Scaramouche no 01

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Scaramouche (Vaslui. Online) = ISSN 2344 – 0244 / ISSN–L 2344 – 0244

Theme of the edition: ROMANIA No. 1 - November 2015

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Scaramouche (Vaslui. Online) = ISSN 2344 – 0244 / ISSN–L 2344 – 0244 Year 1, no. 1, November 2015 Theme of the edition: Romania

Contents Section A ‐ The project * Alexandru Mîță (Project Coordina‐ tor) ‐ Editorial Foreword ___ 4 * Alexandru Mîță (Project Coordina‐ tor) ‐ KA2 Erasmus+ Strategic Part‐ nership Description ___ 5 * The 1st international project meet‐ ing of the project – Vaslui – 9th ‐ 13th of November 2015 ___ 6 * Testimonials about the 1st Trans‐ national Meeting ___ 14 * This is... Tamy! ___ 15 * 1st International Contest of the project “Searching for… the visual identity of the project” ___ 16 * Theme of this edition: Romania ___ 23

Section B ‐ Comics by theme

Section C ‐ Didactics

* Mara Cires, Lucian Budianu (LMK Vaslui ‐ Romania)‐ Manger à la roumaine ___ 24 * Section of Scientific Articles and Didac‐ * Roumanie, pays de l’amour ‐ Elena Darie tic Files ___ 82 (LMK Vaslui – Romania) ‐ L'âme d'un robot ___ 26 * Ciolacu Lola‐Gabriela (LMK Vaslui ‐ * La Roumanie, pays de science‐fiction ‐ Diana Scurtu, Roumanie) ‐ La bande dessinée en classe Tudor Năstase (LMK Vaslui ‐ Romania) ___ 30 de FLE, déclencheur privilégié des activi‐ * Rafaella Savva, Ioanna Kleanthous (Cyprus) ‐ tés d`expression ___ 83 * Sabrina de Bernardis, Paola de Santis A Cypriot Student Travels to Iasi, Romania ___ 34 (Frosinone, Italy) ‐ Short History of the * Rafaella Savva, Ioanna Kleanthous (Cyprus) ‐ Italian Comics ___ 86 A Cypriot Vraka Man Travels to Romania ___ 38 * Sabrina de Bernardis, Paola de Santis * Christina Keliri (Cyprus) ‐ (Frosinone, Italy) ‐ La BD francophone ‐ A Travel to Romania ___ 43 origine et développement ___ 100 Christi Makrygiorgi (Cyprus) ‐ * Mehmet Akmanoglu, Aysun Guzey, A Cyprus Donkey Travels to Romania ___ 47 I l k e r M a h i r A r i c i o g l u ( K a s t a m o n u ‐ T u r k e y ) ‐ * Denise Testani, Vincenzo Teoli, Sulozeqi Enrico, Comics in Socialist Romania ___ 109 Giacomo Savani (Frosinone—Italy) ‐ * Mehmet Akmanoglu, Aysun Guzey, Il volo del gabbiano ___ 50 Ilker Mahir Aricioglu (Kastamonu ‐ Tur‐ * Italian Team from Frosinone ‐ Simply Comics ___ 53 key) ‐ Maths and Comics ___ 112 * Portugal—Vialonga Team coordinated * Mehmet Akmanoglu, Aysun Guzey, by Miguel Cunha ‐ The Traveller ___ 54 Ilker Mahir Aricioglu (Kastamonu ‐ Tur‐ * Portugal—Barreiro Team ‐ Cátia Nascimento ‐ key) ‐ Comics and Education ___ 118 Dracula in the 1755 Earthquake in Lisbon ___ 61 * Laura Silva Maria (Agrupamento de Escolas de Santo André, * Portugal—Barreiro Team ‐ Daniela Nobre Portugal) ‐ Comics in Early Language & Gustavo Araújo ___ 62 Learning ___ 122 * Portugal—Barreiro Team ‐ Duarte Correia * Maria da Graça Bernardino & Pedro Rodrigues ___ 64 ( A g r u p a m e n t o d e E s c o l a s * Portugal—Barreiro Team ‐ José Diogo Nobre ___ 67 de Santo André, Portugal) ‐ * Portugal—Barreiro Team ‐ Nádia Bértolo Count Dracula ___ 123 & Marta Viegas ___ 69 * Project team of Agrupamento de Esco‐ * Portugal—Barreiro Team ‐ Sandro Batista ___ 72 las de Vialonga, Portugal ‐ * Portugal—Barreiro Team ‐ William Almeida ___ 73 A Synopsis on Comics ___ 124 * Comics of Kastamonu ‐ Turkey project team ___ 76 * Rares Iancu (LMK Vaslui ‐ Romania) ‐ Free Style ___ 131 * Elisia Tîrnoveanu ‐ LMK Vaslui ‐ Roumanie ‐ Le Noël en famille ___ 77

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Year 1, no. 1—”Romania”

