gençanasummerschool - Centro Educativo Gençana

gençanasummerschool nº5 // www.gencana.es
Of wolves and rabbits
“If sailor tales to sailor
tunes,
CLAUDIA MURGUI | 6th ELEMENTARY
Last week the students in Gençana Summer School performed the plays ‘Uncle Wolf ’and ‘The White Little Rabbit’, both
of them directed by Sara, our theatre teacher.
‘Uncle Wolf’ shows the story of a greedy girl called Carmela that wants sweet fritters, so she has to go to Uncle Wolf’s
house to ask him for a big pan. He told her that in exchange she had to bring him a dozen of doused sweets, whole grain
bread and a bottle of wine. Her mum prepared everything for her in a basket, but Carmela ate and drank it all before going
to her uncle’s, making him really angry. ‘I wasn’t nervous because we had practiced that play a lot and when I acted I only
thought about having fun’, said Carlos, one of the actors. ‘The play was really funny and I had a great time watching it’,
said Eva, a person in the audience.
On the other hand, ‘The White Little Rabbit’, performed by students in Primary school, is about a white little rabbit that
wants to make a soup but a goat doesn’t allow him into his house, so he goes away to ask other animals for help until
eventually an ant chases the goat out.
storm
adventure,
cold,
if
and
heat
and
schooners,
islands and maroons
and
bucaneers
and
buried gold, and all the
old
romance,
retold
exactly in the ancient
way, can please, as me
they pleased of old, the
wiser youngsters of
DE LOBOS Y CONEJOS
La semana pasada los alumnos del curso de verano de Gençana representaron las obras teatrales “Uncle Wolf” (“Tío Lobo”) y “The White
Little Rabbit” (“El conejito blanco”), ambas dirigidas por Sara, nuestra profesora de teatro.
“Uncle Wolf” trata la historia de una niña glotona llamada Carmela que quiere buñuelos dulces, por lo que debe ir a casa del Tío Lobo a por
una enorme sartén. Él le pide a cambio una docena de dulces, pan integral y una botella de vino. Su mamá le prepara las viandas en una
cesta, pero Carmela se lo come y se lo bebe todo de camino, lo que provoca el enfado de su tío.
Por otro lado, los alumnos de Primaria representaron “The White Little Rabbit”, que trata sobre un conejito blanco que quiere hacer una
sopa pero una cabra le impide la entrada a su casa. El conejito pide ayuda a otros animales hasta que finalmente una hormiga echa a la
cabra.
to-day: -so be it, and
fall on!
If not, if studious youth
no longer crave, his
ancient
forgot,
appetites
Kingston
or
Ballantyne the Brave,
or Cooper of the wood
and wave: - so be it,
also! And may I and all
my pirates share the
grave where these and
their creations lie!”
The Treasure Island
White Little Rabit performance
Carlos J., Vicente, Rafael, Jordi and Claudia in Uncle Wolf
R.L. Stevenson
A soundtrack for history
RAFAEL CARBONELL | 4th SECONDARY
Some students in Gençana Summer School are taking a class entitled ‘Music in cinema’. Rubén, the English teacher, has
made an antology of some of the most relevant songs in the history of cinema, from Supercalifragilisticexpialocious (Mary
Poppins) or Stayin’ alive (Saturday Night Fever) to Eye of the tiger (Rocky III) or The time of my life (Dirty Dancing).
The purpose of those classes is that the students listen to English music and practice their comprehension skills, while they
learn new vocabulary through the lyrics and get to know about the history of cinema taking a chronological tour over it.
UNA BANDA SONORA PARA LA HISTORIA
Para las clases de “Música en el cine”, Rubén, el profesor de Inglés, ha preparado una antología con algunas de las canciones más
relevantes de la historia del cine, desde Supercalifragilísticoespialidoso (Mary Poppins) o Stayin’ Alive (Fiebre del sábado noche) pasando
por Eye of the tiger (Rocky III) o The time of my life (Dirty Dancing).
El propósito de estas clases es que los alumnos escuchen música en inglés y practiquen sus habilidades en comprensión oral, a la vez que
aprenden vocabulario a través de las letras y adquieren conocimientos acerca de la historia del cine haciendo un recorrido cronológico.
