The action involves the study and connection with the forgotten landscape of transhumance in the municipality of Santomera through the creation of a guided documentary. Students have examined the elements of their municipality’s landscape through this ancient practice, subsequently developing fictional stories interpreted and sensitized through mediation and theatricalization. Activities include the study of direct sources such as old maps or laws associated with transhumance, interviews with transhumant shepherds, visits to spaces related to transhumance for understanding, and staging. These activities were carried out leading up to the final production of the docufiction film and its presentation to society.
The project involves creating a collective audiovisual work on the social and emotional perception of a chosen landscape. The objectives include reflecting on the landscape through audiovisual creation, fostering creativity and expression, understanding the concept of transition, acquiring acting and audiovisual technique knowledge, and promoting teamwork. The participants, including students, a teacher, and an audiovisual mediator, go through phases such as research, emotional exercises, script creation, rehearsals, filming, and editing. The process aims to deepen participants’ connection with their environment, incorporating emotional knowledge into the learning experience.
The group of students using a street map of the town and divided into groups of 3 or 4 students, go through the town noting those shops that due to their characteristics they consider interesting for anyone who arrives in Santomera and does not know sustainable and / or traditional trade, as well as recognized places to taste traditional dishes of the area. With the information obtained and together with the teacher of Geography and History we jointly elaborated an audio guide.
The methodology emphasizes prior knowledge assessment, motivating learning situations, heritage education principles tied to Santomera, and collaborative, research-based learning activities. The development of the activity spans sessions dedicated to project introduction, contextualized learning, mental map creation, explanation recording, and sharing results. Evaluation encompasses initial data extraction, ongoing process assessment, and final results analysis to inform future project actions and their impact on students.
Return to the earth what belongs to the earth, through research on how to make pigments from natural elements and collect them (soil, stones, plants) and connect with our landscape.
Connect students with the landscape by collecting soil from various points in the region and bringing it to the educational center to prepare pigments that will be used in an activity.