Alexandru Mîţă – Project Coordinator Editorial Foreword “Scaramouche” Comics Magazine in the frame of the new Erasmus+ KA2 strategic partnership “Comics in teaching languages / La BD en classe de langues” “Scaramouche” is not only a school magazine that we present you today, which (re)presents the didactic universe of comics, but it is also a dream come true. A dream about learning languages using comics in a creative way, a dream about how to make comics and a dream about creating scripts and beautiful drawings with fresh heroes which delight the new generations of learners with original adventures full of sense, of good will and inspirational. In the almost deserted landscape of the European press for youngsters, we now plant the very first cactus in order to revive this field so poetical (but at the same time, unjustly ignored) of the comics for pupils. This time, during the project implementation (2015‐2017), it will be the turn of the pupils who are learning English, French and Italian as modern languages, aged from 10 to 19, from all the involved institutions in the Erasmus+ strategic partnership “Comics in teaching languages / La BD en classe de langues”, trained and supervised by their national project coordinators, to become comics creators, script writers, true artists. We will readily include bigger and smaller, talented and enthusiastic pupils for becoming members of our editorial international office. Choosing a title for a magazine ... for being easy to remember ... for being something funny ... meant to be loved, destined to be on the lips and in the hearts of his readers ... quite risky but unique and exquisite event, with positive and intense emotions. It's like a baptism, we must be aware that this name is for a lifetime and will be major part in defining the personality of our comics magazine. Why “Scaramouche”? Because it's funny, easy to say, singing, whistling, because more than a name, it's a nickname, a heroic and romantic nickname. “Scaramouche” is one of the masks and also one of the best heroes of the commedia dell'arte, enthusiastically taken over by the theater at first, then by the French and universal cinema. Scaramouche wants to embody in our comics magazine creativity, adventure, humor, seriousness, courage, passion (double portion, for drawing and for the transposition into modern language) and the taste for the fabulous. So let’s wish a nice long trip to our bimonthly "Scaramouche" and to its editorial crew that invites you to join us with your ideas, with your suggestions, with your heroes and drawings, or at least, with your best feelings! The Crew The chief editor for Cyprus: Antonis Antoniou (national KA2 project coordinator) The deputy chief editor for Cyprus: Miltiades Karras The chief editor for Portugal ‐ Vialonga: Miguel Cunha (national KA2 project coordinator) The deputy chief editors for Portugal ‐ Vialonga: Paula Martins, Ilda Carinhas The chief editor for Portugal ‐ Barreiro: Maria da Graça Bernardino (national KA2 project coordinator) The deputy chief editor for Portugal ‐ Barreiro: Rosario Santos The chief editor for Italy ‐ Frosinone: Sabrina de Bernardis (national KA2 project coordinator) The deputy chief editor for Italy ‐ Frosinone: Paola de Santis The chief editor for Turkey ‐ Kastamonu: Mahir İlker Aricioglu (national KA2 project coordinator) The deputy chief editors for Turkey ‐ Kastamonu: Gökhan Savaş, Mehmet Akmanoglu The chief editor for Romania: Alexandru Mîță The deputy chief editors for Romania: Mihaela Liteanu, Landiana Mihnevici, Carmen Neacşu, Gianina Romaşcu, Irina Popa, Mihaela Bahman, Laura Munteanu, Daniela Caliniuc, Elena Croitor, Gabriela Plăcintă, Mirela Bulgaru, Florin Munteanu, Alina Moraru, Ramona Mocanu, Narcis Aprodu, Mirela Fighiuc, Florica Ciurescu, Cristina Borțun, Carmen Alexa, Lola Ciolacu, Nicu Vlad

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Year 1, no. 1—”Romania”

Alexandru Mîţă – Project Coordinator

KA2 Erasmus+ Strategic Partnership Description

The Erasmus+ KA2 strategic partnership “Comics in teaching languages / La BD en classe de langues” The Erasmus+ project “Comics in Teaching Languages/La BD en classe de langues” financed by European Commission through Erasmus = Programme with an European budget of 95820 Euro (30450 Euro for the Coordinator), answers to a strong need issued after an analysis of needs of renewal the strategies of teaching and learning languages following the key competencies and to the necessity of increasing pupils’ motivation in order to improve the quality of language learning, of cultural and communicative aspects at the level of 7 European schools and will be implemented in 2015‐17,in an international partnership coordinated by Theoretical High School “M.Kogălniceanu” Vaslui Romania, institution with a big experience of 14 years in coordinating European projects and 7 European Language Labels. The main objective of the project is to increase the quality of language learning by promoting intercultural European education centered on comics, through the main key competencies: communication in foreign languages (English, French, Italian), digital competencies, sense of initiative and entrepreneurship and the cultural responsiveness and expression. The specific objectives are: ‐ to promote innovation through comics and their civilizing, historical, artistic, communicative and IT aspects in teaching foreign languages (French, English, Italian) to 1400 pupils and 50 teachers from the 6 European schools in partnership; ‐ to endorse creativity, competitiveness, employability, growth of initiative spirit through comics to 1400 pupils and 60 teachers from the 6 European schools in partnership; ‐ to develop one creative instrument of e‐learning – Learning Management System ‐ intended for a friendly and creative linguistic and IT approach of comics in the 7 involved institutions& 5 course supports for training and informing teachers (1‐using project’s info website and creating multimedia lessons; 2‐using the project’s LMS; 3‐editing a school magazine–graphics on computer; 4 – audio‐video editing; 5‐using web instruments for creating comics); ‐ to enhance interculturality through a comics magazine (12 editions) entitled "Scaramouche" made in common by the 6 project teams; ‐ to develop the inventiveness and the sense of art by creating graphics for the 12 comics magazines, 5 cartoons inspired by comics created and one documentary film with 6 episodes about implementing the project and the progress of the 6 project reunions; ‐ to increase the didactic, IT skills and resourcefulness of 40 language teachers from the 6 institutions by creating: 30 multimedia art lessons using comics,30 multimedia history lessons using comics; 30 language (En,Fr,It) multimedia lessons using comics following all 4 language competences; ‐ to augment cooperation and learning using IT through 12 webinars of training and 6 international contests organized during 6 project reunions; ‐ to ameliorate the 7 involved schools curricula and to increase the project’s follow‐up by creating 3 course supports for 3 optional courses for teaching languages( EN,Fr,It) using comics; The project activities will be integrated into the school curriculum of involved institutions. The strategy of monitoring, evaluation and dissemination will be complex and will follow every step of project implementation. The target group is made of 5000 pupils and 50 teachers from the involved institutions. The methodology of the implementation is founded on the management phases, as well on actions in order to: plan and prepare (action strategy); realize the project (project’s teams founding, detailed activities), management, evaluation (as stipulated in the project’s approach) dissemination of the results, follow‐up strategy and sustainability.

