Curriculum for Albanian School of Supplementary Learning in Diaspora
Ministry of Education, Science and Technology in Kosovo
CURRICULUM FOR ALBANIAN SCHOOL OF SUPPLEMENTARY LEARNING IN DIASPORA
Prishtina, November 2007 1 Editorial Board:
Dr. Fehmi Ismaili (chief editor) Mr. Miranda Kasneci Ramush Lekaj Nuhi Gashi
Lector; Nuhi Gashi
2 TABLE OF CONTENTS
1. Introduction 5 2. General Principles 7 3. General objectives of curriculum 9 4. General and specific objectives of the curriculum 10 5. Contents / thematic areas and topics / 14 6. Breakdown - content processing - objectives, expected outcomes and other educational literature and sources 15 7. Didactic-methodical guidelines for implementation of curriculum 64 8. Staff and its professional preparation 76 9. Space and equipment 77 10. Assessment / evaluation / of competencies 78 11. Teaching plan 80
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4 1. INTRODUCTION
Preservation and cultivation of national identity is a fundamental human right. First and most important sign of this identity is the mother tongue. Learning mother tongue in school means also learning about culture of the origin and its elements. Preservation and development of national identity is difficult in living conditions outside motherland1, and this is manifested much more in younger generations, especially among children born abroad. Therefore, the school is the most appropriate institution to developed and teach-learn linguistic and cultural competence with professional care, therefore, this school is already known as Albanian School of Supplementary Learning in Diaspora. Curriculum of Albanian School of Supplementary Learning in Diaspora, primarily is dedicated to Albanian children and youth (students) living abroad. This document is part of the permanent aim of new generation awareness raising in relation to the language and culture of origin, as an advantage, and in particular their personal and national identity, while on the other hand, a support for their integration in the society where they live. This curriculum provides them with an opportunity to return to their motherland, as well as their easier and more natural integration in the society. This curriculum is designed as an integral and complex entirety composed of a group of subjects, which together provide sufficient knowledge for linguistic, artistic, cultural, national, historical and nature thesaurus. Subjects2: Albanian language and literature, History, Geography, Music, and Fine art, provide sufficient-oriented thematic content for development of national identity. This curriculum with its goals, objectives, thematic content and interactive contemporary methodology, is open and suitable for other
1 A considerable number of Albanians (at least 1/4 of the nation) had to migrate abroad for various reasons (political, economic, etc..). This phenomenon has followed our nation at different times and with different intensity. However, fortunately, usually the Motherland-Diaspora connection has been strong. In today's circumstances this connection should be strengthened even more, therefore this new curriculum, dedicated to our students in exile, is also another commitment in this regard. 2 This curriculum, considering the classification of contents, and interpretation and break down of objectives according to the subjects, was conducted for easier orientation of teacher, otherwise, as the class, this curriculum is of an integrated type. Thus, in practice, there is no targeted-specified class per subject, but all subjects are included. 5 non-Albanian students who are willing to learn Albanian language and culture. Also, this curriculum, both for Albanian and non-Albanian students who are willing to learn Albanian language, is a supplementary lesson along regular education, and at the same time is a good support in forming their full personality by developing and enriching intellectual, aesthetic, moral and social competencies, while simultaneously promoting communication and cooperation among different cultures. Socio-psychological and cultural reality of Albanian children and youth in Diaspora requires their support for integration into local society, where knowledge and competencies of language and culture of origin, bilingualism, multilingualism and multi-culture are considered an advantage of personal and collective development in all fields. This curriculum aims to be a modern and objective-oriented for achieving expected outcomes. The Curriculum is flexible to adapt with different conditions and levels of practical implementation. For easier understanding, interpretation and implementation, this curriculum is structured in areas, content and thematic subjects. As such, it is more innovative, more exhaustive on its mission for students, teachers and parents. This document also contains the necessary methodical-didactic instructions, specified by curriculum areas and their features, and in harmony with contemporary developments in education, considering student`s interests, abilities, skills, and age. In order to create facilitations for interpretation and implementation, to a sufficient extent, a type of subject specification in terms of content, goals, objectives and outcomes has been done. Also, in order to consider the degree of substantial involvement in development of this curriculum in context of curricular subjects-areas, it is developed a teaching-learning instruction plan, which should always serve as teacher’s reference point in order to comply with specific teaching circumstances.
6 This curriculum is drafted to be implemented in 4 levels-grades, and in compliance with relevant Administrative Instruction of MEST/Kosovo on supplementary learning in Diaspora, drafted pursuant to the Law on Primary and Secondary Education in Kosovo3. This curriculum is also in compliance with relevant provisions of the countries where Albanians live and host countries where Albanian Diaspora lives and works. It is conceptually and substantially harmonized with relevant countries curricula, in all areas. Level one includes grades I-III. Level two includes grades IV-VI. Level three includes grades VII-IX. Level four includes grades X-XII4.
