Folklore Project for Kindergarten and Elementary Education

We selected in this post several ideas and templates ready for your Folklore Project for Kindergarten and Elementary Education.

These are excellent educational suggestions for working the Brazilian Folklore Day, date that is celebrated annually in the Brazil on the 22nd of August.

Folklore is the culture of a people, the set of cultural traditions knowledge, beliefs, customs, dances, songs and legends of individuals in a given nation or locality.

In schools across the country, teachers, especially in the early grades, use this commemorative date to work in the classroom. And it was with this in mind that we at Education and Transformation selected these models ready for your Folklore Project, check out:

Folklore Project for School

The history of humanity is permeated by symbolism resulting from the beliefs and traditions of each of the peoples who, through contact and the existing cultural variety, it delineates its historicity and marks its identity traits in the world.

The historical experience of a people builds its lifestyle, traditions, customs, beliefs and such interconnected elements, form its culture.

Justification:

Folklore is the strongest expression of the way of life of each social group. Thus, taking into account the importance of cultural manifestations in the life of the population and the need for its preservation, we developed this project, in an attempt to perpetuate this important element of identity cultural. Therefore, popular knowledge is one of the starting points for pedagogical practice, thus seeking to expand knowledge, understanding and analysis of Brazilian folklore through dialogue with students, questions about their own experiences about the various legends, games, toys, parlendas, songs, tongue twisters, etc., leading them to research the theme in question.

Goals:

• Valuing cultural manifestations;
• Encourage to expand oral language;
• Encourage writing in its various modalities;
• Stimulate rhythm, creativity and pleasure through the circle songs.

Structure/Resources:

Activities will be proposed to rescue popular culture through: legends, parlendas, rhymes, games, tongue twisters, and riddles.

The activities will be developed individually and collectively with teacher and student interaction.

Students will research manifestations of Brazilian popular culture, create drawings that can illustrate the texts (parlendas, tongue twisters, short stories) worked on in the classroom referring to the theme.

For this, we will use:

• Search in LIED and with family members;
• Color paint program, writer;
• Games and games; Reading and ordering texts;
• Representation of songs and parlendas;
• Subtitled story;
• Puzzles about characters from legends and memory games.

Procedures:

Conversation and registration (probing prior knowledge);

• Explain what folklore is: legends, superstitions, parlendas, jokes, riddles;
• Search with parents for known legends; Socialize the legends in the classroom, through retellings;
• Choose, through voting, the students' favorite legends;
• Draw up a graph with the result of the vote (take advantage of and work on problem situations in mathematics);
• Ask students (in pairs) to rewrite some legends;
• Survey the tongue twisters known to the class;
• Socialize the tongue twisters and organize reading sheets for each of them;
• Take the sheets home with the tongue twisters so they can read;
• Read some riddles to the class, who try to figure out the answers;
• Organize a riddle championship in the room;
• Representation of nursery rhymes and parlendas
• Manufacture of mobiles referring to the worked parts
• Promote internet searches.

Assessment:

As this theme is rich in content and activities to be developed, enabling a good performance in the work of the content mentioned above, it is concluded that this is a relevant topic for the development of skills and competences previously cited.

Check out other ideas for the Folklore Day.

Folklore Project for early series

Justification:

• At preschool age, children are going through a transition in their behavior as they are beginning to merge a behavior previously only formed by reflexes (from when they were babies), with a new phase: a language. In this transition, the child feels the need to pretend to be someone, to fantasize about situations. Hence all the symbology reflected in make-believe games. They live in an imaginary world where they are able to think and act imitating different situations. With this, we see the importance of working Folklore. Here, we think of Folklore as a big puzzle, a big toy, in which each piece is fundamental: the dances, the legends, the games, the parlendas, the riddles, the songs, the recipes, the toys, etc. These are the pieces that make up this game called Brazilian culture. The more you play with this game, the more you get to know the culture of our country, so it couldn't stay out of the pre-school space.

Objective:

• To promote the integral development of children, within an environment with playful and educational proposals, as the culture of a people is a precious asset that must be cultivated. And our goal is to dust off the word Folklore and play with the possibilities it offers.

Contents

a) Conceptual: Build concepts with children about what folklore is through their experiences.

b) Procedural: Allow children to appropriate knowledge of human culture such as new ways of playing, singing, dancing, talking, etc.

c) Attitudinal: Encourage appreciation and respect for the different ways of living of different groups and people.

Areas:

a) Personal and Social Formation: socialization, respect, valuing the other, autonomy, initiative.

b) Oral and Written Language: speech, dialogue, argumentation, parlenda, travalingua, riddles, songs, writing, recipe, reading, legends, informative texts.

c) Nature and Society: history of toys and games, different ways of singing, playing and telling stories.

d) Movement: dancing, playing.

e) Music: songs.

f) Art: dramatization of legends.

g) Mathematics: construction of toys (shapes, colors, measurements, recipes).

Resources:

• books and magazines (information sources), scrap, colored paper, glue, scissors, CDs with stories and songs, toys, costumes, camera, photographic film.

Assessment:

• The observation of the children's forms of expression, their involvement in activities and satisfaction in their own productions will be an instrument for monitoring the work that will help in the evaluation and re-planning of the action educational.

Culminating Activity:

• Exhibition for parents of the Folklore Project and, through photos, research materials, materials collected and made by children and presentations.

