Through lands of Castilla

Caudete and Almansa or Almansa and Caudete. These two villages of La Mancha can be found in Albacete province, separated from each other by 35 kilometres. We really wanted to bring them our show #esxciencia because the previous experience with these two schools was very interesting and nice.

We came from our United Kingdom tour greatly satisfied for english public’s acceptation, not as we originally imagined because we thought it would be more difficult to reach them. We came back then to Spain willing to give our all and showing and teaching a lot of science.

On 14 December it was the turn of CEIP Gloria Fuertes in Caudete. I must say that the faculty of this centre is astounding. It’s an incredible team always wanting to do things in the right way.

It was a cold morning, a dark cold as teacher Almansa described it. The chosen place was a multipurpose room. As always the protocol consisted in taking a look to the space and its capacity, in checking the sound equipment, the age of the students… Then we started to stage everything. At our beginnings it all took one and a half hour, but at this point we have enough with 45 minutes.

Music is sounding once more for #esxciencia and let the show begin.

It still surprises us, and this is not false modesty, how girls and boys everywhere we go are able to pick all the science out from our crazy train trip of two clowns.

Next day, friday, it was the turn of CEIP José Lloret in Almansa. The same we have said about the school in Caudete fits in this other centre. Working with these two implicated educative teams was a privilege.

This morning, when we were preparing all our stuff, the local television approached to us. They had heard about our project and our presence in the province. They wanted to talk to us for a while and film some part of the show.

Thank you so much to all of you once again, to all students and teachers. We will never forget how people of La Mancha treated us and how we enjoyed doing what we had come to do, to spread science.

Our clown suitcases were asking us for more adventures so that very afternoon we left to Mutriku.

But this is another story, and another post. 😉

Passion for experimenting at San José school (Almansa)

Following our route we arrived at Almansa and more specifically at San José School. There we discovered something common among all the centers we visit, the interest that rouses everything related to experiments. In addition, in this center, they like working by projects and live science from experience, outings and manipulating different textures.

What specially caught our attention in this workshop was how passionate they are about animal world and everything related to planets and universe.

Every day we are more sure that uniting science and clown will be a revulsive, using performing arts as means of learning. Teachers and students love storytelling, music and everything that has to do with play and movement. We are on the road.

We found a problem with student behavior, which muddied the work of the teaching staff. The lack of respect for rules, both games and education, the lack of cooperation in their relationships and when it’s time of collecting materials, not keeping silence or disobeying the teacher hinder the educational work.

Being very concrete, we came to the conclusion that students don’t like reading textbooks, they don’t want to know anything about something they can’t see or demonstrate, especially in what has to do with phase changes and matter properties. And of course, the student “hates” examining himself.

Likewise, teachers demand training, they don’t feel safe to face certain issues or the use of new technologies. They confront science without resources and appreciate the existence of Internet.

They are tired of repeating always the same thing, explaining outdated theories and they find difficulties to explain the properties of light, hours, units and machines.

In this section we find a variety of unconnected things that do not affect the education in different subjects.

To mention a few that have attracted our attention, personal hygiene appears as something indifferent to students, computers, norms (here they appear again) and textbooks. They are some examples of things that are not considered transcendental by students in some cases and by teachers in others.

The most outstanding ideas of Brain Writing were the following:

  • More experimental and based on projects working.
  • Using recycling materials.
  • Working plants in a vegetable patch.
  • Machines. Bikes workshop.
  • Healthy cooking in the classroom.
  • The environment as a resource, as a scenario in which to learn.
  • Schools open to the environment, “no fences”.
  • Project: “respect giving example”.
  • Knowledge of different cultures through scientific development of these.
  • Storytelling about science.
  • Workshops of specialists (because we are only teachers): architects, engineers, historians,…