescontrar lo nom de Frederic Mistral es frequent en Provença, en mai de las nombrosas carrièras e baloards que pòrtan son nom e que li fan bona plaça dins l’imaginari collectiu, una estatua li es dedicada en Arles e un musèu que presenta son òbra li es dedicat dins sa vila natala. Es tanben dins la vila d’Arles que fonda son musèu, lo Museon Arlaten, especializat dins las colleccions artisticas e istoricas de Provença.
Mise en ligne : 17/01/2020
Tipe : Ressorsa ensenhament / Data : 2015
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Nivèls e nombres de calandrons
: 1 CP – 2 CE1 – 3 CE2 -1 CM2

Sesilhas : 3 sesilhas lo diluns dins la prangièira pendant lo temps APC (activitat pedagogica complementària)
Objectiu : Descubrir la varietat dels tèxtes poetics e descubrir qualques mots especicfics a lengatge poetic.
Competéncia : legir o escotar dels tèxtes literaris.
Material : còpias dels recuèlhs causits
 
Comencère de trabalhar amb los calandrons sus la descubèrta de la diversitat de las poesias e sus las creacions poeticas a partir de genièr sul temps dels APC (activitats pedagogicas complementàrias), los diluns dins la prangièira, siá 45 mn per setmana.

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Tipe : Ressorsa ensenhament / Data : 2015
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Nivèls e nombres de calandrons
: 1 CP – 2 CE1 – 3 CE2 -1 CM2
Objectiu : s'ensajar a escriure una poesia en s'inspirar d'un modèl.
Competéncias : escriure un tèxte en fonccion de las consignas balhadas.
Material : còpias dels recuèlhs causits, grilha escritura de las poesias, fuèlhas de brolhons.

Puèi, començariam a ensajar d'escriure de las poesias. Coma dins la classa, totses escrivavaon d'un biais autonòm dels tèxtes liures, decidiguère de los daissar soscar cadun a un tèxt personal. Passave per veire, ajudar a trobar un mòt. Los calandrons se levavaon per anar veire çò que fasiáun los uns e los autres. A la fin de l'ora, los que voliáun presentavon lors poesias. La classa fasiá un retorn sus çò que veniam d'escotar en valorizar totjorn l'esfòrç fach d'escritura e de presentacion.

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Tipe : Ressorsa ensenhament / Data : 2015

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La causida dels tèxtes


Aviái dejà utilizat pel trabalhar sul master, una grilha per m'ajudar a seleccionar dels tèxtes per la classa. Tornère prendre la grilha e contunhère lo despolhament de la revista La Cabreta. Me concentrère aqueste còp pas que sus los tèxtes poetics que rencontrère. Los legiguère e sovent los prenguère pas en entièr mas tornère copiar las estròfas que trobave pertinents per la classa.

D'en primièr, ma causida èra de daissar los calandrons causir los tèxtes de legir e d'aprendre.
Per aquò far, metère en plaça un classador amb los  tèxtes seleccionats en doas partidas : una partida pels cicles 2, l'autra pels cicles 3.

Pels cicles 2, l-i a 45 tèxtes recaptats dins de las pochetas transparentas e recampats dins un òrdre aleatòri dins la partida cicle 2.

Pel cicle 3, l-i a 115 tèxtes recaptats dins de las pochetas transparentas e estacadas entre gu-elses per tèmas.

Los 14 tèmas
Auba e calabrun
Aures e flors
La Darreiriá
La prima
L'estieu
L'ivèrn
La montanha
Las ribièiras
La lenga occitana
Los aucèls
Recèptas
Los mestièrs d'antan
Musica e dança
Enfàncias

L'enregistrament de las poesias

Pels cicles 2, legiguère los tèxtes e m'enregistrère solet. Puèi apondère al fichier tèxte la pista sonòra correspondenta.

Pels cicles 3, decidiguère d'anar enregistrar d'autras personas. Me disiái que quò seriá
plan que los calandrons entendèsson d'autras personas que ieu, d'autras personas que
parlariá un occitan natural.

