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As indicated by our project, the idea was to bring the students closer to the legends and traditions of the area in order to build the representations on it. In this way we have wanted to bring students closer to their origins by making our activities more meaningful and giving them greater meaning.
In the project it was marked that we had to carry out 3 different scenarios. From IESO Cella Vinaria we had it easy because our students belong to 3 different locations, so each stage would have a special link with each location.
First Scenario
Our center is located in the town of Ceclavín, so we decided to start investigating the legends and traditions of this place.
The students asked and inquired with relatives and among all those who came to us, we were left with 3 stories. One of them spoke of a historical event where today a stone cross stands and the second was a legend about mysterious lights that appeared in the olive groves that surround the town. Finally, the students chose the legend of the "foul-mouthed" (whose translation would be person who slanders).
The events take place in the town and part of the events take place in a chapel. Ceclavín is known for having a large number of chapels, so we organized an urban-oriented activity for students to visit all the chapels in the town.
Subsequently, we did a narrative contest in which the students participating in the "Dialogic Revolution" wrote the story in their own words, the winning narration on which we developed the representation.
Second Scenario
We link this scenario with the town of Acehúche. For this town, the theme of the scenario was clear, it would be the history of San Sebastián (patron of Acehúche). In his honor, this town celebrates its biggest festival "Las Carantoñas" which is recognized regionally and nationally. All the students of our center who come from this town participate actively in this party. Thus, during the Carantoñas of 2019 and 2020 (this has been the last party that has been celebrated in the region because the pandemic immediately arrived), we traveled to the town and enjoyed this tradition.
After that, the narrative contest was held, being the winner on which the representation revolves.
(click here to read the second scenario)
Third Scenario
This has in the last locality, Zarza la Mayor. This town is very rich in historical and monumental heritage, but if something defines it, it is the “Pañafiel castle”. Since its construction in the 9th century, the castle has been linked to historical events and legends. Its current state of conservation (it is in ruins) lends itself to the imagination, so we organized a route to it for students to be inspired. After the route we held a narrative contest from which the last scenario emerged in which historical events and a love story come together.
(click here to read the third scenario)
Comment that our school wanted to surprise the other members with something different. So we were working on making a black theater. The school bought black lights and we prepared a room lined with black.
Fourth Scenario
Once we decided to opt for the idea of black theater, we had to look for a common thread that would unite the three stories. The story we chose was a boy who dreamed. Thus in the scene a student would appear who was going to bed. The stage would be completely turned off for the action with the black theater figures to begin as the black lights were turned on. From the drawing course, the students began to develop comics about the stories in order to establish the plans and figures that were going to appear in the representation. The students developed sketches of the costumes and tools that were used in each story (remember that our legends occupy 3 historical times: Roman times, the Middle Ages and the 19th century).
In the following link you can access the final script in Spanish and English.
(click here to read the fourth scenario)
In parallel, the students were working on a tourist orientation activity so that the students and teachers who visited us could get to know the town of Ceclavín
At the same time, in this session, the students inquired about the costumes or dresses that the figures should wear. Thus, the students by locality collected the typical costumes of each town or of the time in which the activity was going to take place (presentation). It was also used to develop a script for a program on our school radio.
With the arrival of the pandemic and the move to distance education and later due to the distancing measures and limitations that educational centers have, this activity could not be carried out so we opted for an alternative solution, although the work and the activities carried out remain and we hope to resume this project as soon as the existing limitations are suspended.
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