2. GENERAL PRINCIPLES
Drafting and implementation of this curriculum is based on a number of general recognized principles, as follows:
2.1. Principle of national interest
This principle refers to three main curriculum objectives expressed in relations: schools - national identity, school - integration, school - return to motherland. National and cultural identity of Albanians in Diaspora is uniquely, steadfastly, naturally and proudly felt and accepted, therefore, this curriculum is designed based on this. However, this curriculum in addition to identifying and defining the necessary minimum competencies within the aim of preservation and development of this identity, it also considers the existing legal and administrative differences of Albanians living in many countries. At the same time, this document represents an integral curriculum framework, considering the multiplicity and use and existence of curricula or syllabuses, drafted by the relevant official institutions of different countries (whether local-municipal, regional or cantonal, depending on the countries` organization forms, or even within the cultural-educational establishments of Albanian
3 Administrative Instruction on Schools of supplementary learning in the mother tongue in the Diaspora, number [I] 10/2005 (MEST), dated 04.03.2005
4 Curriculum for this level will be drafted at a later stage. 7 Diaspora), which defines national commonalities of optimal goals, objectives, standards, competencies and expected outcomes.
2.2. Principle of balanced representation
In relevant curriculum areas it is required a balanced involvement and in line with cultural and educational requirements of children and youth and with the goals and objectives of this document.
2.3. Principle of continuity and coherence
This principle is related to linking and adequate harmonization of elements in terms of depth and width expansion plan.
2.4. Principle of multiplicity of methods and approaches
Respecting and promoting the free selection of methods implies open relation to all approaches, were acquired teachers experiences in the host countries represent a special interest. Therefore, this type of teaching requires multiplicity of methods and adequate preparation for implementation of the work pursuant to general goals and objectives that define the standard of knowledge, skills, stances, etc. All the above mentioned represent factors of particular importance that provide more accessible modalities for implementation of the program, by respecting and implementing different individual methods and styles of student- centred learning, student as a subject in learning, and his/her active and creative role (students as partners in teaching).
2.5. Principle of inclusiveness
Inclusiveness shall imply compactness and integration within national space and identity and as such avoids any potential state, provincial, regional, religious, gender distinction etc. Inclusiveness in teaching, except for Albanian children and youth, shall imply also non-Albanian students interested to learn Albanian language and culture.
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2.6. Principle of flexibility
Flexibility is manifested especially in open and interactive relation with the school system, curriculum contents, and values of local society. Given the socio-cultural, family, psychological circumstances and conditions of our students in Diaspora, this curriculum is flexible in relation to the national curriculum and in many cases is an integral part of these national curriculums.
2.7. Principle of inter-culture
Learning in multicultural and multilingual environments requires and enables normal interactions of values and cultures as an advantage and in accordance with the standards of modern school and today's global society. Theoretical modelling and drafting of this curriculum, general and specific objectives under subject-learning areas, objectives, contents, expected outcomes, assessment, resources, basic human resources, teaching materials, literature etc., are based on these main and other principles.
3. CURRICULLUM GOALS
1. Development and preservation of national identity through learning the language5, culture of the origin, and familiarisation with national cultural, natural and historical heritage; 2. Education and development of interest for knowing and using Albanian language and literature in all circumstances and communication environments;
5 In addition to regional and international documents and conventions, protecting the mother tongue which this curriculum refers, and should be referred by the work of ASSLD, in concrete situations. In the cultural calendar of Europe and other continents are also some important dates, which should be in the ASSLD teachers syllabus and should be marked with concrete activities. Such dates are: 26 September - European Day of Languages (Council of Europe) and 21 February - International Mother Language Day (UNESCO). 9 3. Development of knowledge and positive attitudes about the history and culture of Albanian nation as an integral part of the European and world civilization; 4. Increase and deepening of knowledge for spiritual, material, cultural and historical treasure; 5. Continuous development and cultivation of national pride and being part of the Albanian unique cultural-spiritual sense; 6. Establishment and development of necessary linguistic and cultural, ethnic competencies as a base for easier and natural integration in the local society; 7. Establishment of positive attitudes towards multilingualism and inter-culture, as a characteristic of modern multicultural society; 8. Acquiring and deepening of linguistic and national cultural competencies, as a need, "condition" and advantage for easier return and integration in motherland.
4. GENERAL OBJECTIVES
Development of supplementary learning in Albanian language for Albanian students in Diaspora, first of all, means that they will:
Be skilled to communicate in Albanian language in different contexts through conversation, writing, reading, including artistic communication; recognize, understand and appreciate traditions, values and national achievements in literature, in other arts, material and spiritual activities; recognize, understand and critically analyze the most important development in the history of the Albanian nation, as part of the general history of mankind; recognize, understand, analyze and reflect upon the basic linguistic, cultural, historical, geographical and social features of the areas inhabited by the Albanian nation; recognize and understand the meaning of terms, notions, concepts and characteristic expressions of language, history, geography, traditions and national culture;
10 Develop the values, positive opinions and stances toward national achievements and respect existing differences in terms of categories, gender, ethnicity, cultural, religious, etc.
4.1. Specific objectives of level one
Students shall:
be able to communicate properly in standard Albanian language for various6 topics through conversation, verbal descriptions and artistic forms of expression (recitations, dialogues and songs in accordance with their age and interests); be able to basically write and read, by following the rules of spelling and pronunciation of the sounds and words of Albanian language; develop language skills for elementary level use; be able to make simple sentences and distinct parts of speech in standard Albanian Language; use various forms of creative expression through presentations, conversations, essays, songs, dances, and drawings on various topics and situations; experience the beauty of Albanian song, by singing and listening to some proposed songs; listen to and experience the work of Albanian music composers of national music chosen repertoire7; recognize some of the artistic works of the Albanian artistic representatives and associate them with certain thematic units; Recognize and adopt the principal terms, notions and concepts of history, geography and culture of Albanian society, starting from the family to the concept of motherland.