Menada del projècte en classa

Presentère lo classador e son organizacion.
Los enfants coneissiáun dejà lo fonccionament d'un classador similari perçò que començariam d'utlizar en fin del primier periòd un classor de poesia en francés sul meteis principi.
Puèi agacharariam la tièira dels tèxtes e la grilha de recitacion

Pels cicles 2, lor demandère d'agachar los tèxtes qu'aviái expausat sus un banc al canton, d'en causir un e d'emplenar la grilha amb las tièiras de las poesias. Puèi lor demandère de preparar la lectura del tèxt. Los sonariái a un moment un per un per legir e explicar los mòts dficils se l-i aviá besonh.
Donave las consignas de presentacion per copiar la poesia. Los qu'esperavon per la lectura podiáun començar de copiar. Lor expliquère que podiáun copiar la poesia en entier mas atanben que podiáun s'arrestar a un endrech qu'aviáun causits. Caliá pensar aprés que caldriá aprendre la poesia per la recitar. Per encorajar los calandrons lor expliquère que mai copiriáun, mai seriáun pagats.

Pels cicles 3 pus especificament lor demandère de causir un tèma e de prendre l'ensemble de las fuèlhas per agachar totses los tèxtes abans de ne'n causir un en entier o un tròç.


La causida seguenta, lor caldriá cambiar de tèma.
Aquò permet als calandrons de percórrer l'ensemble del recuèlh de poesia.
Las consignas per copiar èron las meteissas. Podiáun s'arrestar ont voliáun.
Per totses, un còp la poesia copiada, podiáun far l'illustracion. Pagariái l'ensemble.

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D'escotar/telecargar : los poèmas del recuèlh de Cicle 2 legits per Peire RAYMOND



D'escotar/telecargar : los poèmas dels recuèlhs de Cicle 3 legits per Fèliç DAVAL, Lisà EVESQUE, Mariús GAZAL e Anna-Maria LOUBIÈRE

Tipe : Ressorsa ensenhament / Data : 2015

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En vist de l'espectacle de fin d'annada, parlère amb Julian Gravina, un professor de dança contemporanèu especializat dins lo Hip-hòp, de l'idèia qu'aviái de mesclar poesia e dança per l'espectacle de fin d'annada.

L'idèia èra de daissar causir als calandrons una poesia apresa dins lo recuèlh en occitan e de veire cossí l'òm poiriá racontar aquela poesia en dançar. L'idèia agradèt a Julian que venguèt nos veire qualques còps per veire çò que poidiam far.

Amb los calandrons, scenarizariam un pauc cada poesia causida per se donar dels repèris sus la dança e Julian aportèt sos conselhs en mostrar als calandrons de las possibilitats gestualas sus las poesias e las musicas prepausadas.

L'idèia finala seriá que lo monde poguèsson ausir lo tèxt recitat en fons e atanben de legir una revirada del tèxt projetada (o un resumit) per ajudar los parents a sègre la coregrafia.



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Tipe : Ressorsa ensenhament / Data : 2015

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Los calandrons aviáun una setmana per aprestar. Lo jorn de la recictacion, durbissiái lo moment recitacion en rampelar las leis (escote aquel que parla, me trufe pas, çò que se ditz aicí demòra aicí). Rampelariam çò qu'es una recitacion: tornar dire sa poesia d'un votz pausada en articular plan e en prendre son temps, ensajar de nos racontar una istòria en metre de l'intonacion dins la recitacion...

Demandave «Qual vòl passar?» -Los calandrons levavon lo det e los marcave dins mon quasernet. Nos daissariam 15 mn. S'aviam pas lo temps de far passar tot lo monde, trobasiam un autre moment lo lendeman per contunhar.
Sonave un caladron e l'escotasiam recitar. Se l-i aviá dels pichons traucs, ajudave en bufar los mòts. Se vesiái que la poesia es pas apresa, arrestave al recitacion e demandave al calandron de la tornar preparar per un autre còp. Pagave la recitacion en téner compte de la longor de la poesia e la qualitat de la recitacion.
A la fin de la recitacion, tot lo monde aplaudissiá aquel qu'èra passat e los calandrons levavon lo det per prendre la paraula. Podiáun far part de lors remarcas, lors questions sus la poesia...
Ieu tanben fasiái un retorn en valorizar plan l'esfòrç e lo trabalh fach per cadun.

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