Cut from Saturday Night Fever (1977)
gençanasummerschool
nº 5 July 2014 // www.gencana.es
How do robots work?
JOSÉ VICENTE CERVERA | 1ST SECONDARY
First of all, we should explain something that many people don’t know: the difference between robots and machines. While machines are controlled
mechanically and can only be programed once, robots are controlled electronically and can be reprogramed if we want to change their duties or correct
their malfunctions.
In the Robotics summer course, our students are using Roboprog, a software program through which the pupils are writing the instructions that the robot
must obey in order to move properly and overcome the challenges proposed by the teacher. The robot’s structure is similar to the one called ‘Rumba’, a
domestic robot that wipes and cleans the floor.
¿CÓMO FUNCIONAN LOS ROBOTS?
Primero que nada, debemos explicar la diferencia entre los robots y las máquinas. Mientras que las máquinas se controlan mecánicamente y solo se pueden programar una vez,
los robots se controlan electrónicamente y pueden ser reprogramados.
En el curso de verano de Robótica, nuestros alumnos están utilizando Roboprog, un software a través del cual se escriben las instrucciones que el robot debe obedecer para
desplazarse adecuadamente y superar los retos propuestos por el profesor. La estructura del robot es similar a la de ‘Rumba’, un robot doméstico que limpia el suelo.
Robot with obstacle detection
Two students of the Robotics course with their robot
Wild animals invade Gençana
PABLO MARTÍNEZ | 6TH ELEMENTARY
In summer school, Preschool kids are making a poster about the Mediterranean Sea and its animals. They have been decorating it with rolling paper,
crayons, coloured stones, cardboard, watercolours and tissue paper. They want to recreate it both indoors and outdoors. I think they are doing a great job!
On the other hand, pupils in first cycle of Elementary are learning about curious animals. This week they’ve been working on flamingos and the things they
eat, so they are studying the food chain. In order to make little flamingos, they have used soft wax, plasticine and watercolours. They are also learning weird
things about them, like why they are pink. Their exhibition will be displayed at the school’s entrance.
ANIMALES SALVAJES INVADEN GENÇANA
En el curso de verano, los alumnos de Infantil están haciendo un póster sobre el mar Mediterráneo y sus animales. Lo han estado decorando con rollos de papel, lápices de
colores, piedras coloreadas, cartón, acuarelas y papel de seda y lo recearán tanto dentro como fuera de las aulas.
Por otro lado, los alumnos de primer ciclo de Primaria están aprendiendo sobre animales curiosos. Este semana han estado estudiando los flamencos. También han hecho
pequeños flamencos con cera, plastilina y acuarelas.
Plasticine flamingos (Miravaca Project)
Sea animals displayed (Mediterranean Project)
gençanasummerschool
nº 5 July 2014 // www.gencana.es
A true travelling tale
MÓNICA GÓMEZ | 6TH ELEMENTARY
Gençana has been the only Spanish school selected to participate in an international narrative project
with seven more schools from all over the world. The countries that will participate are Germany, the
UK, Italy, Angola, the Netherlands, Mexico and Spain. The project, which was proposed by Haydon
School (London, UK), consists of writing a travelling tale. Once a school finishes their part of the story
they will pass their work to the next school as if following a chain. Haydon School, who will be the
last ones in the chain to read and write their part, will review all the work and will e-mail a full copy of
the story to the other participating schools. Our turn is going to be in January 2015 and there will be
students from 2nd to 3rd of ESO taking part in it. It has been a pride for Gençana to be chosen for a
workshop like this. Also, it is a good way to encourage and motivate us to write and show our literary
creativity beyond our borders.
‘It has been pretty difficult to be chosen but we finally made it. We registered Gençana in the British
Council Schools Online platform and tried to establish contact with schools from the UK and Ireland.
So when we received the proposal of the school from London after a few months waiting for a reply, we
accepted the challenge without hesitating’, said Rubén, the English teacher.
UN AUTÉNTICO RELATO VIAJERO
Gençana ha sido el único centro español seleccionado para participar en un proyecto literario internacional que
contará con la participación de siete países: Alemania, Reino Unido, Italia, Angola, Países Bajos, México y España.
