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Deployment Team/Resources/GuideXOGabon (view source)
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''Editor''
''Editor''
Kaçandre BOURDELLE
Kaçandre BOURDELAIS
also designed for students to work as a group, invite one or more
also designed for students to work as a group, invite one or more
people connected in a network and join in the same activity. This is
people connected in a network and join in the same activity. This is
Neighborhood where the perspective represented by a circle with eight points
Neighborhood where the perspective represented by a disc with eight points
keyboard whose accession is possible by its activation.
keyboard whose accession is possible by its activation.
It will also focus on the classification of activities according to the curricula of Gabon. Then we
It will also focus on the classification of activities according to the curricula of Gabon. Then we
For options, the registration is done by clicking on the icon represented by
For options, the registration is done by clicking on the icon represented by
a circle with black dot at its center and which appears below the image on the screen.
a disc with black dot at its center and which appears below the image on the screen.
<image Record! button>
<image Record! button>
http://www.vernier.com/netbooks/olpc.html
http://www.vernier.com/netbooks/olpc.html
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
<image 3/5>
This activity in terms of curricula for the 4th year of primary education can be regarded as
This activity in terms of curricula for the 4th year of primary education can be regarded as
* It can also compose and record his own music.
* It can also compose and record his own music.
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
This course meets the curriculum of basic education, such as the
This course meets the curriculum of basic education, such as the
4th grade curriculum in Éveil (arts education and sports) to create and implement
4th grade curriculum in Éveil (arts education and sports) to create and implement
''Knowledge'': Instruments, percussion, wind instruments, stringed instruments.
''Knowledge'': Instruments, percussion, wind instruments, stringed instruments.
''Savoirfaire'':
''Savoirfaire'': Create and implement a concern with objects of art, to produce a rate
Create and implement a concern with objects of art, to produce a rate
using a musical instrument Regouper instruments by category within
using a musical instrument Regouper instruments by category within
an orchestra.
an orchestra.
''Knowledge'': The singing, composition
''Knowledge'': The singing, composition
''Savoirfaire'':
''Savoirfaire'': Carry out complex projects in artistic activities. Ability to
Carry out complex projects in artistic activities. Ability to
coordinate and harmonize the instruments, sounds and singing.
coordinate and harmonize the instruments, sounds and singing.
touch pad to enter the business. Or to go faster, click directly
touch pad to enter the business. Or to go faster, click directly
on the icon to return to the activity.
on the icon to return to the activity.
<image Home view>
<image Home view>
This activity has several tabs. The tab includes options Jam Control
This activity has several tabs. The tab includes options Jam Control
Volume and Tempo. The 3rd tab Playback will stop the loop, to mute
Volume and Tempo. The 3rd tab Playback will stop the loop, to mute
environments of the composition. The Save tab allows you to record
environments of the composition. The Save tab allows you to record
new sounds using the microphone.
new sounds using the microphone.
<image toolbar>
<image toolbar>
At the bottom of the screen there are drum kits (set of batteries and tam-tam), Loops (bank
At the bottom of the screen there are drum kits (set of batteries and tam-tam), Loops (bank
musical sequences), All (all types of sounds), Concrete (sound among objects
musical sequences), All (all types of sounds), Concrete (sound among objects
sounds (my sons), People (the prerecorded voice of a child), Strings (instruments
sounds (my sons), People (the prerecorded voice of a child), Strings (instruments
strings), Winds (wind instruments) and percussion.
strings), Winds (wind instruments) and percussion.
<image Drum kits>
<image Drum kits>
To form the orchestra, the student need only drag and drop to assemble instruments,
To form the orchestra, the student need only drag and drop to assemble instruments,
sounds and musical sequences (loops). Click the right button (M) under
sounds and musical sequences (loops). Click the right button (M) under
the sequence of the beat to control the instrument, designated keyboard button to
the sequence of the beat to control the instrument, designated keyboard button to
activate the instrument, etc.)..
activate the instrument, etc.)..
