Pedagogical uses of the « Dix Mois! » Journal
Pedagogical uses of the « Dix Mois! » Journal
“Dix Mois!”, the journal, is an element which brings the students’ works to the fore, informs the education community and ministries as well as the Opera spectators of the evolution of the programme: it is also a pedagogical tool which may be put to use by teachers.
Indeed, whatever the level of the students in primary and secondary school, if one studies the national curriculum, one may identify ways in which to exploit the journal in class;
The DMEO team keeps several copies of the Journal at the disposal of the teachers who are interested in its pedagogical exploitation.
In support of the national curriculum
• Reading “Dix Mois!” allows the identification of an itinerary through the presentation of productions and texts chosen for their original turn of phrase and illustrated by numerous drawings. When the DMEO students present their discoveries and emotions, they develop their writing skills, under the guidance of their teachers, they learn to master register, figures of speech, types and genres. Thus, reading students may be led to recognize and analyse language and expressions which may convey what took place in original ways. By exploring their fellow students’ impressions thus underlined, they may express their preferences as to the nature of the texts, whether poetic, humorous or narrative, through argumentation, for instance.
• The reading students are also asked to uncover the logic behind a specific presentation which is based on a general progress, for example the editorial choices allowing the journal to be composed along a theme or a question, but also on individual progress such as appears with the class projects.
• To go further, the reading students may be asked to undertake an Internet research on the works, places and occupations mentioned by the DMEO students. They can thus be brought to compare points of view, and to better understand why such and such an opera or such and such a ballet trigger admiration or critique on the part of the young spectators. They may also research on the artistic professions presented in the “interviews” pages. Finally, by accessing the digital version of the Journal, they may activate the various links and multimedia resources available and efficiently use digital techniques to further their reflection.
• For the past twenty years, the Journal has been a space for the expression and highlighting of the productions of thousands of students who have experienced from the inside a programme destined for students who have restricted access to art and culture. From that angle, the journal is emblematic of a humanist culture which contributes to the acquiring of judgment, taste and sensitivity, based on each Opera Season and its resources may be mobilised in that perspective.
• By getting to know the DMEO programme which is illustrated by the Journal, the students may discover the importance and interest of an artistic and cultural approach to education and the corresponding original possibilities for orientation. They may wonder about the knowledge, values and practices apparent in the works realised by some thirty classes each year. They are thus given the possibility of suggesting, in their turn, the sharing of discoveries, or ways which they wish to explore with the help of their teachers.
• Finally, after reading and analysing the journal, the reading students may make suggestions to the DMEO team in order to improve the journal. They can develop a spirit of initiative as much as they wish, thus revealing their capacity for appropriation and possible participation in the widening of reflection.
A few suggestions for the invention of sequences linked to the discovery of the “Dix Mois!” journal.
Is “Dix Mois !” a unique journal?
• Learning to distinguish between journal, review, magazine, then to classify the document in the appropriate field: press? Communication support?
• “Why “Dix Mois!”? In order to further communication, to develop and illustrate an approach which is part of an artistic and cultural education…
• The history of the journal
> comparing the various editions from 1991, identifying editorial choices, analyzing them (balance of texts, both from the students and from the teachers, drawings, photographs, headings…)
> finding new dynamics
> analyzing the object that is the journal (cover, headings, table of contents, reproductions, general conception)
> identifying and analyzing texts: communication situations, typology, register, figures of speech…
> choosing reproductions of drawings and analyzing them (denotation, connotation...)
> broadening the field: comparing the paper and the digital versions.
• The making of
> Realizing the journal (lay out, flat plan, selection of documents, graphic choices)
> the part played by the editor, by the printer (interviews of the Atalante staff, of the director of dramaturgy, editors, pedagogical DMEO team)
• Self-expression, using the journal as a basis
> choosing documents (texts, reproductions), stating one’s preferences through argumentation, presentation of the three most convincing documents, of the three most moving documents, etc…
> suggesting and developing ideas for the improvement of the journal.