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Talking about how important cultural understanding and tolerance are.

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Each study group had to build a project for  a new monument in the city of Copenhagen and explain the reasons why it should be choosen.
After, someone who pretended to be the major had to choose one of them to build

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- We all presented a monument from our country that is important for our national identity
- Went around Copenhagen visiting some monument that express danish national identity.

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Went visiting places in Copenhagen by bike.

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We played a lot of games to get us to know each other and learning how to classify them.

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Introduction about the child centered approach and planning an activity with play dough based on this approach.

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Visited the junk playground at leisure time club Skrammellegepladsen.
Observed children playing for half an hour then wrote down our reflection in our study groups.

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Writing a nosense poem divided in our study groups, starting from word we all found individually.

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Game: everyone was standing in line and the first one had to do movements that the others had to follow.
Activity: each one of us had to write down 8 personal foundamental values, starting from them in groups we had to find 5 values we all agreed on.

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5b. CREATING A PUPPET MOVIE WITH OUR MONUMENT

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5b. CREATING A PUPPET MOVIE WITH OUR MONUMENT

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Using the app puppets made with pals, every study group had to make a short puppet movie with a story  line that included the monument itself.

https://www.youtube.com/watch?v=iy5mMM0Z4dI#action=share

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We have been to field trip to the woods of Hareskoven for three days.
We had to think about the food for everyone and cleaning, we divided ourselves in groups in order to do it better.

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In our study groups we had to make all the letters of the word "play" in the most creative way possible. the have been  hung up in the playlab.

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During the field trip, divided in our study groups, we had to build a dragon using wet branches. Each group had to build a part of the dragon, all the pieces came together in the end.
when we came back to the campus we hung up the whole dragon in the playlab.

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During the field trip we had to make the movie of a fairytale using the objects we were surrounded by.
Before creating our own fairytale we discussed and read fairytales of the countries we come from.

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Using play doug each study group had to make a stopmotion movie, the movie had to be an introduction to the play lab, so all the movies consisted on joking with the word "play"

https://www.youtube.com/watch?v=-hmfB6ywMFs&feature=youtu.be

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After an introduction to comics, graphic novels and picture books in study groups, we had to make our own picture books: create a story line, the characters and the way to build it.
After the making process we presented the book to the whole class.

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11. VISITING THE GOLDSCHMIDTS MUSIKAKADEMI 

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11. VISITING THE GOLDSCHMIDTS MUSIKAKADEMI 

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We have been visiting the goldschmidts musikakademi, a music school that taches for free how to play any instruments to people who live in a poor condition.

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We discussed about games and their importance by playing some games:
- Telling each other our favourites games
- Walking debate: depending on what each one of us thought about a topic we had to move from one side to another of the room.
- Rock, Scissor, Paper
- Divided in groups we played different games like board games, games we had to reinvent and games where we had to use our body language.

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We spent a day at Gerlev park, after discussing a while about the importance of playing at every age we played some games.
(See 14a, 14b, 14c, 14d, 14e, 14f)

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- The one with the scarf had to catch someone of the rest of the group
- Another person with a scarf of a different color had to catch anyone except the ones who were united in a group of two/ three/ four.

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Two groups stand behind each line, having the last line in the middle. One team is day and the other team is night. Someone flips a piece of wood. Then if it lands on the ground, with the black side up, the night team has to catch the day team before they run over their safety line and viceversa. If you are caught, you just join the other team.

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Waving at someone who is on the other side of the circle. After waving for a while we started changing our place with that person.
- Everyone had to make a sound of an animals, if someone else started making the same sound the two people had to change their places.
- In couples, every couple had to wave at someone on the other side of the circle and changing their places.
- In couples, every couple had to start doing any kind of movement, when another couple copied the movement the couples had to change their places.

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The two groups are standing behind their line, each group thinks about something they have to mime.
Once they have decided, they march in front of the other group until they say them to stop.
Then they start miming what they decided and the other group has to guess.

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Everyone is standing in a circle holding a rope. One person is in the middle acting like a bull who has to hit the hands of someone who is holding the rope. If the person hits someone's hands the person goes in the middle.
The ones who are holding the rope can let it go if they're afraid to be hit, but they have to be careful about not letting the rope fall on the ground.

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Everyone showed the class a picturebook of the country they're from and explained why it is important or why they like it.

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discussion about the importance of technology and the ethic problems it brings or may bring with itself.
Trying some new technologies:
- Scratch
- Chatbots
- Dash

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We attended to a lecture of two days about how to combine playing, telling and inventing stories.
During the first day we stayed in the playlab and we worked with a lot of different games.

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After discussing about the meaning of aesthetic we moved to the drama room and we played some games:
Chair games: everyone was sitting on their own chair and just one person is standing in the middle of the circle. When this person names a category of people, everyone who's part of that category has to stand up and find a new chair to sit in. there will be a new person standing in the middle and the games will start again.
Figures games: divided into groups, each groups has to build whatever is nominated by the teacher only using their bodies or respecting the conditions the teacher is giving.
Physical miniature story: in couples, we had to make a story following a very basic script and only using our body language. words were not allowed

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The second day of the lecture we kept playing and analyzing games and story telling. We moved to a place in the woods in the city for the whole day.

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Introduction and discussion about aesthetic and how it can be used and can influence the way we perceive the world and the meaning we give to it.
Exercise: every person found a spot in the campus and drew what she saw. After going back to class every person showed the drawing to someone else and the other person had to guess and analyze the drawing.

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We all met at Lise's place, our teacher, where we had brunch. After that, she told us about the main monument that were near to her place; so we went to her rooftop to see them all.

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Divided in four different groups, we went doing four days of internship in different schools. We had two days to observe the setting and the way they worked.
After that we had to plan an activity suitable for the children we were working with and after playing with them we had to write our conclusion about it.
At the end of the four days we showed our conclusion to the whole class.

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We visited the cemetery next to Campus Carlsberg.
Game: each group had a piece of paper with a lot of kinds of grave to find. The group who found more of them won a prize!

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We played some games to get more into the characters we were going to be in the puppets show:
Walking around: we walked around the whole room first just looking at each other, then we started saying "hello" to each other, after a while we started walking around acting as much as possible like our characters.
Looking at the puppets: using a wig and pretending to have our puppets in the hand we started learning how to hold a puppet (always remember to look at it!).
After, in couples we started making our puppets interact one with the other.

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We played a bear hunt using the tablet. Divided in our study groups, each group had a bear who had to hide. On their way to hide it, each group had to take pictures with the tablet of the way until the place the bear was hidden, but without showing exactly where it was in the final picture. After, each group gave the tabled to another group who had to find the bear following the pictures.

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After being introduced to picturebooks and their structure, each one of us borrowed a picturebook from the library.
Divided in groups, we read our book to the rest of the group, trying to read this as we would have done with children.

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At the beginning of the day, the teacher asked us what we thought that were the main element that make a story. We all answered doing a brainstorming.
At the end of the day, we compared our answers with the elements that actually make a story.

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After making new groups, we started working on the puppet play. The first day, we went outside looking for inspiration. We chose a place to stay and let ourselves being inspired by anything that sourrounded us.We figured out out characters and something that looked like a plot.

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After talking with the teachers and finalizing our play. We went to the workshop where we started discussing about how we were going to make our puppets. After realizing what we were going to do, we started using our hands and making them!

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Making the puppets took a lot of days, but day by day they started taking form!

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When the puppets were done, we went to the stage and we started rehearsing our play, learning how to stay on stage and how to move our puppets

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After rehearsing for many days and making everything ready for the stage we were ready for the show that we performed for the children!