6 oriented by proposed thematic areas of the curriculum (see table) 7 Proposed music works for listening per level. 11 4.2. Specific objectives of level two
Students shall:
develop communication skills (speaking, listening, reading and writing) in standard Albanian language, and be able to apply them in different situations; develop language skills in the field of pronunciation, spelling and logical organization of literary or non-literary text; develop language skills in the level of independent use; understand and differentiate differences between standard and nonstandard language; develop skills to express experiences, impressions, stances, concerns, judgments and evaluations through different forms of oral, writing and other expression in forms of artistic expression through music and arts; compare artistic works in literature, music and fine arts in motherland and in the place of residence to see the distinctive and common characteristics among them; present, discuss and describe events, places and important historical and national figures, by using and researching various data and sources; recognize geographical position and location of motherland in regional and European context; Recognize and understand the basic aspects of social organization and of the State in motherland and differentiate their peculiarities.
4.3. Specific objectives of level three
Students shall:
read, analyse and evaluate informational - journalistic and literary texts; adopt and apply the right and competent writing in standard Albanian language; develop language skills at competent use level;
12 translate texts from Albanian language into local language and vice versa; apply concretely the knowledge of Albanian language and literature and prove the ability to use standard Albanian language in all activities; read, comment and interpret the literature works and Albanian authors and compare them to the literature of the country where they live as well as to the European and world literature and authors; listen and comment the most representative works of Albanian music and compare them with musical values of the country where they live as well as with European and the world ones; recognize, evaluate and comment the most representative works of Albanian creativity of fine arts and compare them with values oof the country where they live as well as with European and the world ones recognize and appraise national treasure and heritage and compare them with those of the country where they live; understand physical- geographic characteristics and the degree of social and economic development in the motherland and links of this development with the country where they live and beyond; Understand and approach processes, historical events and developments critically compared to the society of the country where they live, as well as with global developments.
13 5. THEMATIC AREAS AND TOPICS8
Thematic Areas Topics 1.1. I am... 1.2. My family
1.3. Me and close community 1. MY IDENTITY 1.4. Me and broad community 1.5. Me and the environment 1.6. Motherland 2.1. My school 2.2. The school and community 2. STUDY, WORK, 2.3. Albanian school in motherland GAME, LEISURE 2.4. Work 2.5. Professions 2.6. Economics activities 2.7. Leisure 2.8. Games 3.1. Birth place 3.2. Housing and accommodation 3. PEOPLE IN 3.3. Nature – physical and geographical features SPACE AND TIME 3.4. Population at motherland – density, migration 3.5. Physical time 3.6. Motherland through centuries 3.7. Historical personalities 4.1. Living and ethics culture 4. CULTURE AND 4.2. Rights and responsibilities SOCIETY 4.3. Institutions
4.4. Albanian civilization – art and culture 4.5. Contemporary society 5.1. Integration and globalization 5. A WORLD FOR 5.2. Different and similar ALL 5.3. Human perspective and the motherland
8 Within these thematic areas and topics, the author of the textbook and the implementer of this curriculum (the teacher) also use other literary or non-literary texts, tools and multimedia performances, but always in accordance with the goals, objectives and principles of this curriculum.
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6. BREAKDOWN – PROCESSING OF CONTENTS- OBJECTIVES, EXPECTED OUTCOMES, LITERATURE AND OTHER EDUCATIONAL RESOURCES
6.1. Albanian language and literature
The breakdown is conducted according to language and literary areas-competences and has the following structure: 1. Listening 2. Speaking 3. Reading 4. Writing
1. Listening - structure
1.1. Informational listening 1.2. Effective listening 1.3. Listening of literary and non-literary texts 1.4. Listening in order to acquire the language
2. Speaking - structure
2.1. Informational speaking 2.2. Active speaking 2.3. Speaking in relation to literary and non-literary texts 2.4. Speaking in order to acquire the language
3. Reading- structure
3.1. Beginner reading 3.2. Reading of literary and non-literary texts 3.3. Reading in order to acquire the language 3.4. Reading in relation to reading techniques
4. Writing - structure
4.1. Beginner writing 4.2. Functional writing (implementing) 4.3. Writing in order to acquire language skills 4.4. Writing in function of acquiring spelling and punctuation.
15 6.1.1. Level one (I-III) BASIC USE OF LANGUAGE 1. LISTENING CONTENT EXPECTED OUTCOMES Listening to others’ presentations; Student: 1.1. Listening to stories from the family members Informational regarding relatives and the past; Listens and understands the person speaking; listening Listening to the national anthem. Respects the speaker and dialogues with him/her. Active listening to others talking about certain Listens to others and distinguish their way of topics (school, learning, leisure, entertainment speaking; 1.2. and the environment they live, etc.); Understands space and time (yesterday, today, Effective listening Listening to topics on ecology, children rights, tomorrow); diseases, wars, etc. Develops active listening during the stories of others. Non–literary texts which are cognitive, Understands the differences between non- didactic, documentary, popular, scientific, literary and literary texts; 1.3. ecological, ethical, educational and historical Identifies the character of non-literary texts; Listening of literary (for traditions, clothing, holidays, customs, Identifies poetry from prose; and non-literary sport, music, etc.); Listens and distinguishes the rhythm of poetry texts Simple forms texts (proverbs, songs, legends, and prose features, dialogue and monologue in fables, story tales, and riddles). Poetry, prose dramas. and short drama stories.