<image Loops><image Loops panel>
<image Loops><image Loops panel>
The activity can be shared with neighbors and to dyads or triads. Students
The activity can be shared with neighbors and to dyads or triads. Students
to discuss their different compositions, make suggestions,
to discuss their different compositions, make suggestions,
Christmas or New Year). The ability to interact is developed and even Central
Christmas or New Year). The ability to interact is developed and even Central
in this activity. It develops the spirit of cooperation and creativity.
in this activity. It develops the spirit of cooperation and creativity.
===Activity Tam-Tam Edit===
===Activity Tam-Tam Edit===
====Activity Summary====
====Activity Summary====
====Degree of centrality of the activity====
====Degree of centrality of the activity====
<image 5/5>
In referring to the curriculum of 4th and 5th years and the 1st year's event
In referring to the curriculum of 4th and 5th years and the 1st year's event
Tam Tam Edit fits under Enlightenment.
Edit fits under Enlightenment.
In 4th and 5th years eg
In 4th and 5th years eg
* First-level 4 at the 22nd week, students will perform a song.
* First-level 4 at the 22nd week, students will perform a song.
* Then at level 5, the 29th week the knowledge of learners are built around
* Then at level 5, the 29th week the knowledge of learners are built around instruments.
instruments.
* Two types of instruments are used: the percussion instruments (tamtam, drum) and wind instruments (flute, trumpet, harmonica ...).
* Two types of instruments are used: the percussion instruments (tamtam, drum)
* At the end of learning, students will be able to use a percussion instrument or wind.
and wind instruments (flute, trumpet, harmonica ...).
* At the end of learning, students will be able to use a percussion instrument
or wind.
As a justification to integrate the curriculum, we can
As a justification to integrate the curriculum, we can
explain that the activity TamTam
explain that the activity Tam Tam Edit the learner can compose music that
Edit the learner can compose music that
accompany a song. The learner can also create his own music with
accompany a song. The learner can also create his own music with
instruments required by the curriculum, but it can enrich many other
instruments required by the curriculum, but it can enrich many other
====Application pédagogique 1 ====
====Application pédagogique 1 ====
====''Compose a melody''====
====''Compose a melody''====
Level (s): 4th grade of primary
''Level (s)'': 4th grade of primary
Knowledge: The traditional songs and / or modern
''Knowledge'': The traditional songs and / or modern
Savoirfaire:
''Savoirfaire'': Run a traditional song and / or modern.
Run a traditional song and / or modern.
History:
''History'':
Students will create their own melody to the presentation of a ballet. As
Students will create their own melody to the presentation of a ballet. As
illustration, the First Symphony dyad Brigitte / Solange.
illustration, the First Symphony dyad Brigitte / Solange.
The student selects the section Dial, then it makes the choice of instruments
The student selects the section Dial, then it makes the choice of instruments
music (frog, dog, rooster, balafon), then the sheet of paper, he shall record the
music (frog, dog, rooster, balafon), then the sheet of paper, he shall record the
sequences of musical notes to get the music you want.
sequences of musical notes to get the music you want.
Similarly, students in Grade 1 may be required to perform the anthem Group
Similarly, students in Grade 1 may be required to perform the anthem Group
National (the Concorde).
National (the Concorde).
====Application pédagogique 2====
====Application pédagogique 2====
====''Composition of a musical repertoire''====
====''Composition of a musical repertoire''====
Level (s): 4th grade of primary
''Level (s)'': 4th grade of primary
Knowledge: Awareness of the value of traditional local songs and / or modern.
''Knowledge'': Awareness of the value of traditional local songs and / or modern.
Savoirfaire:
''Savoirfaire'': Enhance the original music (example: Elon, Ikokou, etc).
Enhance the original music (example: Elon, Ikokou, etc).
Perform traditional songs and modern within a moderate band at the
Perform traditional songs and modern within a moderate band at the
cultural day of school at the end of the year.
cultural day of school at the end of the year.
