Report Family Traditions June 2011

Family Traditions
http://visualnarratives.wikispaces.com/family+traditions
• East Seymour Primary School / East
Seymour, CT, USA
• Taller Expresario , Bogotá, Colombia
• Jasmim School , Gaia, Portugal
• Malasya
• Bilkent Primary School, Ankara, TURKEY
I initiated the art exchange project, Family Traditions, with the goal
of increasing students’ awareness, appreciation, and
understanding of the similarities and differences of other children’s
lives, through the sharing of narrative works of art illustrating family
traditions celebrated around the world. This authentic learning
experience provided students’ with an opportunity to truly
understand the communicative power of art. Art educators from
Portugal, Colombia, and Malaysia participated in this project with
me, collaborating together on projects that will allow students to
learn about each other through their art.
CAROL GOFF, K-5 ART TEACHER

R. D. SEYMOUR SCHOOL
EAST GRANBY, CT 06026
USA
Malasya
Colombia
R. D. Seymour School
East Granby, CT 06026
USA

REFLECTIONS ON THE ART
EXCHANGE PROJECT: FAMILY
TRADITIONS

CAROL GOFF, K-5 ART TEACHER
R. D. SEYMOUR SCHOOL
EAST GRANBY, CT 06026
USA
In art classes, before creating their initial drawings for the project,
fourth grade students from East Granby, CT learned about
American artist, Norman Rockwell, and observed and discussed
one of his Four Freedoms Paintings, “Freedom from Want”. This
discussion led to an independent brainstorming activity where
students developed lists of both shared traditions (holidays), as
well as special and unique family traditions that occur throughout
their everyday lives. Once they selected one idea to illustrate, the
children were reminded to think about the people involved, the time
of year, the setting, and the type of food and activities involved.
The students had a choice of media to select from when creating
their piece for the art exchange, being limited only to the size of the
2D illustration due to the anticipated costs of the future mailing of
the group’s works for the traveling exhibit. Creating 3D work for
the art exchange was also an option, as digital pictures of the
student work could be emailed.
Students from the other countries participating also studied the
narrative work of a local artist selected by their teachers. When the
project is complete and all work from each country has been
received, I plan to organize the student work into both an online
exhibit as well as a traveling art exhibit to each of the participating
countries
Another special component of this project is the dynamic synergy
created through the collaboration with other art educators around
the world. I have truly enjoyed exchanging ideas between all of the
teachers involved in this art exchange project and plan to
incorporate some of these new ideas into future lessons.
My students are excited to view the work received from each of the
three other countries when they return to school this September. It
was delightful to see the children thoughtfully developing their
narrative art works in order to clearly convey the story behind their
selected Family Tradition.
Our goal was to complete the art exchange project by the end of
May 2010, however, time restraints impacted this goal for some of
the teachers, so I anticipate receiving the rest of the student work
by the end of this summer, with the first exhibit of Family Traditions
occurring in East Granby, CT, USA in the Fall.
Exhibition East Seymour-
April/May 2011
P O R TUG AL . education trough art
INTER C ÂMB IO ATR AVÉS da AR TE

em P O R TUG AL
International Art Exchange
I
Portugal
I
Escola Jasmim
Valadares. Vila Nova de Gaia. Oporto

I
Primary School - 3rd level
I
Curricula Contents
.Localization of Portugal in the World Map and in Europe Continent
.Portugal and his Districts, administrative distribution and characteristics
I
“Family Traditions” Art Project
I
Activity:
Each student work about one District, its Characteristics and Traditions.
I
Easter time meanwhile
I
“Easter Family Traditions”
I
Searching, Observation and Collecting Operation
I
Amadeo de Souza Cardoso Portuguese Artist
I
Painting by the “pochoir” manner of the artist
I
P O R TUG AL . education trough art Escola Jasmim, our school
The school’s front
The pleasant school’s entrance
Our big playground with a lot of

space, trees, plants and bugs to
discover and play with…
Escola Jasmim, our school
The nice and large school’s hall for multiuses

Escola Jasmim, our school
More playground where all children love to play…

3rd Level Curricula Contents
.Localization of .Portugal and its Districts,
Portugal in the World administrative regions and

Map and in the characteristics
European Continent
Activity:
Each student work about one District, its
Characteristics and Traditions

Activity:
Each student work

about one District, its
Characteristics and
Traditions.
And here it is:

The whole country:
PORTUGAL itself
painted as a puzzle
in a canvas.
It´s beautiful,
isn´t it ?
In Portugal there many Family Traditions:

some are similar to other western countries,
they happen in the same time and may have
similar forms…
But…there are, always, differences…
Let’s see some, with the help of the arts!

Flowers of Easter
“Folar” cake and Sweet Rice – some

of the most delicious things of Easter
Sweet Rice
Mother duck hatching the eggs.

