2018 IIME REPORTCountry/Region [ Perú ]School[ Colegio La Unión ] Teacher [ César Carrascal Vizarreta ] Grade ( 5 )JP school [ Omuta Chuo Elementary School ] Teacher [ Hitoshi Tanamachi ]Member ( 25 )# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson
Social Studies

Hours

Identify cultural heritage

4

Japanese

Communicate their ideas and greetings in Japanese

6

Visual Arts

Identify cultural heritage, sketching, Drawing and painting

12# Theme and Message of the muralTheme

Cultural Patrimony

Messageknow the culture of others allows us to appreciate and respect each other in friendship.

United thoughts toshare with the world# Effects and Problems
Effects your students have gained
Learn more about Japanese students andcommunicate with themknow about the city of Omuta and its patrimonies

Points for further improvement
Share more visual material and information about
the country and community, preferably in English.

# How has your impression toward your partner’s country/region and the world changed?

Changes in the students
The students realized the similarities they havedespite cultural differences such as language andcustoms. They also realized that art is a way of joining.

Changes in the teachers
Have a knowledge and approach to other cultures,
recognizing and agreeing on points of interest thatare universal such as culture and art.

# Flow of the Activity
ContentMEET
Selfintroduction

SHARE
Research onthe theme

UNITE
Unitedmessage/
Mural design

CREATE
Mural
painting

MonthAug
Sept

Oct

NovJanWhat you did

Your students attitude/reflection

We made a video about thecultural heritage of Lima.
Video conference between
students and members of the twoinstitutions.
The students recorded greetings
in Japanese, communicating theirhobbies and what they like mostabout Lima and Japan.

The students participatedenthusiastically, identifying theircultural heritage and practicing
the Japanese language. Theinteraction with the students ofJapan was very pleasant forthem and allowed to breakcultural barriers such aslanguage.

The students identified andsought information about Lima's
main cultural heritage and sharedit by writing in Japanese with thehelp of the language teacher.

The students were able to learn
more about their own heritage
and were surprised to learn thedetails and importance of someof them.

We exchanges ideas andinformation such as videos,images and texts.

The students were excited to see

15 students attended during their

It was the most fun andvacations to draw and paint theinteresting stage for the students

mural from the sketches

because they could appreciatepreviously made during thethe work of the Omuta students

school period.

and because they could draw andimages of the city of Omuta

Subject

Japanese

History
ArtArtJapaneseArt

paint what they wanted toexpress about the heritage ofLima.

APPRECIAT
E
Reflection/Appreciation

JanThe appreciation was given on

It was very pleasing for theslides to all students in class,students to be able to unite bothbecause the mural could only be

cultures and to appreciate theseen live by students who camewhole process in a single work of

on vacation to paint it.

art.
When appreciating this muralthey felt how the distances areshortened and that they canshare ideas despite the language.

Art

# Effect and evaluation gained through the collaborative learning
Evaluation: Rank 5 to 1 (5: very effective / 4: effective / 3: so- so / 2: not so effective / 1: not effective at all)
Expected effectEvaluation

Understanding yourown cultures

5

Understanding yourpartner's cultures

Scenes / points teachers felt the effects
they identified and recognized the importance of their patrimonies
Being a Peruvian - Japanese school, they were able to relate what4

they had learned about Japan with what the students of Omuta
expressed

Information literacy(research, share)

4

Communication ability(interactive exchange)

4

Critical thinking(objective, logical views)

4

Active learningand action

5

Collaboration(in the class, withpartners)

4Expression ability(in words, in pictures)

5

Appreciation ability(the mural, the wholecollaborative learning)

They related their research on Lima's heritage with what they see
in real life.
They were able to practice their skills learned in their Japaneseclasses.
The students were able to discuss which patrimonies would be thepriorities to represent in the mural and why
They participated actively by putting their Japanese and visualarts classes into practice.
There was clear interaction in the video conference and thevideos exchanged by the students.
They made videos and wrote putting into practice their Japaneseclasses.
The students who painted the mural could appreciate live and4

relate the represented with the information previously shared. The
rest of the students could appreciate the process in PPT.