1.4. Albanian language vowels and consonants Identifies the pronunciation of vowels and Listening in order sounds; consonants sounds, characteristic of Albanian to master the Pronunciation of variable words and their language;
16 language correct use (verb, name, pronoun); Identifies the use of auxiliary verbs kam and The use of language in dialogues texts, the jam in three main verb tenses; distinction between indicative and Identifies proper and common nouns, personal interrogative sentence; pronouns; Based on the voice intonation, distinguishes indicative sentence from the interrogative sentence. 2. SPEAKING CONTENT EXPECTED OUTCOMES Presentation of himself/herself, close and Presents himself/herself and others in terms of broad family members and origin; mutual recognition; 2.1. Presentation of personal physical portrait Masters speech to clearly communicate with Informational (descriptions of body parts) and the difference others; speaking with the others; Develops speech culture for a clear Presentation of parent’s motherland and communication. national symbols (flag, anthem and emblem). Oral presentations on certain topics (school, Masters the argumentative and persuasive learning, division of labour by age, leisure, speech on certain issues taking place within the 2.2. entertainment, environment, child rights, group; Active speaking in diseases, wars, etc.); Acquisition of active speaking and group group Distance communication (telephone, Internet conversation; and other forms). Acquisitions ways to communicate with others when using information technology (telephone, Internet, etc.). Non–literary texts: the student orally presents Identifies the nature of non-literary texts; 2.3. the non-literary texts which are cognitive, Understand the differences between non-literary Speaking in didactic, documentary, popular, scientific, and literary texts; regard to literary ecological, ethical, educational and historical Distinguishes poetry from prose; 17 and non-literary (for traditions, clothing, holidays, customs, Distinguishes the rhythm of poetry and prose texts events, sites and historical personalities, sport, features, dialogue and monologue in dramas; music, etc.); Develops expressive speaking through Simple forms texts (proverbs, songs, legends, dialogues. fables, story tales, and riddles). Poetry, prose and short drama stories. Pronunciation of vowels and consonants Masters the pronunciation of vowels and 2.4. sound in Albanian language; consonants sounds, characteristic of Albanian Speaking in order Pronunciation of variable words and their language; to master the correct use (verb, name, pronoun); Distinguishes the use of auxiliary verbs kam language Language in dialogues texts (observes and jam in three main verb tenses, proper nouns indicative and interrogative sentences); from common nouns, personal pronouns; Based on the voice intonation, distinguishes indicative sentence from interrogative sentences. 3. READING CONTENT EXPECTED OUTCOMES Reading the vowels and consonants Understands and distinguishes pronunciation of (characteristic of the Albanian language); Albanian language vowels and consonants with 3.1. Reading words in syllables, complete words those of the language of the country where Beginner reading and phrases; he/she lives; Reading simple sentences and short texts. While reading, he/she develops and understands the nature of pronunciation of syllables, words and simple sentences.
18 Reading non–literary texts which are Distinguishes reading between non-literary and cognitive, didactic, documentary, popular, literary texts; scientific, ecological, educational and Distinguishes the character of non-literary texts; 3.2. historical (on traditions, clothing, holidays, Distinguishes poetry from prose; Reading of literary customs, events, sites and historical Reads and distinguishes the rhythm of poetry and non-literary personalities, sport, music, etc.); and prose and drama stories; texts Simple forms of literary texts (proverbs, folk Develops reading through dialogue and poetry, legends, fables, story tales, riddles). monologue. Poetry, prose and short dramas 3.3. Standard language and provincial and local Distinguishes standard language from provincial Reading in order to dialects in different texts (differences); and local dialects; master the language Simple sentence and its structure. Understands simple sentence and its structure; Reads fluently texts with simple sentences. 3.4. Reading in silence or quietly; Learns two main reading forms: silent reading Reading in regard Reading out loud: expressive reading, gradual and reading out loud. to reading reading, recitation. Learns the flow of gradual active reading and techniques recitation. 4. WRITING CONTENTS EXPECTED OUTCOMES Graphic signs, characteristic of Albanian Learns the correct writing of grapheme, 4.1. language. characteristic of Albanian language. Beginner writing Uppercase and lowercase letters; Uses correctly capital letters and small letters; Writing words, phrases, divide words into Learns to divide words into syllables. syllables.
