More than what you expect!

Hama(R) Kun_Adrián Beltrán, Gala Calatayud, Belén Gómez, Mary Pepa Ramos

1. Actual situation in Hamar

SMASHING TIMES |

10 | GRUNDTVIG LEARNING PARTNERSHIP

The following is the final reportreceived from The Centre forAdult Education for Immigrantsin Hamar, Norway, in relation tothe use of drama in AdultEducation for immigrants.At the Centre for Adult Education for

Immigrants in Hamar we have used Dramain different ways for different kinds ofstudents. In the following passages fourteachers will describe how we haveincorporated drama in our institution’s dailypractice in different ways.

1. Drama in the Classroom(Randi) – a method to grasp theNorwegian language.The group of foreign students started tolearn the Norwegian language in November2007. Some of the students have littleeducation from their home country. But allare able to read and write. The book thegroup is using to learn the language ismostly based on small dialogues. This makesthem very familiar with drama as a method.We have made four small plays. They consistof some of the simple new beginners’vocabulary. In this way they could repeatwords and sentences. They also were urgedto use Norwegian intonation. The teacherwrote down the first play, but used manysentences the students themselves werefamiliar with. They got different roles andhad to read the lines at home.We practicedmany times in the classroom before wefilmed the whole story. The students tookthe task very seriously and were veryenthusiastic. To repeat many times isimportant when learning a language, butbecause we were making a play together, itwas not boring.The three other plays were not written

down.The teacher told the story and gavethe lines orally. In this way we saved time,and it also was easier for the students. Inone of the plays two groups were together.The other group consists of students whoare learning to read and write.We found outthat they managed to join very well. Onereason may be that they were explainedwhat we were going to do in their nativelanguage of the other group. The lines they

had to say were given orally and read aloudtogether. The students were able to learn thesentences by heart. Three of the plays dealtwith topics from social studies. The last playwas made to illustrate a grammatical topic,which is rather difficult in Norwegian (onetype of pronoun). Because the plays werefilmed, they can be of educational use in ourInstitute.

2. Drama used as a Method toteach Norwegian to students withliteracy difficulties (Ellen Cathrine)After many inspiring meetings with myGrundtvig group, I wanted to try out someof the things I have learned on my newclass. In February 2008 I started up with agroup of students with literacy difficulties,who have been at our school for two orthree years. They are what we call learnerswith slow progression. I was recommendedto try out different learning methods to seeif I could get them to a higher level inNorwegian. Drama has been one of themethods I have tried out.I have met some difficulties, and the

biggest one has been that they do notunderstand why they should pretend to besomeone else other than themselves. Toovercome that barrier, I let them act asthemselves but in different settings. I willstill call it acting, because the setting was

new. Examples of role-plays: How to buythings in a shop, how to give personal detailsin an office, how to start a conversation orhow to talk about the weather.I also gave them small sentences to learn

by heart, and later I videotaped it when theypresented it. To my surprise they reallyenjoyed watching it, even the Muslim ladieswho normally refuse to have pictures takenof them.We discussed the mistakes they haddone, and I think that it is a good way topractice the language.We showed one of thefilms to another group, and I saw that mystudents’ self-esteem increased. As a teacherof students with literacy difficulties you haveto act every day, but it is very important tomake sure that they do not misunderstand.

3. Drama as an Optional Subject(Anette and Marte)In addition to ordinary classroom tuition inNorwegian, students in “Voksenopplæringenfor innvandrere i Hamar” (Adult Educationfor Immigrants in Hamar) can choosebetween various optional subjects.Drama isone of these subjects. Currently we areworking on fairy tales from differentcountries, which we are dramatisingtogether with the students. At the momentwe are working on two fairytales, one fromNorway and one from Algeria. Even thoughworking with fairytales gives us anopportunity to learn about the historicalbackgrounds of different cultures, we are notnecessarily true to the story. Together withthe students, we discuss how we want topresent the fairytale.Because many of the students in our

drama class have difficulties with oralNorwegian, especially pronunciation, theplay we started working with (theNorwegian fairytale) includes only shortdialogues.Working on the next fairy tale, weknew the students better, and could adjustthe lines to suit each different actor.Wehave done this in cooperation with thestudents themselves. This way we have notonly been able to give students challengesadapted to their level of languageperformance, but they have also decidedthemselves how big a challenge they havebeen ready to take on.

