In: PACA Region Internship Internship newspaper in February 2013 special course ” creation in all its forms “Add a comment Read more 3 attachments Journal online internship Turini, GD 06, April-May 2014 …

By Jean-Charles Huver on 10/02/19 – 7:51 p.m. In: Region PACA> GD 04 – Alpes-de- Haute-Provence region PACA> GD 05 – Hautes-Alpes PACA region> GD 06 – Alpes-Maritimes PACA> GD 13 – Bouches-du-Rhone Region PACA> GD 83 – Var PACA region> GD 84 – Vaucluse PACA region Gr. preparation course internship training newspaper Start, continue Freinet a course of FREM PACA February 2019 Add comment more Polalhera the online newspaper internship Frem the Paca, in February 2015 … by Jean-Charles Huver the 03/01/15 – 4:58 p.m. in: PACA region Gr Preparation course internship training newspaper Freinet Pedagogy by environmental studies internship of FREM PACA 2 comments Read more internship Journal, GD 06 and 83.

Annot, in February 2018 … By Jean-Charles Huver on 05/03/18 – 1:52 p.m. In: Region PACA> GD 06 – Alpes-Maritimes Reg ion PACA> GD 83 – Var internship newspaper internship Start, continue Freinet: online newspaper of the course organized by the GD 06 and 83 Annot, February 2018 Add new comment Read more internship Journal FREM-PACA Internship Pradet ( 83) 14-17 February 2017 by Herve Allesant on 20/02/17 – 7:41 p.m.

in: Region PACA> GD 04 – Region Alpes-de-Haute-Provence PACA> GD 05 – Hautes-Alpes Region PACA> GD 06 – Alpes-Maritimes PACA> GD 13 – Bouches-du-Rhone Region PACA> GD 83 – Var PACA region> GD 84 – Vaucluse PACA Region internship newspaper following the internship newspaper with reports produced by the trainees, some photos etc. . Add comment The Polalhera 12 attachments, online journal of Frem Paca February 2013 … By Jean-Charles Huver on 02/16/13 – 3:23 p.m.

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In: The New Children’s Art Educator PEMF For teachers Arts magazine in December 1995 It has often highlighted the role played graphic expression-creation in the rebalancing of some children.

Then a help to live. It was also thought that a mastery of drawing would be an important asset for the exercise of certain professions. But if one often recalls the need for arts education, we still do not know how to achieve it.

The key here, as elsewhere, is it not to allow children to be as part of the? Not to, once again, merely theoretical words, we will closely follow the approach of a schoolmistress “artist” (an expression of Elise Freinet, who did so much for children’s art) Jeannette The Bohec.

His intervention will be interspersed with comments to mark the stages of trial and error and place them in current events in the development of the modern school. free drawing or let? “When starting out, I approached the free drawing, I had an infant class. At that time, I thought” free drawing “was put paint cans and paper . available for students and he had only to let. “- Now you have what it takes.

Now you’re doing, I do not care about you. “I long to understand that this attitude was rejetante”. Many still believe. In fact, it is often an activity that did not start because if we do not care.

So it might as helping children. “But in fact, it was the free paint, not the free drawing, because the graphics disappear, overwhelmed by the color. And it was particularly unfortunate that I had children from three to six years. But at that age, drawing is very important It is a language There was a class style…. Yet the generalized blur children were happy and pleased with their work, but it was not enough . I felt dissatisfied.

Without knowing why, I felt I was not in the right track. I felt that my little made do and I did not give them enough. A this time, I left the infant class to take a CP EC I continued to practice “free drawing” in the same way. I not respite even less time to my PC because of a , I thought my presence unnecessary and, secondly, I had two other divisions. Also, progress in my class were they Bottle Nearly ue zero.

Revive graphics However, after two years, reading brochures Elise Freinet, I realized that I did not take any of my “hand of the master.” In fact, I abandoned children. Then I “ironed” the drawings. Well, the child wanted to color the sky, orange pass this to the edge of the sheet … but he missed it by mistake. Then I realized his idea.

And already, the same painting was taking another look because it was more complete. “We must stop for a moment to this practice that might shock those who have actual experience of children’s artistic creation. At that time, everything had to. It was a total adventure.

The road was completely clearing. Even Elise did not know where it was headed. we knew nothing of children’s possibilities. we do not ask questions about this intervention . we had good conscience is simply helping children succeed they had undertaken -.. in fact, in the beginning, we have the right (duty) to intervene to homework service online
99%, provided that quickly increases to 90 % and 50%; eventually leading to 10%, by simply being more than the supplier of conditions for the realization of oeuvres.- “- But, above all, with a black brush, I resuscitated the embedded graphics.

And he began to revive. I had no impression of cheating because it was not added at once that previously exitat. The work grew in harmony because there was a balance between the layout and the color that devoured most.

However, we must recognize that the line was still more assured. Is this time, I did not give too swerve in the opposite direction? Did I not exaggerating my part of the master?

There was then a production unit characterized by colored areas outlined in black, on a uniform format (small notebook design.) However, the technique remains limited and egalitarian. Children accept their work which was barely retouched. They recognized it for their “However, the lady still felt little mistress.

It prevented children from growing children milling around, they did not advance How can they take the tangent Soaking models…?” – naturally, I thought of using the contribution of the great masters. I put all reproductions on the wall as I could (if there was a nearby museum, we would have gone there). I said nothing. I waited there osmosis. I watched the works of my children.

I thought those teachers would automatically be reflected in the children’s creations. But now I understand that these works should not be in the line of research of my students. I was fine to wait, I got nothing.

No miracle happened. There is no teaching of the great masters. So I tried something else. For all these girls from six to nine years, and with them, I tried to find out why these “images” were beautiful.

They said: “- The yellow goes well with red” or: “Here, there are only straight lines there, as curved lines..” The students were bored. Me too. Yet the tables we liked. But the drawings were still too poor.

So I wanted to give them more freedom in their meditation. On the pages of a great book, I stuck several reproductions and, below, I wrote a very simple comment: “Note how the painter made the background of the picture, that is to say that it’s behind the lady. first, right, purple or green rectangles and overlapping, left, yellow and brown curved lines. All these colors are found in the clothing of the lady. ” It was giving drink to children who were not thirsty.

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