19 Correctly writing vowels and consonants in Acquisition of writing the vowels and Albanian language; consonants, simple words and sentences; 4.2. Description (basic form) of objects, people, Develops communicative writing (writing Functional and buildings; congratulation notes, awards, invitations, subjective Copying sentences and short non-literary texts announcements, brief reports and other such (implementing) such as: invitations, acknowledge notes, forms); writing announcements; filling forms, invoices, etc.; Creates and writes as he/she wishes according to Copying literary texts and writing biographies, the instructions of teachers or models and autobiography, letters, journals, poems, develops subjective writing. stories, correspondence, etc. Use of auxiliary verbs ‘kam and ‘jam’ in three Learns three main verb tenses (past, present and 4.3. main tenses during writing; future); Writing in function Proper and common nouns; Understands the clear distinction of proper and of language Personal pronouns in plural and singular; common nouns; knowledge Simple indicative and interrogative sentence. Distinguishes personal pronouns; acquisition Learns writing of simple interrogative and indicative sentences. Writing letters which are characteristic for Learns writing of special letters of the Albanian 4.4. Albanian language (upper and lowercase); language; Writing in order to Letters with two graphemes, capital letters Acquires letters consisting of two graphemes; learn spelling and after the period and the vowel “ë”; Acquires the use of uppercase and vowel ‘ë’; punctuation Punctuation: full stop, comma and question Uses correct punctuation in the sentence (full mark. stop, comma and question mark).
20 6.1.2. Level two (IV-VI) INDEPENDENT USE OF LANGUAGE 1. LISTENING CONTENT EXPECTED OUTCOMES Listening to others and ways of expression on Student: 1.1. topics addressed; Listens and understands the person speaking; Informational Listening to stories from family members and Respects the speaker and dialogues with listening relatives for the motherland, national and him/her. religious affiliation and recognition of the Implements the rules during anthems intonation. past; Listening to the national anthem and the anthem of the state where he/she lives.
Active listening to others talking about certain Listens to others and distinguish their way of topics (school, learning, leisure, entertainment speaking; 1.2. and the environment they live, etc.); Understands time and space: yesterday, today, Effective listening Listening to topics on ecology, child rights, tomorrow; diseases, wars, etc. Develops active listening during the stories of Listening and understanding the importance of others; decision-making institutions. Develops a listening culture as an option of argument, persuasion, clarity and mutual communication.
21 Listening to non–literary texts which are Understands the distinction between non-literary cognitive, didactic, documentary, popular, and literary texts; 1.3. scientific, ecological, ethics, educational and Distinguishes poetry from prose; Listening of literary historical (on traditions, clothing, holidays, Listens to and distinguishes the rhythm of and non-literary customs, urban space and natural beauties of poetry; prose features, dialogue and monologue texts motherland and the country they live in, sport, in dramatic stories. music, etc.); Understands correctly the connection of the text Listening of simple forms literary texts with music, figurative art, theatre shows and (proverbs, songs, legends, fables, story tales, movies; and riddles). Poetry, prose and short dramas. 1.4. Pronunciation of open and closed word classes Understands the open and closed word classes. Listening in order (verb, name, adjective, pronoun, numerator, Understands the spoken standard language and to master the adverbs, conjunction etc.); differences on provincial and local dialects; language Standard language and provincial and local Based on voice intonation, he/she clearly dialects (differences) speaking; distinguishes the simple sentence, compound The use of language in texts with dialogues sentence and the direct and indirect speech. and differentiation (distinction) of simple indicative, interrogative, imperative sentences, and subject and predicate; The compound sentence and direct and indirect speech. 2. SPEAKING CONTENT EXPECTED OUTCOMES Presentation of himself/herself, close and Learns speech to clearly communicate with broad family members, origin; others; 2.1. Presentation of his/her parents and relatives Develops speech culture as a responsibility of a Informational birthplace; clear communication. speaking Presentation of motherland in time and space
22 and national symbols (flag, anthem and emblem, etc).
Verbal presentations on certain topics (school, Learns the argumentative and persuasive speech learning, division of labour by age, leisure, on certain issues taking place within the group; 2.2. entertainment, environment, child rights, Learns active speaking in discussion and group Active speaking in diseases, wars, etc.); conversation; the group Discussion on the importance of decision Learns ways to communicate with others when making institutions in public life, in relation using information technology (telephone, to natural and economic assets of both Internet, etc.). countries, motherland and the one they live in; Distance communication (telephone, Internet and other forms).
Verbal presentation of non–literary texts Understands the differences between non- 2.3. which are cognitive, didactic, documentary, literary and literary texts; Speaking in relation popular, scientific, ecological, ethics, Distinguishes the character of non-literary texts; to literary and non- educational and historical character (on Distinguishes poetry from prose; literary texts traditions, clothing, holidays, customs, events, Listens to and distinguishes the rhythm of historical places on urban space and natural poetry; prose features, dialogue and monologue beauties of the motherland and the country in dramas. they live in, sport, music, etc.); 23 Literary texts: proverbs, songs, legends, Develops expressive speaking through fables, story tales, riddles). Poetry, prose and dialogues; short dramas. Correctly understands the connection of the text with music, figurative art, theatre shows and movies; Pronunciation of open and closed word classes Understands open and closed word classes; 2.4. (verb, noun, adjective, pronoun, numerator, Understands the spoken standard language and Speaking in order adverbs, conjunction etc.); differences with provincial and local dialects; to learn the Standard language and provincial and local Based on voice intonation, he/she clearly language dialects (differences); distinguishes the simple sentence, compound Simple indicative, interrogative and sentence and the lecture. imperative sentences, Subject and predicate;
Compound sentence and direct and indirect speech. 3. READING CONTENT EXPECTED OUTCOMES
24 Non–literary texts which are cognitive, Distinguishes non-literary and literary texts; didactic, documentary, popular, scientific, Understands differences within non-literary ecological, ethics, educational and historical texts; 3.2. character (on traditions, clothing, holidays, Distinguishes poetry from prose; Reading of literary customs, urban space and natural beauties of Reads and distinguishes the rhythm of poetry; and non-literary the motherland and the country they live in, prose features, dialogue and monologue in texts sport, music, etc.); dramas. Simple forms of literary texts: proverbs, Develops reading through dialogues; songs, legends, fables, story tales, riddles). Correctly understands the connection of the text Poetry, prose and short dramas from Albanian with music, figurative art, theatre shows and literature. movies; 3.3. Standard language and provincial and local Understands punctuation and uses them in texts; Reading in order to dialects (differences) in different texts; Understands the simple sentence, compound learn the language Simple sentence, compound sentence and sentence and the speech based on intonation and speech and punctuation used. punctuation marks.