History:
''History'':
Placed in groups of five, students will select musical instruments of XO,
Placed in groups of five, students will select musical instruments of XO,
Edit, a window opens,
Edit, a window opens,
click on the Run option, a page is opened.
click on the Run option, a page is opened.
<image Home view>
It presents the extreme left, a panoply of instruments (guitar, piano, tam-tam, etc.)..
It presents the extreme left, a panoply of instruments (guitar, piano, tam-tam, etc.)..
To change the instrument, click on their image. Click on the symbol of addition (+)
To change the instrument, click on their image. Click on the symbol of addition (+)
to add a new instrument to the list.
to add a new instrument to the list.
<image Tam Tam Edit>
The bar tab of activity we offer three choices: Student Activities, Composer and Generate
The bar tab of activity we offer three choices: Student Activities, Composer and Generate
The Components tab displays a bar with three compartments.
The Components tab displays a bar with three compartments.
<image Composer toolbar>
Left: a button Play / Pause, Stop another then a third keyboard Save
Left: a button Play / Pause, Stop another then a third keyboard Save
and a final ogg to record sound to ogg format
and a final ogg to record sound to ogg format
subsequently converted to MP3 or CD.
subsequently converted to MP3 or CD.
In the center there is a selection tool to move the clips, a pencil and a brush,
In the center there is a selection tool to move the clips, a pencil and a brush,
which allows us to edit the clips of the instruments.
which allows us to edit the clips of the instruments.
At right, a Copy button that makes a copy of the sequence. Finally a button
At right, a Copy button that makes a copy of the sequence. Finally a button
Volume / Tempo that leave our slider to access the controls.
Volume / Tempo that leave our slider to access the controls.
To compose a melody, click on the Compose tab, then select the
To compose a melody, click on the Compose tab, then select the
instruments required.
instruments required.
<image Track properties>
Then click on the pencil to draw lines in front of the chosen instrument and
Then click on the pencil to draw lines in front of the chosen instrument and
points at the bottom of the page (which will be the sequence to play the instrument).
points at the bottom of the page (which will be the sequence to play the instrument).
At the bottom of the screen lists the different sequences that make up your song.
At the bottom of the screen lists the different sequences that make up your song.
The composition can be heard by clicking the Play button. To mark a stop
The composition can be heard by clicking the Play button. To mark a stop
to make an improvement, click the Pause button and insert arrangements
to make an improvement, click the Pause button and insert arrangements
desired.
desired.
We can improve the composition by adding the sounds of animals, the cries of birds or
We can improve the composition by adding the sounds of animals, the cries of birds or
of children.
of children.
For the computer generates a sound or a sequence according to your settings, first click
on the Generation tab.
For the computer generates a sound or a sequence according to your settings, first click on the Generation tab.
<image Play toolbar>
The top bar to change option buttons Play / Pause and Stop are still,
The top bar to change option buttons Play / Pause and Stop are still,
then added three more: generating a sound, then Property Generation. Leaving the
then added three more: generating a sound, then Property Generation. Leaving the
cursor on the icon property, the latter lets you select the level of individual
cursor on the icon property, the latter lets you select the level of individual
elements (a division of the grid, page color, transposition, pan, volume, etc.).
elements (a division of the grid, page color, transposition, pan, volume, etc.).
<image Properties panel>
Then, click, a window opens, it sets the pace,
Then, click, a window opens, it sets the pace,
height, duration, scale and pattern of the melody generated.
height, duration, scale and pattern of the melody generated.
<image Play panel>
Finally, it is possible to save your publication in the Journal of the XO
Finally, it is possible to save your publication in the Journal of the XO
retain for future use (use the Store procedure described on page
retain for future use (use the Store procedure described on page
15 of Getting Started in XO and the Sugar environment V.8.2), or the record format
15 of Getting Started in XO and the Sugar environment V.8.2), or the record format
ogg to export.
ogg to export.