FOLAR, the traditional easter cake with differents recipes and

shapes according to the differents manners and cultures
among the several districts of Portugal.
The almonds dry fruit very typical

all over the country but mainly
at very north and very south
…and the sweet almonds

are similar in shape. These
are used all over the
country.
Easter Sugar’s Almonds and coloured eggs
for the children and all the family
Compasso, the traditional procession after the
religious Aleluia Ceremony at the church.
The Palm tree

leaves for the
religious feast
Amadeo de Souza Cardoso
Portuguese Artist
He lived between 1887 an 1918 at the north of Portugal.

His early works were stylistically close to naturalism and impressionism.
Around 1910, influenced both by Cubism and by Futurism, he became one of
the first modern Portuguese painters. His style is aggressive and vivid both
in form and colour and the compositional structure of his works may seem
random or chaotic at first sight but are clearly defined and balanced. His more
innovative paintings look like collages, and seem to pave the way to
Abstractionism or even Dadaism.
Amadeo de Souza Cardoso Portuguese Artist
Some paintings by Amadeo were inspired in forms

and colours of Portuguese folk arts
Esboços e Desenhos/ Explorando os materiais e seus efeitos
Sketches and Projects/ Exploring the materials and their effects…
Ovos/ Eggs
Folar da Páscoa /
Easter Cake
Flores/Flowers
Artwork created with Oil and Soft Pastels
Painting by the “pochoir”manner of the artist
Exploring the materials and their effects

From the forms created everybody constructed stencils forms
The EGGS, ALMONDS or FOLAR forms

Easter FLOWERS forms

some FOLAR cakes forms

FOLAR cake form FLOWER form

P O R TUG AL . education trough art Painting by the “pochoir” manner of the artist
Easter symbols
Painting by the “pochoir”manner of the artist
The inspiration of the symbols to create…
Week after week the work goes on…
The coulours are lively and bright.
It’s important not to forget the aim of the project as well as
the Amadeo style.

The final artwork 1: a painting in canvas
That was a great experience! It was a lot of fun!!!
We learn and practice some interesting things:
.More about our country, our traditions

.More characteristics of each district
.Family traditions, our and the others
.Easter Symbols and Signs
.Easter Forms and Colours
.About our big artist Amadeo de Souza Cardoso
.The “pochoir” technics
And, after all, we know better each other…

THANKS EVERYBODY who participate in this project!
.
This Art Work was created by the 3rd level class of
JASMIM SCHOOL at Valadares, Gaia, PORTUGAL
Pupils:
Ana Filipa Amorim
Ana Nadais
António Moniz
Beatriz Figueiredo
Bruno Cirne
Carlos Francisco Anjos
Dinis Silveira
Diogo Sousa
Inês Castro
Francisco Batista
Francisco Gomes
Leonardo Brito
Luís Melo
Marta Abreu
Martim Prata
Sofia Magalhães
RegularTeacher: Rita Esteves

Art Teachers: Manuela Prata and Fernanda Santos

REFLECTIONS ON THE ART
EXCHANGE PROJECT: FAMILY
TRADITIONS

TERESA TORRES DE EÇA
VISUAL ART TEACHERS ASSSOCIATION APECV
JUNE 2011
When Carol invited me to join her in the project I look for teachers
accepting to collaborate in a multicultural project through visual
arts. The first idea was to share a common theme for a visual art
lesson as a starting point to facilitate students’ learning engaging
transdisciplinar approaches. One year later I realised that we
accomplished our objectives. Through visual story telling children
were able to become aware of their own cultural identity in order to
tell the 'others' from another country about what the sense of
communnity , what makes them unique to the other children.
Visual Arts education is powerful tool to work in Peace Education,
projects like this one show such possibilities.
TERESA TORRES DE EÇA, APECV, 6- June 2011

Exhibition , Bragança-
Portugal , May 2011
Bilkent Primary School
Bilkent University, East Campus
Ankara, TURKEY
Turkey's Topic: Traditional Wedding Rituals
Aims of the Project:
To promote international-mindedness in art classes
To help students be open minded and sensitive about other cultures thorugh art
To encourage students appreciate works of art from different countries

“Traditional Wedding Rituals”
Famiy Traditions
IDF Bilkent Primary School “CREATIVE ATELIER CLUB” Grade1&4 students and Grade 6 and 8
students are going to work on the topic “Traditional Wedding Rituals”
Project Coordinators:
Burcu Diker (Visual Arts Teacher)
Şükran Şahin (Visual Arts Teacher)
Özlem Baytan (Visual Arts Teacher)
Erol Saçak (Design and Technology Teacher)
Özge Toplu (Design and Technology Teacher)
Nil Çelik (Visual Arts Teacher)
• ACTIVITY-1
• Aim: The comparision of the past culture with today’s culture by our students, role
playing, re-interpretation, based on the observation-analysis techniques, to provide
permanent learning in the museum by the help of applications.
• Activity 1/ “Acting Out the Traditional Wedding Rituals”

