Sesión 8 taller Elodia seminario storybooks

Inicio de la Sesión del Seminario

Comentarios Generales

• Se inicia la sesión del seminario el 6 de junio, agradeciendo a los asistentes por su participación.

• Se mencionan actividades futuras que se presentarán durante la sesión.

Avances en el Proyecto de Relatos

Progreso en Imágenes

• Se han completado 13 de los 24 relatos con imágenes, destacando el relato ilustrado en Raramuri sobre "los gigantes".

• El segundo relato ilustrado es sobre "los dos compadres", creado por Luis Flores, y se menciona un estilo artístico atractivo.

Relato de Eder en Zapoteco

Historia Personal

• El relato trata sobre un migrante que comienza a trabajar desde joven y su evolución laboral hasta llegar a Puerto Vallarta.

• La historia incluye detalles sobre su vida como comerciante vendiendo textiles en la playa.

Estilo Artístico y Conexiones Culturales

Apreciación del Arte

• Las ilustraciones tienen un estilo sombrío que refleja bien el entorno cultural de Chihuahua y los Raramuri.

• Se destaca la importancia de mantener un estilo visual coherente entre relatos para facilitar la identificación cultural.

Mejora en Visualización Lingüística

Cambios Propuestos

• Se discute mejorar los botones para cambiar entre lenguas, sugiriendo usar nombres completos para mayor claridad.

• La propuesta incluye simplificar cómo se presenta información sobre las lenguas para una mejor comprensión por parte del usuario.

Inclusión de Recursos Adicionales

Nuevas Funcionalidades

• Se ha añadido una pestaña de recursos donde se puede incluir información adicional sobre las lenguas y sus características culturales.

• La idea es hacer accesible esta información tanto dentro como fuera del contexto narrativo principal.

Presentaciones Programadas

Talleres y Experiencias Compartidas

• Se planea discutir experiencias previas relacionadas con talleres realizados por Elodia y Faustino, quienes trabajaron con niños usando relatos indígenas.

Taller de Literacidad con Niños

Enfoque Educativo

• Elodia comparte su experiencia enseñando literacidad a niños hablantes del Misteco, enfatizando la importancia de utilizar cuentos nativos adaptados al contexto local.

Actividades Interactivas Durante el Taller

Dinámicas con Niños

• Los niños participaron activamente al leer cuentos e inferir lo que seguía, mostrando interés y atención durante las lecturas guiadas realizadas por Elodia .

Reflexiones Finales

• Al finalizar cada taller, los niños dibujaron escenas relacionadas con los cuentos leídos, promoviendo así una conexión más profunda con el contenido cultural .

Reading Activities with Children

Guided Reading Experience

• The guided reading involved a short story that kept the children's attention, allowing them to identify familiar geographical features, such as hills. A child from a nearby ranch recognized a hill similar to one described in the story.

• Each child participated by drawing the hill they were most familiar with, showcasing personal connections to their experiences, like a girl who drew a hill she climbed with her grandmother.

Engagement and Participation

• One child, who is monolingual in Misteco, was particularly engaged during the storytelling as he listened attentively and began drawing based on his understanding of the narrative. His enjoyment was evident through his expressions while participating in activities.

• Another child named Juan showed less participation but enjoyed listening to stories in Misteco, highlighting varying levels of engagement among students during these sessions.

Health Awareness Among Students

• Notably, some children wore face masks due to illness, indicating an awareness of health protocols within their community. This behavior reflects an educational shift towards health consciousness among young students regarding illness prevention practices.

• The teacher noted that this awareness might stem from guidance provided by health authorities or community education efforts about illness management and prevention strategies for children.

Storytelling Techniques and Cultural Relevance

Eclipse Story Introduction

• The session transitioned into discussing an eclipse that had occurred recently; students shared their knowledge about it and how it affected school schedules. This connection helped ground the upcoming story in their lived experiences and prior knowledge.

• Emphasis was placed on attentive listening as certain parts of the story required repetition from all participants, fostering collective engagement during storytelling sessions.

Interactive Learning Methods

• During storytelling, sound effects were incorporated (like those made by traditional instruments), which turned into a playful activity for children as they repeated sounds together enthusiastically—demonstrating effective engagement techniques through interactive learning methods.