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Year 1, no. 1—”Romania”

The 1st international project meeting of the project – Vaslui – 9th ‐ 13th of November 2015 The first transnational meeting of the partnership was an opportunity for the partners to meet, to better understand the philosophy of the project, to discuss the different issues, to establish some practical arrangements, to exchange ideas on how to organize a good project administration. Monday, the 9th of November 2015, was the arrival day at different airports and train stations. We organized, in the evening, a meeting with coordinators for fixing reunion’s details. On Tuesday, the 10th of November 2015, we firstly organized an official reception at Vaslui Departmental Prefecture and the City Hall of Vaslui, our local partners in the implementation Consortium. The meetings with the Mayor of Vaslui City, Mr. Vasile Pavăl and with the Prefect of Vaslui County, Mr. Andrei Puică, clearly demonstrated that nowadays the educational projects are fully supported by the local and regional communities that appreciate with maximum interest the motivation for learning and the novelty that such a big international structure brings to the town and to the department.

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Year 1, no. 1—”Romania”

The 1st international project meeting of the project – Vaslui – 9th ‐ 13th of November 2015 Then after, the next step was the reception at “Mihail Kogălniceanu” High School by the principals, the coordinator and the members of the project team, followed by a visit of the school and of the exhibition with works of the pupils on the theme “Comics in teaching languages” – made of the splendid posters issued from the 1st International Contest of the project that we organized in order to identify the best pupils’ creations which confers the visual identity of our project. Also during this work day, we organized a technical management meeting at“Mihail Kogălniceanu” High School, which was accompanied by a meeting with the regional press.

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Year 1, no. 1—”Romania”

The 1st international project meeting of the project – Vaslui – 9th ‐ 13th of November 2015 On the 10th of November 2015, in the afternoon, we made a complex International Practical Seminar with 100 participants (that we will describe in a special number of our magazine), entitled “New Didactic Issues for Learning Languages and Interculturality through Comics / Nouvelles approches didactiques pour apprendre les langues modernes et l’interculturalité par le biais de la BD”; this event was also followed by a press conference and was evaluated with specific instruments. This day of the international reunion was achieved with an intercultural transnational evening, opportunity for concrete exchanges of ideas, feelings and tastes.

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Year 1, no. 1—”Romania”

The 1st international project meeting of the project – Vaslui – 9th ‐ 13th of November 2015 On Wednesday, the 11th of November 2015, we continue with a big activity entitled “La BD en classe de langue française – applying creative strategies to teach French with comics / Fumetti per insegnare l'italiano – applying creative strategies to teach Italian with comics / Comics in teaching English – applying creative strategies to teach English with comics” we offered suggestions of class activities containing didactic exploitation of comics and we made the evaluation of the activity.

In the afternoon, we made “Learning with comics at younger age”, a demonstrative activity at Kindergarten no 15 Vaslui, institution which is also a member of the Consortium of implementation of our project. This activity was also evaluated by all the participants.

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Year 1, no. 1—”Romania”

The 1st international project meeting of the project – Vaslui – 9th ‐ 13th of November 2015 On the 11th of November 2015, in the evening, we continued with discussions and demonstrations about applying IT in the project. Our main themes were as follows: ‐ software for creating comics; ‐ software for writing plots; ‐ using the main website of the project; ‐ evaluation of the session.

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Year 1, no. 1—”Romania”

The 1st international project meeting of the project – Vaslui – 9th ‐ 13th of November 2015 On Thursday, the 12th of November 2015, we started the activities, in the morning, by discovering local genius of contemporary graphics and how to apply comics to younger age – this was an activity organized at “Alexandra Nechita” School – Vaslui, also a member of our regional Consortium. The activity was positively evaluated by all the participants.

