2015 IIME REPORTCountrySchoolPartner[ France ][Collège La Fontaine des Près ] Teacher [ Caÿte Delphine ] Grade (10/11) Students (28)
[ (JP) Hikawa Elementary School ] Teacher [ Kumiko Ozaki ]# Subjects, Activities and Times of the lessons
Subject
Conception of the lesson
EnglishITARTCulture

Hours

Learn to introduce themselves, to write his portrait,

4

Use the online forum
Research the local heritage (Culture, monuments, traditions ...)
Reflection of the whole work, Draw a mural

8

Research to Japanese culture

59# Theme and Message of the mural

ThemeMessage

Local heritage (culture, monuments, traditions) in France and Japan. In France,Paris monuments and our town of Senlis, famous French writers, plants andanimals representative of our region(fox, deer, rooster...), costume...
Presentation of our country to give want to visit France. Japan and France are twocountries with different cultures but we are all global citizens. We want to live together inmutual respect and peace.

# Effects and the Problems
Effects your students have gainedStudents discovered Japanese culture throughrepresentations of the fresco. They researched themonuments, animals, costumes, represented in themural. They found that Japanese young people havethe same interest centers like them. (Sports, videogames ...)

Points for further improvement
We have fallen behind in the implementation of theproject due to a change of an English teacher.
We therefore delayed in correspondence with ourJapanese friends. As the project ends in March, wehave not been able to talk with our correspondents
as much as we would have liked.

# How has your impression toward your partner country and/or the world changed?
Change in student’s impression
Change in teacher’s impression

Students discovered Japan, a country far fromFrance. Students know the Manga culture.
They imagined that Japan only throughstereotypes (sushi, kimono, manga ...)
They found another rich culture at theheritage, traditions, gastronomy ...
# Flow of the Activity
ContentMonthIntroduction

ResearchComposition

Painting

Appreciation
Reflection

We also discovered another culture. A culturethat we know not much. We were impressed by
the professionalism of our correspondents andgenerosity (gifts received with the fresco). We
thank our partners for this exchange.

What you did

Your students attitude/reflection

SubjectOct
Nov

Initial contacts with ourpartners. Production ofpresentation portraits ofeach student.
Choice of theme for themural.

The students were very excited toparticipate in this project.
They discovered that their
Japanese correspondents had thesame school subjects and the same
centers of interest.

EnglishNov

Realization of our college
video presentation.
Choice of Constructionof the fresco.
Presentation of our city.

They enjoyed making the video andhave managed to overcome theirshyness.
They discovered the Japaneselandscape and animals.

EnglishResearch on the theme:
What will represent on
the fresco: Whatmonument? ...

They were very excited to wait theparcel from Japan.
They discovered with greathappiness the package. They werevery happy to gifts sent by theircorrespondents (candy, drawing,portrait...)Art
CulturePaint our part fresco insmall groups.

They realized their part of fresco,
with great care and attention todetail. They were very proud oftheir work.
They were proud to present theirwork to their parents and to thepress at the end of February.

ArtWe continue the project even if ourpartners have finished their school
year. Students have done researchon objects, places represented on
the Japanese side of the fresco.

EnglishCulture

DecJanFeb

Research on heritage
and Japanese culture
MarchApril

# Aim of the Lessons and Result
Aim: Rank A to C in order you put emphasis on (A: very much/ B: much / C: not so much)
Result: Rank 5 to 1 (5: very effective / 4: effective / 3: so- so / 2: not so effective / 1: not effective at all)

Expected Effect

Aim

ResultUnderstanding our owncultures

B2

Understanding theother’s cultures

A4

Communication ability
in the class/with partners

IT skills

BC

How your students have reached it

The students struggled to take an interest in theircountry and culture. They wanted above all to discover
Japan.
Students did research on the internet. We learned about
our partner school’s culture. Students have done
research on objects, places represented on theJapanese side of the fresco.

4In class, students had to communicate with each other to agree
on things represented on our part fresco. In relation to ourpartner school, we communicated through the forum where weshared information about each other through different means
like pictures and videos.

2Many students do not practice computer before thisyear. The start-up was complicated. As time passed, it
became easier. The project would have lasted longer it
would have been more beneficial.

A/B

5/3

A/B

4

Attitude in learning

B

4

In class, I feel the students have become better friends since
they have had spent a lot more time together to realized thefresco.
Creating a link between the Japanese students and others but
as we have fallen behind early in the project, we have not had
time to create as many links as we wanted.
The collaboration was running so well in the class.
They worked very well together for the realization of video andpainting the mural. they wanted to live up to their Japanesecorrespondents. They did not want to disappoint them.
The students were really excited about the new things. They
were also positive and active towards this project.

Expression ability

B

4

The achievement of portraits and video allowed students toimprove their English accent and overcome their shyness.

Appreciation ability

B

4

I am very proud of our students for reflecting the process andthe final product. Our students appreciated the IIME project.

Creating friendshipin the class/with partners

Collaborationin the class/with partners