• The teacher received positive feedback from another educator observing the class's high level of attentiveness and joy during activities; this prompted discussions about replicating such workshops across different classes within the school system.

Creative Expression Through Art

Transitioning from Drawing to Model Making

• After engaging with stories through drawing exercises, students created models using recycled materials under parental guidance—showcasing collaborative efforts between parents and children in creative projects related to storytelling themes like eclipses and hills.

Parental Involvement

• Parents played active roles during model-making sessions; one father assisted his daughter by explaining astronomical concepts related to eclipses while helping her adjust her model accordingly—highlighting valuable family involvement in educational activities.

Reflections on Teaching Practices

Continuous Improvement Through Feedback

• The teacher reflected on previous lessons learned from earlier stories told; adjustments were made based on student interactions which improved future lesson plans—emphasizing iterative development in teaching practices.

Adapting Materials for Student Needs

• Considerations were made regarding material selection for future lessons based on student comprehension levels; shorter texts were chosen when necessary to ensure better engagement without overwhelming learners.

Future Planning for Educational Workshops

Scheduling Challenges

• Plans for further workshops faced delays due to external factors (e.g., strikes), prompting discussions about rescheduling opportunities at the beginning of new academic terms while ensuring continuity in educational programming.

Collaboration Across Classes

• There are intentions expressed by other teachers interested in integrating similar storytelling workshops into their classrooms after observing successful outcomes; collaboration will enhance resource sharing among educators.

Community Engagement Strategies

Building Capacity Within Schools

• Suggestions arose regarding fostering internal capacity within schools so that interventions can be sustained over time through teacher involvement—ensuring long-term benefits beyond initial workshops.

Teacher Collaboration Opportunities

• Creating discussion circles among teachers could facilitate deeper understanding of project dynamics while encouraging them to contribute ideas enhancing overall program effectiveness moving forward.

Project Updates and Workshop Planning

Overview of Project Constraints

• The original project had a budget cap, which has been adjusted to accommodate additional materials needed for workshops. This flexibility is seen as beneficial for effective workshop delivery.

Timeline and Budget Considerations

• All activities related to the project must be completed by the end of June, with no reimbursements available for expenses incurred after this date. This includes potential workshops in August or September, which would require upfront material costs.

• Any expenses made after June cannot be reimbursed; however, there is some leeway for urgent cases where prior arrangements can be discussed with Araceli.

Recording Sessions and Administrative Processes

• There is still budget available for those who need to travel to San Luis Potosí for recording sessions before the July deadline. Participants are encouraged to finalize their plans soon due to slow administrative processes in July.

• Specific individuals (Elodia, Dalia, Alicia) are invited to come for recordings if they can confirm their availability within June's timeframe. The importance of timely planning is emphasized due to upcoming administrative closures in July.

Progress on Translations and Recordings

• Hilario has completed his translations and revisions; these will now proceed through website uploads and audio recordings following established protocols. Corrections will also be made based on feedback received during this process.

• Luis needs one more story translated before he can continue with his tasks; once that’s done, he can begin reviewing translations and preparing scripts for recording sessions in San Luis Potosí.

Workshop Execution Plans

• Alicia confirms her commitment to conducting workshops with children next week but lacks specific budget details from previous discussions about funding allocations for materials and travel expenses associated with these workshops. She aims to finalize preparations soon.

• Emphasis is placed on ensuring that translation reviews are completed before audio recordings begin since changes post-recording could disrupt alignment between text and audio outputs. This highlights the importance of thorough preparation ahead of time.

Material Preparation and Distribution

• Discussions include how many printed materials will be required for children's workshops; participants express a desire for tangible resources that enhance engagement during sessions, indicating a preference towards physical copies over digital formats when possible.

• Elodia expresses interest in printing stories without images due to delays from illustrators; she seeks clarity on how best to adapt her materials while ensuring they remain engaging despite missing visuals at this stage of development.

Future Meetings and Follow-ups

• A follow-up seminar is proposed within two weeks where participants can share experiences from their respective workshops; scheduling options include Thursday dates that accommodate most attendees' availability.

This structured approach ensures all participants remain informed about deadlines, responsibilities, and expectations moving forward as the project progresses toward its completion goals while maintaining quality standards throughout the process.