Conclusion
===Conclusion===
Ultimately, this chapter has attempted a description of the capabilities of XO in primary school
Ultimately, this chapter has attempted a description of the capabilities of XO in primary school
Gabon. Far from being exhaustive, we accept that many activities can be exploited
Gabon. Far from being exhaustive, we accept that many activities can be exploited
conformity with the curricula. To go further, we can still consider a
conformity with the curricula. To go further, we can still consider a
Operating XO: pedagogy of the project.
Operating XO: pedagogy of the project.
==Chapter 3 ==
==Chapter 3 ==
===Introduction===
===Introduction===
proposed project follows the methodology suggested by Gregory and Laferrière
proposed project follows the methodology suggested by Gregory and Laferrière
(1998):
(1998):
<image Project path>
===Project 1: The Herbarium at school ===
===Project 1: The Herbarium at school ===
School project: "The herbarium at school. "
School project: "The herbarium at school. "
Libreville.
Libreville.
=====Learning Objectives: =====
=====Learning Objectives: =====
* Identify, photograph, name and recognition of certain plants in the environment
* Identify, photograph, name and recognition of certain plants in the environment closest to the student, here it is the courtyard of the school.
closest to the student, here it is the courtyard of the school.
* Identify some uses of plants.
* Identify some uses of plants.
* Define the term "deforestation".
* Define the term "deforestation".
support activities that calculate distance and fit perfectly to the project. As
support activities that calculate distance and fit perfectly to the project. As
illustration, we will say that the context itself offers this opportunity:
illustration, we will say that the context itself offers this opportunity:
:* Those who know Libreville realize that very often the garbage bins are
:* Those who know Libreville realize that very often the garbage bins are prepared to enter schools and colleges, high schools, the smell of waste indispose regular students, the same is being done in neighborhoods with latrines that are built anarchic.
prepared to enter schools and colleges, high schools, the smell of waste indispose
:* It can also be observed in Libreville that the bins are inadequate insofar as willing are often overwhelmed and fill an hour after the passage of Trucking, the company responsible for the collection and garbage disposal!
regular students, the same is being done in neighborhoods with
latrines that are built anarchic.
:* It can also be observed in Libreville that the bins are inadequate insofar as
willing are often overwhelmed and fill an hour after the passage of
Trucking, the company responsible for the collection and garbage disposal!
For this reason one can measure the distance of the bins with the school or latrines
For this reason one can measure the distance of the bins with the school or latrines
students "(Munro).
students "(Munro).
=====Featured Resources=====
=====Featured Resources=====
* Science courses (as of alcohol and tobacco on health is on the agenda
* Science courses (as of alcohol and tobacco on health is on the agenda 5th grade);
5th grade);
* Courses in mathematics (calculation of expenditures caused by alcohol and tobacco, Students may produce statements of problems on the basis of questions asked of those who attend bars and solve these problems by mobilizing resources acquired class issues recorded by the camera XO);
* Courses in mathematics (calculation of expenditures caused by alcohol and tobacco,
Students may produce statements of problems on the basis of questions asked of those who
attend bars and solve these problems by mobilizing resources acquired
class issues recorded by the camera XO);
* French course (Preparation of a brochure, posters, ...);
* French course (Preparation of a brochure, posters, ...);
* NGO (Action for Gabon or UNESCO, WHO, ...);
* NGO (Action for Gabon or UNESCO, WHO, ...);
* Collaboration with other schools in the same city, Gabon or outside of Gabon
* Collaboration with other schools in the same city, Gabon or outside of Gabon for such comparisons;
for such comparisons;
* Geography and drawing (Making a map of the neighborhood bars and their proximity to school)
* Geography and drawing (Making a map of the neighborhood bars and their proximity to
school)
* Measurement of sound intensity in the bars with the XO;
* Measurement of sound intensity in the bars with the XO;
=====Organization =====
=====Organization =====
=====→ Action Plan:=====
=====→ Action Plan:=====
* Duration: 10 weeks, a half - day per week which does not seem
* Duration: 10 weeks, a half - day per week which does not seem excessive because of the high level of core activities;
excessive because of the high level of core activities;
* Create groups of five students each with specific tasks;
* Create groups of five students each with specific tasks;
* Entertainment in bars under the supervision of the teacher or the teacher for
* Entertainment in bars under the supervision of the teacher or the teacher for interviews, videos, photos with the XO;
interviews, videos, photos with the XO;
* Invitation to an NGO to explain the social consequences (destruction of the cell family), a doctor to explain the impact of alcohol, tobacco and pollution sound man.