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Year 1, no. 1—”Romania”

The 1st international project meeting of the project – Vaslui – 9th ‐ 13th of November 2015 In the afternoon, we continued with discussions, demonstrations and brainstorming that we developed for studying together ways to use comics in teaching national language and literature; comics in teaching history, geography and other subjects in foreign languages (class activities); evaluation of the activities; In the evening, we organized together with the project coordinators and the participating project team members, new debates and practices on the project; this time, the reflection themes were the following: ‐ Cinematographic perspective of the comics; ‐ How to write a (good) comics plot? ‐ Debates about the project: Projecting the 1st number of “Scaramouche” (comics magazine of the project): defining the structure, the contributions, technical details); ‐ Debates about the project: Making from Comics educational objects for teaching languages; ‐ Practicing on the project: Google instruments used in the project; This complex activity was evaluated too, with specific instruments.

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Year 1, no. 1—”Romania”

The 1st international project meeting of the project – Vaslui – 9th ‐ 13th of November 2015 The last day, on Friday, the 13th of November 2015, we made the global evaluation of the transnational project meeting and we drew some conclusions which help us in our future activity.

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Year 1, no. 1—”Romania”

The 1st international project meeting of the project – Vaslui – 9th ‐ 13th of November 2015 T E S T IM O N I A L S … about the project 1st transnational meeting

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Year 1, no. 1—”Romania”

This is... Tamy! Once upon a time... in 6 different and far‐away countries, a common ideal came to life: to create a new powerful fine and significant project that shows comics as an instrument for learning languages... Soon after this... a question was born: who will be the project? The project needed an incarnation, a personification, something or someone to love, to enjoy, to inspire and to be inspired by... An international contest followed... and the most gifted, the most creative, the cleverest children started to draw... and they drew, and they drew again and again until they made the funniest creatures to symbolize the project. But the votes expressed the will of the public... and the majority choose a sweet orange cat with beautiful curious green eyes: and this is how Tamy appeared in our lives! Enjoy Tamy! This cat will follow us during the 2 years of the project and we will turn him into a comic hero whose adventures will be always a pleasure for you because he will also help you to better understand languages! We thank very much Mrs. Rosário Santos, the kind Graphics teacher from our Portuguese partner school of Barreiro, who helped us so much to select and to develop this wonderful character, our unique mascot—Tamy the cat !

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Year 1, no. 1—”Romania”

1st International Contest of the project “Searching for… the visual identity of the project” In order to identify the best and most inspirational pictures, created by pupils for providing a visual identity to our Erasmus+ KA2 Strategic Partnership, we opened the 1st International Contest of the project. We decided to classify the pupils’ works on 3 sections: logos, mascots and posters. We were very happy to notice very soon the success of the contest, concretized in about 300 pictures coming from the 6 participating institutions: we made 7 electronic forms for voting and we put them on the website of the project. Finally, we choose the most beloved images and we organized national exhibitions, in the newly created Erasmus+ corners: from now on, our project has a fresh, original, vivid image and we will continue to discover new talents and to promote creativity as one of the major goals of our project. We included these gorgeous images in local exhibitions, organized in the frame of the Erasmus+ corner from every participating institution. We present you in our magazine some of the most voted creations of the participants. Mascots from Barreiro

Logos from Barreiro

Mascots from Frosinone

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Year 1, no. 1—”Romania”

1st International Contest of the project “Searching for… the visual identity of the project” Posters from Frosinone

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Year 1, no. 1—”Romania”

1st International Contest of the project “Searching for… the visual identity of the project” Logos from Vialonga

Mascots from Vialonga

Posters from Vialonga

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Year 1, no. 1—”Romania”

1st International Contest of the project “Searching for… the visual identity of the project” Posters from Vialonga

Graphic identity—Cyprus

Graphic identity—Turkey

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Year 1, no. 1—”Romania”

1st International Contest of the project “Searching for… the visual identity of the project” Posters from Barreiro

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Year 1, no. 1—”Romania”

1st International Contest of the project “Searching for… the visual identity of the project” Mascots and logos from LMK Vaslui

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Year 1, no. 1—”Romania”

1st International Contest of the project “Searching for… the visual identity of the project” Posters from LMK Vaslui

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Year 1, no. 1—”Romania”

Theme of this edition: R O M A N I A When we imagined this project, we decided to give a specific theme to every number of our magazine “Scaramouche” issued during the two years of the implementation. For the 1st number that you are about to read now, the main theme is “Romania”. This means that every project team should produce at least one comic inspired by the respective theme: this will lead the pupils to search for it, to discover new things, to imagine a voyage, to invent extraordinary adventures, one beautiful story which is happening in a new world with special characters and to use the language skills for filling in the speech bubbles. Let’s see now their productions… and don’t forget that the little creators of the comics are (still) not professionals!

