大地艺术：创作一只奇幻动物
为迎接一年级新生，我们步行前往学校附近的一片树林——幸运的是，这片树林离我们很近。我们在林中和草地上开展了一系列活动，旨在帮助新生巩固彼此的认识、建立同伴关系。其中一项活动以四至五人为一组，要求各组利用在树林和草地上找到的自然材料，制作一只奇幻动物，并用同样的自然材料为其搭建巢穴。秉承大地艺术（Land Art）的精神，我们仅使用大自然提供的材料来创作这些奇幻生物及其栖息之所。
每组需为自己的动物起一个酷炫的名字，并编撰一段简短的故事。故事须回答以下问题：它以什么为食？有哪些生活习性？具备哪些特殊能力？是群居还是独居？产仔还是下蛋？是否会冬眠？
各组将故事内容记录下来，尽可能发挥想象力，制作成一份简短介绍，并共同商定向其他同学展示的方式（例如：每人发言一部分、自由选择讲解内容，或由一名组员代表全组陈述——关键在于集体协商决定）。
一支由教师组成的评审团全程观察各小组的工作过程，评估学生之间的协作程度与组织能力。整个活动持续约一小时；结束后，各组依次向全体同学展示本组创作的奇幻动物，并通过集体协商投票，选出同班同学作品中最出色的一只。
作业评价从1至5分对以下指标打分：
动物名称——须富有想象力且贴合其形象
- 所用材料的多样性
- 故事及动物信息的原创性与准确性
- 展示方式是否生动有趣、引人入胜
- 组员间的协作情况
- 同学互评额外加分1分
本次活动参与度极高，每位学生的性格、气质与能力都得以自然呈现；团队合作能力、倾听能力、冲突解决能力以及沟通能力均得到切实锻炼。为实现共同目标而付出的努力，在学生之间营造出融洽愉快的氛围，大家全情投入、兴致盎然。
Land Art: create a fantastic animal
Per l’accoglienza nelle classi prime siamo andati a piedi nel bosco che abbiamo la fortuna di avere abbastanza vicino e abbiamo fatto una serie di attività per consolidare la conoscenza e le relazioni fra compagni nelle nuove classi. Una di queste attività da fare in piccoli gruppi da quattro o cinque persone è stata quella di creare un animale fantastico con i materiali trovati nel bosco e nel prato e creare anche la sua tana, sempre con elementi naturali. Nello spirito della LAND ART abbiamo utilizzato i materiali offerti dalla natura per creare le nostre creature fantastiche e le loro tane.
Each group had to come up with a cool name and make up a little story about the animal. They needed to answer the questions: how does it feed? What are his habits? What abilities does he have? Does he live in packs? Does it lay puppies or eggs? Does it hibernate?
The group wrote down and created a short presentation, as imaginative as possible, and agreed on how to present their animal to the others (everyone can speak, everyone can choose a part of the explanation, or only one person in the group can do it, the important thing is is to decide together).
A jury made up of teachers observed the various phases of each group’s work and evaluated the degree of collaboration and organization among the students. At the end of the work, which lasted about an hour, each group presented its animal to all the others, and voted by mutual agreement, on the best animal among those made by their scoolmates.
the job evaluation provided a score from 1 to 5 for these indicators:
Name of the animal, which must be imaginative but relevant
- Variety of materials used
- Originality and accuracy of the story and information about the animal
- Interesting and engaging presentation
- Collaboration of teammates
- 1 point bonus given by schoolmates
The activity was very participatory, the temperament, character and abilities of each boy and girl in the class were outlined, the ability to work together and the ability to listen, conflict resolution and communication were tested. The commitment to a common goal created a good feeling among the students, who were really engaged and happy.