3.4. Reading out loud: expressive reading, gradual Acquires graduated flow of active reading, Reading in regard reading, recitation, interpretation (diction, recitation and interpretation. intonation, pauses, punctuation, timbre, pace to reading of reading, etc). techniques 4. WRITING CONTENT EXPECTED OUTCOMES
25 Description of objects, people, buildings; Develops communicative writing (writing
Copying sentences and short non-literary texts congratulation notes, awards, invitations, 4.2. such as: invitations, congratulation notes, announcements, short reports and others); Functional announcements; filling forms, invoices, writes Creates and writes as he/she wishes according to (implementing) and questions, surveys, interviews, etc.; the instructions of teachers or models and subjective writing Copying literary texts and writing biographies, develops subjective writing.
autobiography, letters, journals, poems, stories, correspondence, etc.
Open and closed word classes: Through conjugation it develops knowledge on Verb – conjugation on indicative and open and closed word classes; subjunctive tenses; Identifies the main types of simple and 4.3. Noun – types, gender; compound sentence and their parts (subject, Writing in function Adjective – types, gender; predicate). of language Pronouns- types; knowledge Numerator, adverb, conjunction; acquisition Simple indicative, interrogative and
imperative sentences; Main parts of the speech (subject, predicate); Compound sentence. Compound sentence with subordinate or coordinate clause;
26 4.4. Capital letter after full stop, at the beginning Learns the capital letter use; Writing in order to of the sentence and in the sentence; Acquires ë vowel and gj, xh, q, ç consonants learn spelling and Correct writing of ë vowel and gj, xh, q, ç use; punctuation consonants; Through writing different texts, acquires and uses Punctuation marks: full stop, comma, correctly the punctuation marks such as: full stop, exclamation, question mark and the colon. comma, exclamation mark, question mark and the colon.
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6.1.3. Level three (VII-IX) COMPETENT USE OF LANGUAGE 1. LISTENING CONTENT EXPECTED OUTCOMES 1.1. Listening to others and the ways of Student: Informational expression for topics treated, obtaining Listens and understand what he/she speaks; listening information and their comparison. Respects the speaker and dialogues, explains and argues with. Active listening of others talking about Listens to others and distinguish their speech; 1.2. certain topics (school, learning, leisure, Develops active listening during other people Effective listening recreation, the living environment, individual stories; and group rights and responsibilities within Develops the culture of listening as an arguing, the institutions); persuasion, clarity and mutual communication Active listening to the presentations of others: option. the attitudes and opinions about contemporary society, ethnic and religious differences. Newspapers, magazines and TV programs Distinguishes the ways of information from 1.3. non-literary texts (reports, interviews, printed and television media; Listening of literary surveys, etc.); Understands the differences between Albanian and non-literary Literary texts by foreign authors (poets, prose and foreign literature; texts writers, playwrights). Understands properly the connection that literature has with music, visual art, theatre, and film performance.
28 1.4. Standard language and provincial and local Understands standard spoken language and Listening in order dialects (differences); differences between provincial and local to master the Use of language in texts with dialogues; dialects; language Figurativeness and semantics of the word in Understands the semantics of words within the different texts. sentence, compound sentence and text. Understands deeper figurative meaning of the language. 2. SPEAKING CONTENT EXPECTED OUTCOMES My identity (origin, ethnicity, genesis); Masters speaking ability for clear 2. 1. Presentation of the motherland, in time and communication with others; Informational space and the national and state symbols Develops speaking culture as a responsibility of speaking (flag, anthem, emblem, national and state clear communication; signs and emblematic identifying characters). Within the group, actively participates in Learns persuasive and arguing speech on certain 2. 2. discussions and debates held on previously issues taking place within the group; Active speaking in scheduled topics of interest; Acquires active speaking in conversations and group Discussions on the importance of decision group; making institutions in public life, their Acquires ways of approach to speaking in functioning and participation in them; communication with others during the use of Expression of opinions and attitude toward information technology (telephone, Internet, the problems of contemporary society, on etc.); ethnic differences as human wealth; Distance communication (telephone, Internet and other forms).