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Year 1, no. 1—”Romania”

Mara Cires, Lucian Budianu ( L M K Va s l u i - R o m a n i a )

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Year 1, no. 1—”Romania”

Mara Cires, Lucian Budianu ( L M K Va s l u i – R o m a n i a )

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Year 1, no. 1—”Romania”

Roumanie, pays de l’amour - Elena Darie ( L M K Va s l u i – R o m a n i a )

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Year 1, no. 1—”Romania”

Roumanie, pays de l’amour - Elena Darie ( L M K Va s l u i – R o m a n i a )

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Year 1, no. 1—”Romania”

Roumanie, pays de l’amour - Elena Darie ( L M K Va s l u i – R o m a n i a )

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Year 1, no. 1—”Romania”

Roumanie, pays de l’amour - Elena Darie ( L M K Va s l u i – R o m a n i a )

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Year 1, no. 1—”Romania”

La Roumanie, pays de science-fiction Diana Scurtu, Tudor Năstase (LMK Vaslui)

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Year 1, no. 1—”Romania”

La Roumanie, pays de science-fiction Diana Scurtu, Tudor Năstase (LMK Vaslui)

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Year 1, no. 1—”Romania”

La Roumanie, pays de science-fiction Diana Scurtu, Tudor Năstase (LMK Vaslui)

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Year 1, no. 1—”Romania”

La Roumanie, pays de science-fiction Diana Scurtu, Tudor Năstase (LMK Vaslui)

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Year 1, no. 1—”Romania”

Rafaella Savva, Ioanna Kleanthous (Cyprus) A Cypriot Student Travels to Iasi, Romania

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Year 1, no. 1—”Romania”

Rafaella Savva, Ioanna Kleanthous (Cyprus) A Cypriot Student Travels to Iasi, Romania

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Year 1, no. 1—”Romania”

Rafaella Savva, Ioanna Kleanthous (Cyprus) A Cypriot Student Travels to Iasi, Romania

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Year 1, no. 1—”Romania”

Rafaella Savva, Ioanna Kleanthous (Cyprus) A Cypriot Student Travels to Iasi, Romania

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Year 1, no. 1—”Romania”

Rafaella Savva, Ioanna Kleanthous (Cyprus) A Cypriot Vraka Man Travels to Romania

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Year 1, no. 1—”Romania”

Rafaella Savva, Ioanna Kleanthous (Cyprus) A Cypriot Vraka Man Travels to Romania

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Year 1, no. 1—”Romania”

Rafaella Savva, Ioanna Kleanthous (Cyprus) A Cypriot Vraka Man Travels to Romania

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Year 1, no. 1—”Romania”

Rafaella Savva, Ioanna Kleanthous (Cyprus) A Cypriot Vraka Man Travels to Romania

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Year 1, no. 1—”Romania”

Rafaella Savva, Ioanna Kleanthous (Cyprus) A Cypriot Vraka Man Travels to Romania

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Year 1, no. 1—”Romania”

Christina Keliri (Cyprus) A Travel to Romania

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Year 1, no. 1—”Romania”

Christina Keliri (Cyprus) A Travel to Romania

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Year 1, no. 1—”Romania”

Christina Keliri (Cyprus) A Travel to Romania

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Year 1, no. 1—”Romania”

Christina Keliri (Cyprus) A Travel to Romania

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Year 1, no. 1—”Romania”

Christi Makrygiorgi (Cyprus) A Cyprus Donkey Travels to Romania

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Year 1, no. 1—”Romania”

Christi Makrygiorgi (Cyprus) A Cyprus Donkey Travels to Romania

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Year 1, no. 1—”Romania”

Christi Makrygiorgi (Cyprus) A Cyprus Donkey Travels to Romania

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Year 1, no. 1—”Romania” Denise Testani, Vincenzo Teoli, Sulozeqi Enrico, Giacomo Savani (Frosinone—Italy) Il volo del gabbiano

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Year 1, no. 1—”Romania” Denise Testani, Vincenzo Teoli, Sulozeqi Enrico, Giacomo Savani (Frosinone—Italy) Il volo del gabbiano

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Year 1, no. 1—”Romania” Denise Testani, Vincenzo Teoli, Sulozeqi Enrico, Giacomo Savani (Frosinone—Italy) Il volo del gabbiano

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Year 1, no. 1—”Romania” Italian Team from Frosinone Simply Comics

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Year 1, no. 1—”Romania” Portugal—Vialonga Team coordinated by Miguel Cunha

T h e Tr a v e l l e r

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Year 1, no. 1—”Romania” Portugal—Vialonga Team coordinated by Miguel Cunha

T h e Tr a v e l l e r

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Year 1, no. 1—”Romania” Portugal—Vialonga Team coordinated by Miguel Cunha

T h e Tr a v e l l e r

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Year 1, no. 1—”Romania” Portugal—Vialonga Team coordinated by Miguel Cunha

T h e Tr a v e l l e r

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Year 1, no. 1—”Romania” Portugal—Vialonga Team coordinated by Miguel Cunha

T h e Tr a v e l l e r

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Year 1, no. 1—”Romania” Portugal—Vialonga Team coordinated by Miguel Cunha

T h e Tr a v e l l e r

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Year 1, no. 1—”Romania” Portugal—Vialonga Team coordinated by Miguel Cunha