El proyecto, propuesto por Haydon School (Londres, Reuno Unido), consiste en escribir un relato de viajes.Cuando
cada centro haya terminado su parte de la historia, la pasará al siguiente centro en la cadena. Haydon School,
últimos de la cadena en leer y escribir su parte, revisará el texto y enviará una copia por e-mail a todos los centros
participantes. Nuestro turno será en enero de 2015 y participarán estudiantes de 2º y 3º de E.S.O. El trabajo supone
una excelente oportunidad para motivarnos y animarnos a escribir y mostrar nuestra creatividad literaria más allá de
nuestras fronteras.
One after the other
EVA LÓPEZ | 1ST SECONDARY
In the Cinema workshop we learnt how to plan and shoot a short film. Kim and Lilia, the teachers, helped
us write the script, which is about five girl-ghosts and a boy who must find five objects for them. We wrote
about the characters and their speeches, the scenes and the sets. The title of the film is ‘One after the
other’.
The teachers then taught us how to use a real TV camera and some special effects that you can make.
In order to shoot a film properly, you must not move the camera too much because the image could be
easily blurred. We created special effects such as ‘ghost-writing’ on a blackboard or making the characters
disappear in front of the audience’s eyes. We also played instruments for the film’s background music and
its soundtrack. Finally, we presented our work as in a real movie premiere. We enjoyed the experience a
lot and had a great time!
UNO TRAS OTRO
En el curso de Cine hemos aprendido a planificar y rodar un cortometraje. Kim y Lilia, los profesores, nos ayudaron con el
guión, que trata sobre cinco espectros femeninos y un niño que debe encontrar cinco objetos para ellas. Escribimos sobre
los personajes y sus discursos, las escenas y los decorados. El título del corto es “One after the other” (“Uno tras otro”).
Luego los profesores nos enseñaron como utilizar una cámara de televisión y algunos efectos especiales que se
pueden hacer. También tocamos instrumentos para componer la banda sonora y los efectos ambientales. Finalmente,
presentamos nuestro trabajo como en un auténtico estreno cinematográfico.
Shooting at school
CARLOS GÓMEZ | 6TH ELEMENTARY
The students attending the Cinema workshop
prepared a short film, being the premiere on
Friday 11.
It was about a boy who must find five objects
to help five ghosts rest in peace.
They shot the scenes both indoors (in the
classrooms) and outdoors (in the garden) and
they used a professional camera and special
equipment. Daniel was the actor playing the
role of the boy and the five ghost-girls were
Havana, Eva, Lola, Marta and Lucía.
The students got really involved because
they love cinema, so they encouraged other
people to participate and appear in the film.
RODANDO EN LA ESCUELA
Los estudiantes del taller de Cine prepararon un
corto cuyo primer pase fue el viernes día 11.
El filme trata sobre un niño que debe encontrar
cinco objetos para que cinco fantasmas descansen
en paz.
Las escenas se rodaron tanto en interiores (aulas)
como en exteriores (jardín), y se utilizó una cámara
profesional y equipamiento especial. Daniel
interpretó el papel del niño y las cinco niñasfantasma fueron interpretadas por Havana, Eva,
Lola, Marta y Lucía.
Los alumnos se involucraron mucho porque les
encanta el cine y animaron a otras personas a
Cinema students during the short film’s premiere
participar y aparecer en la película.
gençanasummerschool
nº 5 July 2014 // www.gencana.es
Science...fiction?
PEPE GUILLEM | 2ND SECONDARY
Robots are machines that help humans in some activities like building cars, cleaning the house or
cooking. These machines are programed to do tasks with more accuracy than a human would.
Nowadays, they are a great advantage for our daily life, because they help us do hard work, but they
also have disadvantages: it is very hard to program them and they are expensive to build. However, the
robotics field is developing so much that we should start thinking about the possible consequences of
such development. In my opinion, androids –robots with human appearance or features- will be better
than humans in the future, so they will do all the work and we will not do anything, with the subsequent
loss of jobs especially in developed countries. Furthermore, the world of cinema has showed us good
examples of what could happen to the world if we don’t control the exponential growth of today’s
technology. Or we could even go further and create totally biological robots -like the Replicants in ‘Blade
Runner’- that can’t be distinguished from humans. In any case, let’s think of a more positive scenario
with examples of kind robots designed to give us a hand and even save the world in case things go
wrong, like R2D2 and C-3PO from the Star Wars saga.
