These classes run all year, including during the summer, if a minimum of 2 students have confirmed their attendance, and are attending,
or until the end of July, to then start again at the end of August - or beginning of September. A short Christmas break is usually planned every year..
English, Drama, Cinema & Conversation classes offer an alternative and unique way to increase students’ confidence in speaking and listening and to improve their vocabulary on a wide range of topics not generally covered in classroom-based lessons. Based on a carefully-designed in-house syllabus and materials, this programme is in a relaxed, non-classroom environment and designed for all students who want to learn English with more conversation, and would like to share in drama and cinema classes. Lessons are taught outside the school.
These classes are also planned along the Festival of English speaking movies Cineoclock, which takes place every year in February in Villeurbanne, at the Cinema Le Zola.
The programme is also visible on our ELEARNING, at the tab ENGLISH & DRAMA.
Links to every film of the Festival are also online on our Elearning.
Ces ateliers ont lieu toute l'année, y compris durant l'été, si un minimum de 2 étudiants sont inscrits, ou participent, ou jusqu'à fin juillet, pour reprendre fin août - début septembre. Une interruption de quelques jours est également prévue généralement à Noël.
Ces cours sont une alternative unique pour accroître la confiance pour s'exprimer, comprendre, et approndir sa maîtrise du vocabulaire dans une gamme plus large de mots et sujets, qui ne sont pas toujours couverts en cours. Basés sur un programme de cours et des supports élaborés avec soin par notre institut, ce programme se déroule dans une atmosphère plus détendue, en dehors d'une salle de cours, et est conçu pour toutes les personnes souhaitant approfondir leur niveau d'anglais avec plus de conversation, tout en partageant à travers l'impro et le cinéma en anglais. Les cours se déroulent en dehors de l'école.
Ces ateliers sont également élaborés autour du Festival du Cinéma anglosaxon Cinéoclock, qui se déroule chaque année en février à Villeurbanne, au sein du Cinéma Le Zola.
Le programme est aussi visible sur notre site d’ELEARNING, à l’onglet ENGLISH & DRAMA.
Les liens vers chaque film sont également en ligne sur notre site d'Elearning.
ENGLISH & DRAMA , CINEMA
Contenu type des Ateliers English & drama, cinema
Atelier Conversation, Drama, & Cinema :
L’Atelier English conversation, drama, and cinema, est axé sur l'interaction, l'impro en anglais, le cinéma anglosaxon, l’expression, et la conversation.
L’Atelier aborde aussi le Festival du cinéma anglosaxon qui a lieu chaque année à Villeurbanne en Février.
Une vingtaine de films en anglais sont à l’affiche du Festival chaque année. Le programme du Festival est affiché sur notre site d’Elearning.
Des concerts, lectures, courts-métrages, jeux, et autres évènements sont aussi organisés en marge du Festival.
For many decades, ‘cultural heritage’ was associated with monuments, museums and archaeology. The relation between cultural heritage and education was usually in the form of passive visits to monuments or museums and was restricted to observing historic monuments or objects. Very often, it included guided tours focusing on the chronological history of events which lacked a connection with learners’ life experiences. Booklets telling all the details of a particular monument without any linkage to either its context, or to the prior knowledge or experiences of learners were very common.
In recent decades, cultural heritage has taken a broader meaning including intangible heritage, natural, urban and rural landscapes, digital and film heritage. The Council of Europe Framework Convention on the Value of Cultural Heritage for the Society (Faro, 2005) gives most comprehensive definition of cultural heritage, embracing its tangible, intangible and digital dimension in a holistic way:Cultural Heritage is a group of resources inherited from the past, which people identify, independently of ownership, as a reflection and expression of their constantly evolving values, beliefs, knowledge and transitions. It includes all aspects of the environment resulting from the interaction between people and places through time (Faro 2005).
This Convention underlines that any sign or a symbol created by, or given meaning by human activity, that is intentionally protected, conserved or revived, instead of being left to natural decay, oblivion, or destruction, can be considered cultural heritage. It puts the emphasis on the values (i.e. cultural, historical, aesthetic, archaeological, scientific, ethnological, anthropological value), beliefs, knowledge and transitions, which are considered relevant by a community or group of reference that has the right to benefit from this resource and that is responsible for the transmission to future generations. As stressed in the Convention, those values are constantly evolving.
It has now been fully recognised that cultural heritage plays a central role in our societies, creating a feeling of togetherness within and across national borders and promoting mutual understanding and shared values, thus care for cultural heritage is growing.
Reflecting on this broader understanding of cultural heritage and the growing interest, cultural heritage is used more and more in the teaching environment, mainly to bring cultural heritage to the attention of as many pupils as possible and to enrich the learning processes. Heritage education is an approach to teaching and learning based on the idea that heritage offers the opportunity to learners to engage in experiences that make them learn. By directly experiencing, examining, analysing and evaluating cultural heritage such as buildings, monuments, workplaces, landscapes, artefacts, rituals and traditions, learners gain knowledge, intellectual skills and a wider range of competences that enhance their capacities for maintenance and improvement of the society and ways of living.