REPORT FROM THE CENTRE FORADULT EDUCATION FORIMMIGRANTS – NORWAY

Cultural Net of Activities

Integration

Inmigration Problems

2. The current situations taking place in Hamar

Other services

Drama

Cooking

Languages

Music

Botellon

Norwegian day

Cyber

Market

Sports

BarnehageFolkehøgskole

Snow gamesSun bathing

Other services

Drama

Cooking

Languages

Music

Botellon

Norwegian day

Cyber

Market

Sports

BarnehageFolkehøgskole

Snow gamesSun bathing

3. Strategy: INTERGHAMAR

IntegrHamarglobal network of multicultural integration in Hamar [Norway]

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Interghamar is a cultural platform with a main purpose, the integra-tion of different cultures, especially for inhabitants of Hamar, but in which people all over the world can also join. The idea comes from the actual the analysis of the actual cultural integration network, that have some strengths (like an international workshop of Drama done by the School of adults or the Erasmus meetings) and there are also some weak points, like all the damage areas or spaces without sense(like Stotorget and the Bazaar building).So we want to establish a new virtual net that supports and impro-ves the actual physical cultural net, and at the same pick up all the damage indoor and open spaces and integrate them in our net. The way we push up the indoor space is by an existing use that could become an integration activity. On the other side we have establish a catalog of urban furniture that give us the freedom enough for creating an open space link with the indoor activity, rebuilt this open spaces and, it also actuates all around the city as an uniform intervention, that guides and codifies the citizens view.

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Welcome to our website. If you continue to browse and use this website, you are agreeing to comply with and be bound by the following terms and conditions of use, which together with our privacy policy govern [IntegrHamar]'s relationship with you in relation to this website. If you disagree with any part of these terms and conditions, please do not use our website.

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3. Strategy: INTERGHAMAR

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Farmer’s Market

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Material Available

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Around the world...

18Nov

NOVEMBER 2011

norwegian gastronomy day

spanish gastronomy day

FARMER’S MARKET

FARMER’S MARKET

DECEMBER 2011

Farmer’s marketStortorget Square

Sunday, 25th December 2011

134 assistants

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Norwegian Gastronomy day

Polytechnic IV [Faculty of Architecture] Alicante [SPAIN]

This event is an interverntion in the faculty of Architecture of Alicante, trying to bring to Spain the norwegian gastronomy in order to use it as a mechanism of interaction and integration among people from different

cultures and countries. It speaks about a different and unusual approach to integration . This is the objective of Hama [R] Kun, a group of students from here, working in collaboration wit the iniciative DreamHamar, run by Ecosistema Urbano in

Hamar, Norway.

IntegrHamarglobal network of multicultural integration in Hamar [Norway]

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Farmer’s Market

Activities

Events

Material Available

Visualization

Around the world...

18Nov

Norwegian Gastronomy day

Polytechnic IV [Faculty of Architecture] Alicante [SPAIN]

This event is an interverntion in the faculty of Architecture of Alicante, trying to bring to Spain the norwegian gastronomy in order to use it as a mechanism of interaction and integration among people from different

cultures and countries. It speaks about a different and unusual approach to integration . This is the objective of Hama [R] Kun, a group of students from here, working in collaboration wit the iniciative DreamHamar, run by Ecosistema Urbano in

Hamar, Norway.

IntegrHamarglobal network of multicultural integration in Hamar [Norway]

Farmer’s Market

Activities

Events

Material Available

Visualization

Around the world...

18Nov

4. Stortorget: The main character_ Current Potentials

Open Urban Space

Wind Currents

Lake Connection

Heritage Visual

1

2

1 2

4. Stortorget: The main character_ Adding our programme1.Sunbathing 2. View Point 3.Concert 4.Theatre 5.Cinema 6.Parade

7.Market 8.Expositons 9.Slep 10. Cooking 11.Cybermeeting 12.Backstage 13.Music Meetings

Current Conditions

New Conditions

Current Situations

New Situations

+

1.Sunbathing 2. View Point 3.Concert 4.Theatre 5.Cinema 6.Parade

7.Market 8.Expositons 9.Slep 10. Cooking 11.Cybermeeting 12.Backstage 13.Music Meetings

Current Conditions

New Conditions

Current Situations

New Situations

+

4. Stortorget: The main character_ Adding the cultural programme

Stortorget Sitautions : All in one!

5. All together: Conceptual diagram

Situations Conditions Strategy

Market

Cinema-Theatre

Cybermeeting

Parade

Coocking

View Point

Sled

Musical meeting

Sunbathing

expositions

Concert

Backstage

lighting

Stand

Exchange place

Electric infraestructures

Water infraestructures

Heating infraestructures

Close views

Farther views

Maximun spectators

Roof

Close space

Slope

Chimmey

Speakers

Screen

Close road

Horizontal stand

Place for sitting

Free space

Generate different heights

Light/Shadow

Space with snow

Karaoke Space

Object Mechanisms

Pai-Pai

Scissors

Umbrella

Rail

Hydraulic piston

Pulley

6. References from South Korea

Seoul Market: Convertible Infraestructure

Korean Room: Mixture of Uses in the same Space

7. Device by itself

Situation

Mechanism

7. Device by itself

Situation

Mechanism

7. Device by itself

Situation

Mechanism

7. Devices in the square

7. Devices in the square

7. Devices in the square

Device your life!!!