T h e Tr a v e l l e r

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Year 1, no. 1—”Romania” Portugal—Barreiro Team - Cátia Nascimento Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team Daniela Nobre & Gustavo Araújo Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team Daniela Nobre & Gustavo Araújo Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team Duarte Correia & Pedro Rodrigues Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team Duarte Correia & Pedro Rodrigues Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team Duarte Correia & Pedro Rodrigues Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team - José Diogo Nobre Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team - José Diogo Nobre Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team Nádia Bértolo & Marta Viegas Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team Nádia Bértolo & Marta Viegas Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team Nádia Bértolo & Marta Viegas Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team - Sandro Batista Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team - William Almeida Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team - William Almeida Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania” Portugal—Barreiro Team - William Almeida Dracula in the 1755 Earthquake in Lisbon

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Year 1, no. 1—”Romania”

Comics of Kastamonu T u r ke y p r o j e c t t e a m

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Year 1, no. 1—”Romania”

Elisia Tîrnoveanu - LMK Vaslui - Roumanie Le Noël en famille

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Year 1, no. 1—”Romania”

Elisia Tîrnoveanu - LMK Vaslui - Roumanie Le Noël en famille

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Year 1, no. 1—”Romania”

Elisia Tîrnoveanu - LMK Vaslui - Roumanie Le Noël en famille

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Year 1, no. 1—”Romania”

Elisia Tîrnoveanu - LMK Vaslui - Roumanie Le Noël en famille

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Year 1, no. 1—”Romania”

Elisia Tîrnoveanu - LMK Vaslui - Roumanie Le Noël en famille

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Year 1, no. 1—”Romania”

Section of Scientific Articles and Didactic Files This section includes scientific articles about teaching with Comics ‐ not only

languages, but also new technologies, literature in mother language, sciences, History… IN languages, for a multilingual perspective of the learning process! The authors of these articles are teachers from the participating institutions ‐ members of the project teams. We hope that these 2 sections of our Magazine ‐ Scientific Studies and Didactic Files ‐ will really help all our colleagues to find inspiring methods of teaching which stimulate the pupils to freely use their creativity, their humor, their language skills, their design and their literature abilities for making unforgettable works that we will proudly publish in the pages of our Comics Magazine Scaramouche.

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Year 1, no. 1—”Romania”

Ciolacu Lola-Gabriela LMK Vaslui - Roumanie La bande dessinée en classe de FLE, déclencheur privilégié des activités d`expression La période pendant laquelle l`exploitation de la bande dessinée en classe de langues ne jouait qu`un rôle accessoire semble avoir enfin touché à son terme. En effet, les directions complexes et nuancées de la didactique contemporaine nous permettent de constater que la place de la bande dessinée en cours de langue est maintenant consistante et visible. Membre à part entière de la classe de FLE, la B.D. est censée fonctionner soit comme déclencheur essentiel de la compréhension et de l`expression, soit comme toile de fond des composantes‐clés de la démarche didactique. Nous pouvons même affirmer, sans peur de nous tromper, que la bande dessinée figure actuellement parmi les documents authentiques constamment destinés à l`exploitation créative dans l`espace scolaire. Glissant progressivement du paralittéraire vers le littéraire illustré, elle est considérée de nos jours comme une formule artistique plurielle qui donne libre cours à l`imagination, à la créativité, à l`interculturel, à l`impact visuel et au mélange fusionnel des genres, se situant ainsi à proximité immédiate de l`univers médiatique des jeunes. C`est pourquoi les didacticiens et les chercheurs en théorie littéraire s`accordent à constater que la présence constante de la B.D. en classe de langue touche à l`éducation à la littératie et, comme le précisent si bien Monique Lebrun, Nathalie Lacelle et Jean‐François Boutin, elle va dans le sens de la «littératie médiatique multimodale» qui lui est complémentaire. Notre conviction que la didactique contemporaine s`adapte d`une manière souple et judicieuse à l`air du temps se trouve ainsi de nouveau confirmée. Étant donné la thématique du projet, le présent article aura presque l`air d`un parti pris, d`un plaidoyer raisonné servant à illustrer la nécessité d`intégrer ce mode particulier de narration aux pratiques de classe et aux pratiques culturelles des jeunes en général. Ce plaidoyer va aussi dans le sens de nos desiderata personnels : faire entrer la littérature en classe de langue par la porte ludique de ce que certains appellent déjà le «neuvième art». ________________ Lebrun, M., Lacelle, N., Boutin J.‐F., La littératie médiatique multimodale – De nouvelles approches en lecture‐écriture à l`école et hors de l`école, Québec, Presses de l`Université du Québec, 2012, pp. 205‐212, consulté en ligne, version pdf : https://www.entrepotnumerique.com/o/.../excer..

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Year 1, no. 1—”Romania”