29 Discuss the types of journalistic writings; Understands differences of journalistic writings 2. 3. Mythology as a form of early communication forms; Speaking in relation and treasure of today; Comments on mythology texts and characters of to literary and non- Analysis and commentary of poetry, prose, the Albanian mythology and other works with literary texts and dramas. mythological parts (fairy tales, legends, ballads, songs on heroes etc.); Understands the similarities and differences that literary text contains both in form and content. 2.4. Standard language and provincial and local Understand standard spoken language and Speaking in the dialects (similarities and differences); differences with provincial and local dialects; function of Compound sentence, speech, paragraph, text. Based on voice intonation distinguishes improving the compound sentence and discourse. language 3. READING CONTENT EXPECTED OUTCOMES 3. 2. Non-literary - journalistic texts (information, Understands the structure of journalistic texts; Reading non- interviews, reportage); Understands essence of Albanian mythology literary and literary Texts of verbal work (fairy tales, and other works; texts mythological characters, songs on heroes); Understands figurativeness of poetry (rhythm, First documents of Albanian writing; metaphor, symbol, comparison etc.); Authors and works of Albanian literature Features of prose (subject, main idea, detail, under its development in time and space: character); poetry, prose, drama (various types); Understands the history of Albanian writing; Dialogue, monologue in dramas and comedy.
30 3.3. Standard Language and dialectical forms; On concrete examples understands similarities Reading Reading of the texts in two Albanian dialects and differences between Albanian dialects and in the function of today's standard Albanian. learning the and standard language. language 3.4. Reading aloud of various texts: expressive Masters the flow of active reading gradualism, Reading reading, gradual reading, recitation, recitation and individual interpretation and in the function of interpretation, role interpretation (diction, interpretation on drama roles. reading techniques intonation, stops, punctuation, timbre, reading pace, etc.).
4. WRITING CONTENT EXPECTED OUTCOMES Description of people, buildings, natural and Develops communication writing through urban landscapes; description; 4.2. Functional Copying of short non-literary and literary Creates and writes for own account according to (implementing) and paragraphs and texts; the teachers' instructions or models and develops subjective writing Writing the biography, autobiography, letter, subjective writing diary, poem, story, correspondence, report, commentary, essay etc.
31 Word: synonyms, antonyms, homonym; Through conjugation and declension develops
Verb – conjugation in conditional, admirative the knowledge about open and closed word classes; mood etc.; Noun- conjugation, definiteness, case; Understands sub grammatical categories: object, 4.3. apposition, adverb; Adjectives - comparison, gender, declension; Writing in order to Understands and distinguishes subordinate and acquire the Pronoun – declension, coordinate clauses of compound sentences; language knowledge Numerals, adverbs, conjunction, particles, Understands the speech and distinguishes
interjection; between direct and indirect speech Sub grammatical categories: object, apposition, adverb; Types of compound sentences with coordinate and subordinate clauses; Direct and indirect speech
Upper case after the full stop, at the Masters the use of uppercase; 4.4. beginning and in the sentence, in proper Masters the use of the vowel ë and consonants Writing in the nouns etc.; function of learning gj, xh, q, ç, zh, th; spelling and Proper spelling of the vowel ë and Through writing various texts masters and punctuation consonants gj, xh, q, ç, zh, th etc.; properly uses the punctuation marks such as: full signs Punctuation marks: full stop, comma, semi stop, comma, semi colon, exclamation mark, colon, exclamation mark, question mark, question mark, colon, dash and ellipsis. colon, dash and ellipsis.
32 6.1.4. The Catalogue of literary units- texts by levels and grades / proposal /9
LEVEL ONE Grade I II III Çajupi, Ku kemi lerë (poetry) Naim Frashëri, Korça (poetry) Qamil Guranjaku, Vendi im (poetry) Asdreni, Betimi mbi flamur (poetry) Agim Deva, Viti i ri (poetry) Spiro Çomora, Pula dhe fiku (poetry)
Ali Huruglica, Pylli (poetry) K. Kristoforidhi, Ylli i vogël lartë në qiell
Naum Prifti, Guri i Skënderbeut (prose) (poetry) Alqi Kristo, Nënë e babë unë i dua Literary Fejzi Bojku, Kush nuk fle natën (poetry) (poetry) Sami Frashëri, Dheu është flori (prose) units ABC Book or /and/ Lumo Skendo, Eja motër (prose) and ABC colouring Xhevahir Spahiu, Shqiponja (poetry) Rifat Kukaj, Shkopi magjik (poetry) their book Hajro Ulqinaku, Piktura e mbrëmjes në Arif Demolli, Zogu cicëron … (prose) authors bregdet (prose) Gaqo Bushaka, Vajza e luleve (prose) Dritëro Agolli, Kali dhe gomari (poetry) Rrahman Dedaj, Tre diejt e Dianës (prose) Abdullah Thaçi, Në pritje (poetry) Folk song for children: Dumba moj Folk Fable, Tre qetë dhe ujku dumba; Folktale, Mollë e artë Albanian tale: Çupa që derdhte Lullaby, Ku i ka nana kta shkodrana; trëndafila nga goja; Anecdote, Shpata dhe krahu i Skënderbeut Albanian tale, Mbreti dhe buburreci; Agim Deva, Të mbjellim nga një dru Anecdote: Kujdesi i Nastradinit; (poetry)
9 Textbook and other teaching tools composers and teachers, may add to this list other textual (literary and non-literary) and non-textual units /learning tools and other sources of interest from all curriculum areas, but always in accordance with principles, goals, objectives and content of this curriculum. This note applies to all subjects (curriculum areas). 33 Tasim Gjokutaj, Pse kërkon të bëhesh Naum Prifti, Yllka dhe dallëndyshet bletë? (poezi) (prose) Naim Frashëri: Qeni dhe besa e tij Odhise Grillo, Vogëlushi dhe hëna (prose) (poetry) Adelina Mamaqi, Çerdhen do ta ruaj Hivzi Sulejmani, Vendi im i shtrenjtë (poetry). (poetry) Rifat Kukaj, Pjeshkët (prose) Faik Konica, Anës liqenit (prose).
