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“НАШЕ ЖИТТЯ”, ЧЕРВЕНЬ 2017 WWW.UNWLA.ORG 15 danced herself to death waiting for spring to come? That was a dream Igor Stravinsky had be- fore creating his masterpiece The Rite of Spring.” The students had to figure out the answer and were divided into rotating groups. Each student was responsible for some aspect of the assign- ment, like writing down information or looking up information on the Internet. One boy, a spe- cial needs student, was responsible for the tim- ing. So what about that dream Igor Fyodo- rovich Stravinsky had? Children were excited to tell everything they had learned while working in groups and finding answers about the creation of “The Rite of Spring.” The discussion was intense and emotional. It almost seemed as though the schoolchildren were recreating the ballet and or- chestral concert with Stravinsky, designing the decorations and costumes with Nicholas Roe- rich, and orchestrating the choreography with Vaslav Nijinsky. The children were disappointed when they learned about the fiasco of the ballet’s premiere in Paris, almost as though it was their fault. They asked to watch the final act (the Vic- tim’s Dance) again and were mesmerized by the dancing, music, and acting. Everything they learned that day was through hands-on experi- ence. The class ended 15 minutes after the school bell rang because the 7th graders didn’t want to go home. Tatyana calls this type of lesson a “lazy lesson” when a teacher speaks for 5 minutes and lets children speak for the remaining 40 minutes. Children don’t skip Tatyana's classes. They arrive early, offering to help set up the ma- terials for lessons. They love to be where the art is. Some old-school teachers rarely believe things like this can happen. Even the children’s parents are somewhat shocked because they were not brought up with this approach to learn- ing and were not accustomed to classes that kids actually enjoy. Another teacher, Oleg Gorbach, is fond of air modeling. His desire was to bring this pas- sion to the schoolchildren at Kyiv’s school No3 during his programming classes. His idea was to teach children to program microcontrollers, and this meant improving his study program with Java lessons using a program called Arduino. Oleg needed funds to buy Arduino, a program with boards and modules that are purported to be the best tools to start learning and tinkering with electronics and coding. Arduino, in fact, is used to learn 3-D modeling, electronics, the in- ternet, and computer networks. Oleg managed to get the money to buy Arduino using GoFundEd and with great support coming from school alumni and parents. The children love Arduino because they program and see the result in real time with lights flashing, moving, switching, and reacting. You can see the passion in their eyes. Oleg plans to expand the program by showing kids the capabilities of online learning using re- sources like Coursera and EDX as well as the cloud services. The founders of Pro.Svit believe that im- proving the system of education in Ukraine can foster motivation of citizens and bring strong leaders for tomorrow. With this goal in mind, Pro.Svit’s Educational Center plans to engage at least 10 kindergarten teachers and school princi- pals in the next three years. Editor’s Note: Our thanks to Yulia Zimmerman of UNWLA Branch 107 (San Jose) for forwarding this article and the accompanying photos to OL. Anyone interested in learning more about Pro.Svit Center and the innovative teaching methodologies it encourages can find additional information on Facebook at https://www.facebook.com/CenterPro.Svit/. Ms. Kostenko’s article was condensed and edited to accommodate UNWLA and OL submission guidelines. And a Few Learned Words About Learning Human history becomes more and more a race between education and catastrophe . — H. G. Wells For the things we have to learn before we can do them, we learn by doing them . — Aristotle The foundation of every state is the education of its youth . — Diogenes Education is freedom . — Andr é Gide
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