See too:

• Folklore Text Interpretation Activities
• folklore souvenir
• Folklore Activities

Folklore Project for 2 Year of Elementary School

Goals:

• Rescue the importance of Folklore;
• Map the cultural expressions of the school or city;
• Know what folklore is and its origin;
• Pass on cultural values;
• Develop creativity;
• Develop a taste for folk music and dances;
• Develop attention and reasoning;
• Develop the ability to research;
• Clarify facts of the Folklore of your Municipality or State.

Development:

• Reading of texts, informative, literary, recipes and songs;
• Search targeted, interviews;
• Guessing Championship;
• Art workshop, scrap;
• Play workshops: Chicotinho burned, Boca de Fomo, Quatro canto.
• Songs, dances, and folk games.
• Types of typical foods and recipes;
• Festival with typical regional foods;
• Making posters (LEGENDS) and mockups
• Educational film about folklore
• Presentation of folklore characters (Saci, Bumba meu boi, Iara

Culmination:

• Holding an exhibition of all the works carried out on the subject;
• Promote a folk food fair. Each group will participate offering various types of food (POPCORN, TYPICAL SWEETS, PAMONHA, and other regional and or national folklore foods.

Folklore Project – Rescuing cultures

Justification

The school needs to rescue our culture, our values ​​and guarantee the traditions of other generations.com este Folklore Project aims to rescue our culture, our values ​​and guarantee traditions for the future generations.

Main goal

Provide students with socio-cultural and environmental activities, encouraging creativity, socializing the child about folklore. Thus, the Folklore Project will enable working on legends, proverbs, music, riddles, typical food, dances, preserving folklore and our culture.

Specific objectives

• Rescue our culture through folklore;
• Understand and have a notion of folklore;
• Rescue regional folklore;
• Discover the main folklore manifestations of our city;
• Awaken the ability to differentiate the different folklore parties;
• Conceptualize in the student the interest in regional folklore;
• Demonstrate various beliefs and customs, music and games;
• Develop oral and body expression, fine and gross motor coordination, auditory and visual perception of the child through people, music and dances.
• Recognize the numeral one and two;
• Know the Brazilian popular culture;
• Working on folklore games and songs;
• Develop oral and bodily expression, motor coordination, auditory and visual perception through poetry, music and dances;
• Develop and stimulate visual-motor coordination
• Stimulate the rhythm.

procedural contents

• Arts: puzzles about characters from legends, modeling with clay or play dough, memory game, masks, setting up a book about Folklore, art workshops: setting up kites, bilboque, weathervanes, etc.
• Texts (poetry).
• Songs.
• Guess what?
• Mathematical activities.
• Researches.
• Hunting words.
• Games and games.
• Connecting dots.
• Cutting and pasting;
• Puppets;
• The five regions;
• Motor coordination;
• Story time;
• Various games;
• Art;

Attitudinal concepts

• Interest and respect for your culture.
• Preservation by tradition of their customs.

METHODOLOGICAL PROCEDURE:

We will start the Folklore Project by researching some legends:

• legend of Saci
• legend of the headless mule
• Legend of the Dolphin
• Legend of Boitatá
• legend of Curupira
• Talk Wheel (children in circle)
• Explain what folklore is: legends, superstitions, parlendas, jokes, riddles.
• Working with legends, telling them and reproducing them through drawings.
• Art we will make various masks (saci, mermaid, curupira, caipora).
• Math work with memory games, made by the students themselves.
• modeling arts the “saci-pererê” pipe and the “Bumba-meu boi” pipe.
• oral language work with parlendas. Pseudo-reading.

Methodology 

• Explain what folklore is: legends, superstitions, parlendas, jokes, riddles.
• Formal conversation about the topic;
• Greet children with music, games and news and prayer;
• Telling a story by dramatizing; speaking its characteristics;
• Legend of Saci Perece,
• legend of the headless mule
• Legend of the Dolphin
• Legend of Boitatá
• Legend of Curupira,
• Through objects, students identify quantities of numbers
• Work on the characteristics of the five regions;
• Conduct rehearsal for folklore presentations;
• Students will do tongue-twister reading and riddles;
• Promote wheel games and music;
• Teach how to play jumping rope and hopscotch;
• Show a movie that talks about folklore;
• Magazine and newspaper handling;
• Study of folklore in each region of Brazil;
• Rescue, experience and value the manifestations of regional popular culture;
• Stories told by parents of students;
• Legends that were part of the parents' childhood;
• Make various masks (saci, mermaid, curupira, caipora).
• poster making;
• directed games
• Body and oral expression;
• Exhibition of prints about folk characters.

culmination

• It will be held in the nursery hall with the participation of parents, presenting typical dishes from the five regions that were served to those present, and presentations made by the children.

Assessment

The evaluation will be done through continuous participation during the proposed activities.

Support Materials

• children's story books;
• Didatic books;
• Mobile alphabet;
• Magazines and newspapers;
• Television and video;
• Gouache paint;
• Colored pencils;
• cardboards;
• Glue;
• Suede;
• Cameras;
• Film; Site of the Yellow Woodpecker.
• Sound box microphone;
• Stereo;
• Engravings;

Human Resources

We have the collaboration of the entire team at the daycare and the participation of parents to make the typical dishes participate in the culmination.