Ciolacu Lola-Gabriela LMK Vaslui - Roumanie Oui, c`est une certitude: la bande dessinée fonctionne comme un document authentique incontournable, comme un déclencheur essentiel, un procédé narratif multiforme, une forme d`expression artistique complexe qui allie texte et image, une sorte de tapis volant qui stimule et qui provoque l`imagination, ce qui est tout à fait fondamental car, à nos yeux, l`ìmagination est une qualité égale à l`intelligence scientifique, une faculté à l`altitude de toute connaissance supérieure. Dans ce sens, nous nous sommes posé une question‐pivot: comment la bande dessinée pourrait‐elle être un point de départ des activités de comprehension et d`expression en classe de langues? Pour contourner les stereotypes et les lieux communs, nous avons choisi de donner une réponse personnelle à cette question, en faisant référence à cet objectif particulier déjà mentionné : faire entrer la littérature en classe de langues par la porte ludique et grande ouverte de la bande dessinée. A ce même propos, nous saluons l`existence de la méthode de langue Amies et compagnie, méthode que nous utilisons déjà en classe et dont l`enjeu est exactement la relation symbiotique entre littérature et bande dessinée. Structurée sur 4 niveaux, de A1 à B1, elle facilite l`accès à la littérature et nous met en présence de l`adaptation sous forme de B.D. manga de quelques oeuvres célèbres : les Trois Mousquetaires d'après Alexandre Dumas au niveau 1, Les Misérables d'après Victor Hugo au niveau 2, Les Contes et nouvelles d'après Guy de Maupassant au niveau 3, des textes de la littérature francophone internationale au niveau 4. Notre plaidoyer va plus loin encore. Passionnée de littérature et privilégiant les idées inédites, originales, voire farfelues parfois, nous portons un intérêt particulier à tout processus ludique de transposition à la suite duquel texte et image fusionnent : adapter des fragments illustratifs d`oeuvres littéraires sous forme de bande dessinée. Ces derniers temps nous avons choisi comme contenu à adapter quelques poèmes dramatiques de Jacques Prévert, que nous avons mis sous forme de bande dessinée tout comme on met une poésie en musique et que nous avons ensuite utilisés comme déclencheur de l`expression, de la lecture théâtrale, de l`ìntonation expressive, du jeu de rôles et de la mise en voix. Le bénéfice d`une telle démarche au niveau de la motivation des apprenants est double : d`une part, les élèves doués en dessin pourront enfin «jouer le grand jeu» en classe de FLE, en se livrant à une tâche entièrement à leur goût et qui leur tient à coeur; d`autre part, les élèves bons lecteurs vont jouir d`un matériel inédit à exploiter et d`une invitation ludique à la lecture. Parmi les adaptations les plus récentes et les plus réussies on compte celle du poème dramatique L`accent grave dont les deux versions de bande dessinée ont été réalisées d`une manière originale par les élèves Darie Elena et Tîrnoveanu Elisia. Comme le but de cette démarche était le jeu de rôle et l`interprétation théâtrale de la bande dessinée littéraire ainsi conçue, les élèves Diaconu Dragoş et Ungureanu Vlad nous ont offert une démonstration artistique savoureuse. Nous avons trouvé nécessaire de mentionner cet aspect particulier aussi bien que les noms des élèves impliqués parce que ce sont des détails se rapportant au projet en cours («La B.D. en classe de langue») et que nous apprécions l`enthousiasme et les efforts des participants.

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Year 1, no. 1—”Romania”

Ciolacu Lola-Gabriela LMK Vaslui - Roumanie Les avantages d`une telle démarche?  Faciliter l`accès à la literature  Mobiliser les techniques de jeu de rôles  Exercer la lecture expressive et la mise en voix  Débloquer l`expression orale  Exercer la lecture de l`image Sitographie • Catherine Dupuy, « Nicolas Rouvière (dir.), Bande dessinée et enseignement des humanités », Lectures [En ligne], Les comptes rendus, 2012, mis en ligne le 30 juillet 2012, consulté le 12 décembre 2015. URL : http://lectures.revues.org/8943 • Lebrun, M., Lacelle, N., Boutin J.‐F., La littératie médiatique multimodale – De nouvelles approches en lecture‐écriture à l`école et hors de l`école https://flipbook.cantook.net/?d=%2F% 2Fwww.entrepotnumerique.com%2Fflipbook%2Fpublications% 2F15129.js&oid=7&c=&m=&l=fr&r=http://www.puq.ca&f=pdf

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Year 1, no. 1—”Romania”

Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Sabrina de Bernardis, Paola de Santis (Frosinone, Italy)

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Year 1, no. 1—”Romania” Sabrina de Bernardis, Paola de Santis (Frosinone, Italy) La BD francophone

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Year 1, no. 1—”Romania” Sabrina de Bernardis, Paola de Santis (Frosinone, Italy) La BD francophone

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Year 1, no. 1—”Romania” Sabrina de Bernardis, Paola de Santis (Frosinone, Italy) La BD francophone

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Year 1, no. 1—”Romania” Sabrina de Bernardis, Paola de Santis (Frosinone, Italy) La BD francophone

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Year 1, no. 1—”Romania” Sabrina de Bernardis, Paola de Santis (Frosinone, Italy) La BD francophone

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Year 1, no. 1—”Romania” Sabrina de Bernardis, Paola de Santis (Frosinone, Italy) La BD francophone

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Year 1, no. 1—”Romania” Sabrina de Bernardis, Paola de Santis (Frosinone, Italy) La BD francophone

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Year 1, no. 1—”Romania” Sabrina de Bernardis, Paola de Santis (Frosinone, Italy) La BD francophone

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Year 1, no. 1—”Romania” Sabrina de Bernardis, Paola de Santis (Frosinone, Italy) La BD francophone