• Participants in the Program: 35 Grade 1 and 4 students in the Creative Atelier Club
• Time: 40 ‘ Before visiting the Museum; 120’ The duration of the visit to the museum;
120 ’ After the Museum visit

Application Process:
Before visiting the Museum:
Before the visit to the museum; showing photo, giving information, giving
research paper homework, sending a letter informing parents.
Making an appointment, planning a visit to the museum (how many
hours to stay/how long to stay, meals, round-trip, transportation) Getting
general information from a museum educator about the museum during
the visit to the museum
Visit to the Museum
The Ethnography Museum of Ankara was built as the first museum

structure of Ankara and Turkish Republic in 1925. In the museum the
three-dimensional images which reflect Turkish traditional lives is
located in the showcases which has ethnographic objects. Students
walk through the museum in general. The part on henna night and
wedding showcases is examined in detail. Although there are some
changes in wedding rituals in Turkish Culture in different regions, all of
them are performed in the standard patterns. In our planned visit, in
accordance with the project topic our students performed “Henna
Night”, which is a part of our traditional weddings, at the museum. The
students wearing appropriate clothing to the event performed the
dances, folk songs, the tradition of applying henna, food, groom
shaving, the tradition of throwing money, and the other moments.
Road to the Marriage in Turkey: Kına Gecesi –Henna
Night
Henna is a kind of coloring powder obtained from the

tree of Henna.
Henna Night, is a traditional ceremony symbolizing the

last night of a bride in her father’s home. It is a ritual of
tattooing the hands and feet of the bride with henna in a
ceremony that usually the girls and women are invited…
In the Henna night, the bride and the ladies, wearing
traditonal dresses, dance with folkloric or oriental music
and songs. (www.istanbul-pedia.com)
Please have a look at the photos of our
students acting out the henna night for
you and then send your questions and
comments to us through the forum. Have
you found similarities between your
culture and ours? Have you found
anything interesting?
Hatice ILDIROYUK, the educational specialist of the
Ethnography Museum Management Department, gave
information about the Ethnography Museum and wedding
rituals. Then, during the creative drama activity carried out
under the leadership of Ankara University Faculty of
Educational Sciences lecturer Dr. Ayşe OKYUVARAN, our
students spent enjoyable time by living the traditional
henna nights. At the same time, our students had a
journey to the past in this museum in which the examples
of Turkish art from Seljuk to the present are exhibited, and
also in which there are showcases belong to our customs
and traditions.
Have you ever seen traditional Turkish
wedding gown or head dress like this before?
Please write your comments to us through the
forum
More Information at
http://obi.moodle.bilkent.edu.tr/2010-2011/course/view.php?id=43
1. Please, first go to www.obi.bilkent.edu.tr

2. Choose English Version
3. Click 'Primary'
4. Click 'Obi Moodle' under the 'Quick links' (on the left)
5. Click 'project'
6.Click 'family traditions'
7.Type your username 'tempstudent'
8.Type your password 'project'
9. Click 'Giriş/login'

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Family Traditions

CAROL GOFF, K-5 ART TEACHER

INTER C ÂMB IO ATR AVÉS da AR TE

Valadares. Vila Nova de Gaia. Oporto

The school’s front

The pleasant school’s entrance

Our big playground with a lot of

The nice and large school’s hall for multiuses

More playground where all children love to play…

Portugal in the World administrative regions and

Characteristics and Traditions

Each student work

And here it is:

In Portugal there many Family Traditions:

some are similar to other western countries,

they happen in the same time and may have

But…there are, always, differences…

Let’s see some, with the help of the arts!

“Folar” cake and Sweet Rice – some

Mother duck hatching the eggs.

FOLAR, the traditional easter cake with differents recipes and

The almonds dry fruit very typical

…and the sweet almonds

The Palm tree

He lived between 1887 an 1918 at the north of Portugal.

Some paintings by Amadeo were inspired in forms

Exploring the materials and their effects

The EGGS, ALMONDS or FOLAR forms

Easter FLOWERS forms

some FOLAR cakes forms

FOLAR cake form FLOWER form

the Amadeo style.

.More about our country, our traditions

And, after all, we know better each other…

RegularTeacher: Rita Esteves

TERESA TORRES DE EÇA, APECV, 6- June 2011

Aims of the Project:

To promote international-mindedness in art classes

To encourage students appreciate works of art from different countries

• Activity 1/ “Acting Out the Traditional Wedding Rituals”

120 ’ After the Museum visit

The Ethnography Museum of Ankara was built as the first museum

Henna is a kind of coloring powder obtained from the

Henna Night, is a traditional ceremony symbolizing the

1. Please, first go to www.obi.bilkent.edu.tr

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