* Invitation to an NGO to explain the social consequences (destruction of the cell
family), a doctor to explain the impact of alcohol, tobacco and pollution
sound man.
====II - The project====
====II - The project====
=====Progressive development of thought and documents=====
=====Progressive development of thought and documents=====
* Using the XO to save;
* Using the XO to save;
* Adult speakers of each language listed;
* Adult speakers of each language listed;
* The teacher as facilitator, coach learners to the development of
* The teacher as facilitator, coach learners to the development of glossary;
glossary;
* The activity will take place during the course of awakening, in 4th grade. The time spent for activity will depend on the organization of the teacher or the teacher.
* The activity will take place during the course of awakening, in 4th grade. The time spent for
activity will depend on the organization of the teacher or the teacher.
Organization of work:
Organization of work:
* Identify the languages in the class to leave the groups in different languages;
* Identify the languages in the class to leave the groups in different languages;
* Training groups. The groups will consist of speakers of the learners
* Training groups. The groups will consist of speakers of the learners language. Those who find themselves alone integrate groups. The idea is that to learn another language, you should first speak their language;
language. Those who find themselves alone integrate groups. The idea is that
* Make a list of expressions and words in french, which will be contained in the glossary;
to learn another language, you should first speak their language;
* Collect data using the XO. Learners will record the voices of those resources and pronunciation of words and phrases will be maintained through the activity Memorize XO.
* Make a list of expressions and words in french, which will be contained in the
glossary;
* Collect data using the XO. Learners will record the voices of those
resources and pronunciation of words and phrases will be maintained through the activity
=====Coordination and synthesis of contributions:=====
=====Coordination and synthesis of contributions:=====
* Processing of data by class group. During this examination, the
* Processing of data by class group. During this examination, the learners could share the different emotions that occurred during the harvest data with other groups through the activity of XO Talk;
learners could share the different emotions that occurred during the harvest
data with other groups through the activity of XO Talk;
* Summary of groups and preparation of the glossary.
* Summary of groups and preparation of the glossary.
converse in local languages.
converse in local languages.
=====Continuation of the project:=====
=====Continuation of the project:=====
* Awareness campaign with games: For example, present an object (even
* Awareness campaign with games: For example, present an object (even photo) and ask other students to comment on the institution named in a local language. After the response, the group will bring the necessary correction, if need. Students could make a learning experience. Jurisdiction to develop, be able to translate a word or phrase local language.
photo) and ask other students to comment on the institution named in a
* New training group in class with people who did not work together (you can have two or three people from the same group) in the but to make them work in another language which is not necessarily theirs. The goal here is to encourage children to communicate in other langueslocales by exchanging other linguistic groups;
local language. After the response, the group will bring the necessary correction, if
need. Students could make a learning experience. Jurisdiction
to develop, be able to translate a word or phrase
local language.
* New training group in class with people who did not work
together (you can have two or three people from the same group) in the
but to make them work in another language which is not necessarily theirs. The goal here
is to encourage children to communicate in other langueslocales by exchanging
other linguistic groups;
=====Development of another glossary.=====
=====Development of another glossary.=====
* Sharing a project in interaction with other institutions.
* Sharing a project in interaction with other institutions.
==General Conclusion==
==General Conclusion==
Like many African countries, Gabon in recent years embarked on
Like many African countries, Gabon in recent years embarked on