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Comics in Socialist Romania

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Comics in Socialist Romania

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Comics in Socialist Romania

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Maths and Comics

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Maths and Comics

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Maths and Comics

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Maths and Comics

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Maths and Comics

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Maths and Comics

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Comics and Education

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Comics and Education

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Comics and Education

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Year 1, no. 1—”Romania” Mehmet Akmanoglu, Aysun Guzey, Ilker Mahir Aricioglu (Kastamonu - Turkey) Comics and Education

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Year 1, no. 1—”Romania” Laura Silva Maria Agrupamento de Escolas de Santo André, Portugal Comics in Early Language Learning

Children have always liked reading Comics. Some children admit reading books is boring. However, when it comes to comic books they don’t even think they might be reading a book. They enjoy the colourful and funny characters that accompany the text and in very early stages and they don’t need to know how to read to be able to understand the story. It is known that it is much easier to acquire information in small chunks than being faced with several pages filled with an unending text. On the other hand, visual effects call children’s attention, preparing them for the big thing that comes next: READING. As far as language learning is concerned Comics are a big advantage, especially in early language learning. According to European Union policies early language learning favours a better understanding of others and improves mutual respect among youths. It broadens their horizons and opens their minds towards European cultural heritage. Early language learning should be developed with appropriate teaching materials and should be taught in a playful way. In Portugal, English Foreign Language is compulsory from the third grade on since 2015. It is not easy to call third graders’ attention. These eight to nine year old children are not easily satisfied regarding the class activities they are presented. Their interest has to be awaken. Besides that, these young students have a very low level of English. They are only Beginners. So, first step is to call these children's attention and awaken their interest. Afterwards, reading comprehension can be worked on. The teaching materials used by Portuguese teachers of English Foreign Language in the third grade have a very interesting approach. In the textbook each sub‐topic starts with a short comic story (one page). The characters of the stories are always the same, such as the setting: a group of third graders who attend the same school. Children get to know the characters at the beginning, so that they can identify themselves with them. They see them as their friends. So, when the activity starts, children are already motivated for the story. They look at the pictures and predict what might be happening, even without reading. This will make it easier for them to understand the text afterwards. Next, the comic story is shown on the white board by means of a projector. Children love to watch the comic story while listening to their “friends” speaking to each other. After the teacher makes them understand the new vocabulary, all students are eager to read, slipping into one of their friends’ roles. At the end, we can say the lesson has been a success. Students were able to listen, learn new vocabulary, practice their reading and then do some comprehension exercises. As a follow‐up, students are prepared to create dialogues themselves and present them to the class as a role‐play. This is just an example of how Comics can lead to successful classes. It leads to students’ motivation, making them feel interested in language learning. It is very important that this motivation is awakened in the students at a very early stage. This will not only prepare the student for the successful language learning throughout their lives but also make them grow as open‐minded world citizens.

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Year 1, no. 1—”Romania” Maria da Graça Bernardino Agrupamento de Escolas de Santo André, Portugal Count Dracula

" We Draculs have a right to be proud… I am the last of my kind " – Dracula, from Bram Stoker’s Dracula For most of the people interested in tales and mystery, when someone spoke about Romania, the first idea that came to our minds was Count Dracula, and his castle in Transylvania. Brian Stoker, an Irish writer, picked up the tales of supernatural that circulated through Romanian folklore for centuries and oriented his research in the history and legends of Transylvania that he referred to as “ a whirlpool for the imagination”. The fictional character Count Dracula was inspired by one of the most famous figures of the Romanian history, named Vlad Dracula, a general and Wallachian prince, nicknamed Vlad Tepes, who lived in the 15th century. Stoker’s novel is an epistolary tale in which count Dracula’s powers, abilities and characteristics are narrated and described by different narrators who have different perspectives. The count is a centuries‐old vampire who lives in a decaying castle in the Carpatian Mountains. The novel begins in the late 19th century and Dracula works on a plan to dominate the world and begins his terror in London. He is portrayed as using many supernatural abilities which he had gained though dealings with the evil one. He has superhuman strength and agility, does not have a reflection from mirrors, can defy gravity and has powerful hypnotic, telepathic and illusionary abilities, namely having different shape shifts. Drinking human blood rejuvenates his youth and strength and is his own sustenance, but he only drinks women’s blood. However, Dracula’s powers are not unlimited. He has less power in daylight as most of his abilities cease. He can only change his form at dawn, noon and dusk. “His power ceases, as does that all of evil things, at the coming of the day. Only at certain times can he have limited freedom.” Mina Harker’s journal, Dracula, chapter 18 He sleeps open‐eyed during times of the day but is unable to awaken or move. He needs Transylvanian soil to recover his strength, so he brings many boxes of Transylvanian earth to London. There were many versions of films based on Stoker’s novel Dracula, which was only published in Romanian, for the first time in 1990.

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Year 1, no. 1—”Romania” Project team of Agrupamento de Escolas de Vialonga, Portugal A Synopsis on Comics

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Year 1, no. 1—”Romania” Project team of Agrupamento de Escolas de Vialonga, Portugal A Synopsis on Comics

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Year 1, no. 1—”Romania” Project team of Agrupamento de Escolas de Vialonga, Portugal A Synopsis on Comics

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Year 1, no. 1—”Romania” Rares Iancu (LMK Vaslui - Romania) Free Style

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