2015 IIME REPORTCountrySchool[ Nicaragua ][ Cantro Cultural de Nandasmo ] Teacher [ Erika Gutierrez Lopez / Yoko Arai ] grade (1-6) student number (30)Partner [ (JP) Hadanashi Elementary School ] Teacher [ Takahiro Kokubun ]# Subjects, Activities and Times of the lessons
Subject
Conception of the lesson

Hours

ArtExplain about yourself. Hear about other students and Japanese students

15

Art

Experience the Japanese Culture

10Art

Draw a mural

14

Art

Appreciation and talk about each part.

1# Theme and Message of the mural
ThemeThe culture to each other, local food, local festival, nature,

Message

They did researched about Japanese Culture with the teacher of Japanese. For example,ORIGAMI, dance SORAN-BUSHI, SETSUBUN and more. They did ate Sushi-Roll that had
requested. Teachers were emphasizes all experience for the Japanese Culture.

# Effects and the Problems
Effects your students have gained・ Took the information about Japan by reading the Nonebooks.
・ It was able to geographic understanding of Japanon the map.
・ They understand the cultural differences and thedepth of the culture.

Points for further improvement# How has your impression toward your partner country and/or the world changed?
Change in student’s impression
Change in teacher’s impression
In the past, they were not interested only own This project was cannot be alone. We think that thisdrawing. But through this project, they have changed. project was really global. We were able to skill up as a
Now they have attention around yourself. They can facilitator of art education in Nicaragua.
understand their part in the whole mural.

# Flow of the Activity
ContentMonthIntroduction

Sep.
Oct.

ResearchOct.

Composition

Painting

Appreciation
Reflection

Nov.

Jan.
Feb.

Feb.

What you did
We wrote introduction cars.
We have to concentrate oncommunication
betweenteacher.
We research about Japaneseculture, festival, food. And
we explained our culture.

Your students attitude/reflection
Our students had a very interest to afriend of Japan. They remember thename of the Japanese friends. They wereaccepted in very good condition.
They have to understand the culturaldifferences. They were touched to thedepth of the culture of diversity.

We research about Japaneseculture, festival, food. And
we explained our culture.

After that they have to understand theculturaldifferences,They
haveunderstood the question to Japan offriends.
We wait for the mural to arrive. We are tokeep the motivation, drew a picture with
the image of the mural.

We reported art activities ofthe class.

We did a painted mural. We
are very intensive activities.

They learned to work together. They
have experience of sharing, cooperation,and empathy.

SubjectArtArtArt

ArtArt# 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

AimResult

Understanding our owncultures

A

5

Understanding theother’s cultures

A

5

They did a research on the books. and they were asked toteacher of Japanese about culture, food, school life and more.

A4

They are not afraid of differences of language. They are veryaggressive.

C1

A

4

B

3

Attitude in learning

A5Expression ability

B

4

Appreciation abilityA

5Communication ability
in the class/with partners

IT skills
Creating friendshipin the class/with partners

Collaborationin the class/with partners

How your students have reached it
We interviewed teachers and family about our culture.

In this school, my students were not able to use a computer.
They developed friendship with my partner school.
Our students are not accustomed to collaborate. It is great thatcan experience that to collaborate.
More than six months, they've kept the motivation. Excellent.
Previously, they had been painted just like motif. However, theylearned that paint a picture in line with the theme in this project.
Time is not sufficient. But, They have to watch enough.