This topic of this training proposal - which is very new - was born thanks from the meeting between JUMP Association and the EDU Vision team of Slovenia but also with Prof. Marina Gabelica, University of Zagreb who gave a speech during a conference titled exactly: Storytelling as a Bridge Between the Virtual and the Sensory. 

Quoting the Professor: 

“Storytelling is inseparable from humankind; therefore, many theorists also call the Homo Sapiens (the thinking man) Homo narrans (the story-telling man). Storytelling dates back to the very beginnings of human civilisation, to the period considered the childhood of humankind. At the same time, telling fairy tales and stories is an integral part of every childhood. This is a portal through which the child enters the world of the literary word, but also the world of human experience, both the experience of civilisation and the personal experience. In the act of oral narration, the boundary between the story, the storyteller, and the listener almost disappears, because the story is realised both in physical space-between the storyteller and the listener-and in virtual space, where the spoken word becomes a representation in the listener's mind. The task of every storyteller is to tell a story in a way which would encourage the listener to let themselves go and enjoy the virtual world of the story. This process of immersion into the story will be significantly more successful if the storyteller uses techniques to evoke different sensations in the listener, thereby providing a deeper sense of immersive (co)operation. The paper will explain the importance of immersion in the encounter between the storyteller, the listener (pupil), and the story, and present several examples of how to stimulate children's immersion and create richer representations by engaging various senses. 

The term virtual is today often associated with digital media, to refer to an imaginary space, separated from reality. Etymologically, the word virtual comes from the Latin word virtualis (medieval version) or virtus (excellence, potency, efficiency), and refers to that "which does not exist in reality; unreal, fictional, apparent" ("virtual", 2020). The term virtual is primarily used in semiotics and semiology to explain the process of the emergence, and subsequent use of human communication through signs, including language”.

This training investigates the new era of digital learning and digital teaching at the preschool level to foster creativity and the creation of a permanent use of “Visual Storytelling”, which can be digital and physical. If well balanced can create a more creative pedagogy and support kids to learn enjoying while producing elements of the storytelling and developing communication skills. 

Visual storytelling is extremely effective to learn a second language (English classes for example). 

Visual storytelling involves the use of various visual props – these can be static images (illustrations, paintings, etc.) or dynamic props, such as dolls that we move. Given that other special disciplines explore the potential of puppets and theatre, we will explain below the use of static images as visual cues in sensory-enriched storytelling.

In this training we also combine the value of visual and sensory. Senses are raised thanks to visual storytelling without words but with the development of a new kind of language, including body language and team work. Kids learn how to recognize and develop different senses. In different phases they learn how to communicate effectively and learn new languages. 

 

The main goal of the training is to equip pre-school teachers with a kit of methods and tools, present online and created by JUMP for the participants, and become visual storytellers for their kids. 

 

Target group

Preschool teachers 

 

Like all our programs, the present one is flexible and adaptable to special requests, depending on the subject taught or on the starting level of the participant. 

Furthermore, in line with the JUMP Academy method, our courses are based on a strategic balance between formal and non-formal education, indoor and outdoor education and the team takes care of a very important aspect of international mobility which is the intercultural learning which we develop with short excursions and facilitating the interaction with local partners, especially schools of the territory. 

We always try to connect our learners to local teachers and students to cooperate in developing innovation and networking for future projects. If possible, inside the program, a morning is spent inside a local school, visiting, observing, and cooperating in the realization of one or more lessons. The proposed program JUMP works, in European dimension and with an international spirit, at the local level and, according to the period of the training along the year and the weather, it is possible to change some sessions and add visits and meetings, in cooperation with our network of partners including schools involved in European projects).

Training modules

1) Module 1: The actual scenario of distance learning and emotional consequences, risks and dangers

2) Module 2: Discovering the research “Storytelling as a Bridge Between the Virtual and the Sensory”

3) Module 3: Discovering existing tools to start a Visual and Sensory Storytelling” program at school

4) Module 4: Production of tools for my school

5) Module 5: Practicing the tools in a local school

6) Module 6: Design my learning and teaching pathway. Teachers develop the follow up to transfer what learnt into practice

 

As all our programs, the present one is flexible and adaptable to special requests, depending on the subject taught or on the starting level of the participant. 

Furthermore, in line with the JUMP Academy method, our courses are based on a strategic balance between formal and non formal education, indoor and outdoor education and the team takes care of a very important aspect of international mobility which is the intercultural learning which we develop with short excursions and facilitating the interaction with local partners, businesses and citizens of our territory. Each local context has its own economy so it’s always useful, in training programs, to get in contact with concrete examples (experiential learning and real based learning). 

We always try to connect our learners to local teachers and students to cooperate in developing innovation and networking for future projects. If possible, inside the program, a morning is spent inside a local school, visiting, observing and cooperating in the realization of one or more lessons. The proposed program JUMP works, in European dimension and with international spirit, at local level and, according to the period of the training along the year and the weather, it is possible to change some sessions and add visits and meetings, in cooperation with our network of partners including schools involved in European projects).
 

Program

Sunday: arrival of participants, welcome by the B&B, social dinner, free time and relax.

Monday: 09:00 - 12:00 first briefing by organizers, presentation of the team, logistics of the local context, program overview and changes, moving to the city center. Outdoor team building game “The Mission Impossible in Soverato by JUMP”. Getting to know the Cultural Heritage of Calabria region. 

12:00 - 13:00 lesson. Introduction to Module 1: The actual scenario of distance learning and emotional consequences, risks and dangers

13:00 - 14:30 lunch break

14:30 - 17:30 lesson. Module 2: Discovering the research “Storytelling as a Bridge Between the Virtual and the Sensory”

Tuesday: 09:30 - 13:00 lesson. Module 3: Discovering existing tools to start a Visual and Sensory Storytelling” program at school

13:00 - 14:30 lunch break

14:30 - 17:30 lesson. Module 4: Production of tools for my school

Wednesday: 09:30 - 13:00 lesson. Module 5: Practicing the tools in a local school

13:00 - 14:30 lunch break

14:30 - 17:30 lesson. Debriefing on the morning at school and mid term evaluation

Thursday: 09:30 - 13:00 lesson. Module 6: Design my learning and teaching pathway. Teachers develop the follow up to transfer what learnt into practice

13:00 - 14:30 lunch break

14:30 - 17:30 lesson. Continuation of the Module 6.

Friday: 09:30 - 13:00 lesson. Europass and feedback of participants

13:00 - 14:30 lunch break

14:30 - 17:30 Outdoor excursion to an old village on the coast in Calabria.

Saturday: 09:30 - 12:00 lesson. Closing the course: Evaluation and delivery of certificates, checking the Learning Mobility Agreements and administrative receipts. In the afternoon of Saturday afternoon, or free time or proposed  ​Intercultural activities or an excursion "Discovering Calabrian old towns and traditions". Final social dinner among participants. 

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Certification and number of days

JUMP certifies or 36 hours for 6 days course (6*6) or more if needed adding extra hours per day. Or 30 hours for a 5 days course (6*5). 

The course can be also extended to a 2 weeks course with the options 10 days or 12 days course if asked and agreed, depending on the project of the sending organization. 

10 days are excluded the weekend (5+5), 12 days are from Monday to Saturday morning (6+6). 

At the end of the training, JUMP delivers a formal certificate of attendance and the team is at disposal to fill the Europass certification document according to the EU model template and other needed documents for reporting of the sending institution. 

Costs: the cost is fully covered by the Erasmus grant. Write to associazionejump@gmail.com  to ask for information on costs and the services provided to plan your mobility project in Soverato with JUMP.