¿CIENCIA...FICCIÓN?
Los robots son máquinas que nos ayudan en actividades como construir coches, limpiar el suelo o cocinar. Sin
embargo, el campo de la robótica está avanzando tanto que deberíamos empezar a pensar en las consecuencias de
tal desarrollo. En mi opinión, en el future los androids harán todo el trabajo, con la consecuente pérdida de empleos
sobre todo en el mundo desarrollado. Además, el mundo del cine nos ha dado muchos ejemplos de lo que podría
ocurrir si no controlamos el crecimiento exponencial de la tecnología actual. Por ejemplo, una inteligencia artificial
realmente avanzada podría volverse autoconsciente y vernos a los humanos como una amenaza contra su propia
existencia. En cualquier caso, también tenemos ejemplos de robots que nos pueden ayudar a salvar el mundo si las
cosas se ponen feas, como R2D2 y C-3PO, de la saga de Star Wars.
R2D2 and C-3P0 from the Star Wars saga
Courage is asking why
CLAUDIA MURGUI | 6TH ELEMENTARY
Courage is going to be Gençana’s monographic topic for next school year. This
year’s monograph, fear, helped us choose the next one because ‘in order to face fear
you need courage’. Some of the literary references and authors that we will handle
are Julián Marías, who once said ‘when I was a child I wanted to be a pirate’ and ‘life
can’t be lived with dignity without a certain dosage of courage’ or Fernando Savater’s
Childhood Recovered (1983). We will also read and study important works related to
the concept of courage such as Treasure Island (Robert L. Stevenson), Tom Thumb
(The Brothers Grimm), the Greco-Roman classical epics or the medieval heroes. And
as in all of our literary carnivals we are going to receive the visits of some illustrators
and writers, like Gustavo Martín Garzo or Joan Manuel Gisbert.
Our agenda is going to be illustrated by Miguel Calatayud and our teachers of French,
English, Spanish, Valencian and Philosophy have made the selection of poems,
abstracts and quotes which will appear within. Finally, the carnival’s poster will be
designed by the well-known illustrator Luis de Horna.
LA VALENTÍA ES PREGUNTAR POR QUÉ
El valor será el tema monográfico de Gençana el próximo curso escolar. Algunos de los autores
y referencias literarias que manejaremos serán Julián Marías, quien una vez dijo “La vida no se
puede vivir con dignidad sin una cierta dosis de valor”, o la novela “La infancia recuperada”
de Fernando Savater.vTambién leeremos y estudiaremos obras importantes relacionadas con el
concepto del valor como “La Isla del Tesoro”, “Pulgarcito”, las épicas clásicas del mundo griego y
romano o los héroes medievales. Como cada año, recibiremos visitas de autores como Gustavo
Martín Garzo o Joan Manuel Gisbert.
Nuestra agenda será ilustrada por Miguel Calatayud y nuestros profesores de Lenguas y
Filosofía han hecho la selección de poemas, fragmentos y citas que aparecerán en ella. El póster
del carnaval será diseñado por el conocido ilustrador Luis de Horna.
Illustration awarded with the National Prize (Luis de Horna, 1981)
Poetical memories
CARLOS GÓMEZ | 6TH ELEMENTARY
Last Friday 18th Claudia Murgui and I performed a recital of musical poems for Preschool and Elementary students and for parents too. We did our
rehearsals in the expression room with our theatre teacher Sara. Our idea was to make the people have fun and refresh their memories with poems and
songs that they studied when they were young.
RECUERDOS POÉTICOS
El pasado viernes 18 Claudia Murgui y yo presentamos un recital poético para alumnos de Infantil y Primaria y también para padres. Ensayamos en la sala de expresión con
Sara, nuestra profesora de teatro. Nuestra idea era hacer que la gente se divirtiera y que refrescaran su memoria con poemas y canciones que estudiaron cuando eran más
jóvenes.