Part, Theme, Chapter
1 I,Intro | implement, prepared by a group of experts from the Catholic
2 I, 2,Pre| the film with those of the group, and then with those of
3 I, 2,Pre| it is quite common for a group of children, particularly
4 I, 2,Pre| greatly respected by the same group when they are presented
5 I, 2,Pre| legends associated with the group's own environment or daily
6 I, 2,Pre| the story and see how the group reacts to them.~* Get the
7 I, 2,Pre| they are received by each group.~See what kind of impact
8 I, 2,Pre| groups.~* Encourage the group to make up their own stories
9 I, 2,Pre| methodology concentrates on group activity and involvement:~-
10 I, 2,Pre| the individual within the group;~-using games to arouse
11 I, 2,Pre| in relation to the media (group discussion and shared interests
12 I, 2,Pre| watching the story? If the group has difficulty in expressing
13 I, 2,Pre| values;~* To reflect on the group's particular values through
14 I, 2,Pre| a story recounted by the group itself;~* To calculate what
15 I, 2,Pre| film.~Exercises~1. Get the group to choose a current film
16 I, 2,Pre| up to a comparison of the group's daily life with what the
17 I, 2,Pre| Gospel.~2. Suggest that the group produce a story of their
18 I, 2,Pre| compare the values in the group's work with those of the
19 I, 3,3 | Communicate all this to the group (cf. The Audio-visual and
20 I, 3,3 | Objective: to make the group clearly aware that THROUGH
21 I, 3,3 | and compared, with each group giving its opinion of the
22 I, 3,3 | its opinion of the other group's work and, in turn, explaining
23 I, 3,5 | genuine interest to the group on the educational level.~
24 I, 3,5 | works. Each young person or group should write down the ambitions
25 I, 3,5 | analysis of the picture the group should also examine their
26 I, 3,5 | Then, as they wish, each group could set up a small panel
27 I, 3,6 | very open and well-disposed group, i.e. of parents of children
28 I, 3,7 | one of us - individual, group, association - is responsible
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