LEVEL TWO Grade IV V VI Asdreni, I dashuri atdhe (poetry) Ismail Kadare, Ra si ylli, po s’u Naim Frashëri, Atdheu (poetry) shua (poem fragment) Naim Frashëri, Gjuha shqipe Kostandin Marko, Kthimi në (poetry) Faik Konica, Atdheu (prose) mëmëdheun e të parëve të mi Faik Konica, Bora (prose) Ernest Koliqi, Shën Gjergji (prose) Hil Mosi, Malli im (poetry) (poetry) Petro Marko, Përleshja me peshkaqenin (prose) Spiro Çomora, Zgalemi (poetry) Legjendë, Dashuria për vendin Literary Ali Asllani, Sazani (poetry), Qamil Batalli, Dy Teuta (prose) units Skënder Drini, Lirinë nuk jua Faik Konica, Dita e verës (prose) and solla unë (prose) Mitrush Kuteli, Rozafati (prose) their Nonda Bulka, Një natë në Folk song, Ç’po këndon një zog i Migjeni, Dhe pranvera erdhi authors Stamboll (prose) zi (poetry) Rifat Kukaj, Kosova (poetry) Zejnullah Halili, Motrat tona Nexhat Halimi, Mbrëmje në Ulqin (poetry) Ali Huruglica, Fëmija dhe zogu (poetry)
34 (poetry) Folk story, Mendja e keqe Anton Pashku, Klithma (prose) Zejnullah Halili, E bukura e Mustafë Spahiu, Mbrëmje në Arif Demolli, Lushi si askush nëndheut (prose) Strugë (poetry) (fragment) Ymer Shkreli, Muajt e vitit Rexhep Hoxha, Plaku i liqenit Ymer Elshani, Plaku me violinë (poetry) (prose) (prose) Xhevahir Spahiu, Librat rrinë Anton Pashku, Andrra e Afrimit Sami Frashëri, Hoxha Tahsin radhë – radhë (poetry) (prose) (prose) Vehbi Kikaj, Ti dëborë ke Rrahman Dedaj, Medaljoni Murat Isaku, Ndizni edhe një qiri mbuluar malet (poetry) (prose) (poetry) Sulejman Salihu, Valë moj e mira Migjeni, Luli i vocërr (prose) Rrahman Dedaj, Zogu dhe kulla valëz (fragment from the poem (prose) “Lindi udhëton për Kosovë”) Adem Gajtani, Këngë për princeshën e zogjëve (poetry) Hivzi Sulejmani, Miku im Xho Këngë popullore, O e bukura (prose) More Dritëro Agolli, Kali dhe gomari (poetry) Lasgush Poradeci, Poradeci Anecdote, Valiu mendjemadh dhe (poetry) fshatari i urtë Agim Deva, Pikniku i rrugës (poetry) Konstandin Kristoforidhi, Gjahu i Folk fairytale, Vajza që u bë djalë Vehbi Kikaj, Këngët për nipin e malësorëve (prose) Dritëro Agolli, Ujku (prose) vogël (poetry) Legend, Kthimi i Ymer Agës Nizam song, Ndër dy male me Xhevat Beqaraj, Një zogu Folk Song, Urë e Qabesë dëborë (poetry) Folk Story, Ç’të mbjellësh do të Rushit Ramabaja, Çka tha Gjergji Abdullah Thaçi, Pemë e vjetër, korrësh (prose) pemë e re (poetry) Bilal Xhaferri, Baladë Çame Anton Pashku, Një natë në det Gaqo Bushaka, Në kopshtin (poetry) (prose) zoologjik (prose) 35 Rexhep Hoxha, Hëna e Zelandës Martin Camaj, Lepurushi (prose) Vitore Stefa, Nene e madhe e kësaj së Re (frag.) Moikom Zeqo, Onufri dhe bariu bote (poetry) Bedri Dedja, Në familjen tonë (prose) Dalan Shapllo, Zana e fundit e (poetry) Anton Nikë Berisha, E Bukura e bjeshkëve (prose) Odhise Grillo, Ali Pashë Gucia Dheut (fragment) Luigj Gurakuqi, Qëndresa (poetry) (prose) Gani Xhafolli, Me atë yll ka Ibrahim Rugova, Erdhi vjeshta. biseduar edhe Agroni (prose) (poetry)
LEVEL THREE Grade VII VIII IX Literary Gjergj Fishta, Gjuha shqipe Mid’hat Frashëri, Ay mal (prose) Marin Barleti, Rrethimi i mureve units (poetry) Lasgush Poradeci, Gjuha e zjarrtë Pjetër Budi, Madhështi e and De Rada, Skënderbeu (poetry) (poetry) njerëzve their Fan Noli, Himni i flamurit Mehmet Kraja, Zhvarrimi (prose) Pjetër Bogdani, Rruzullimi authors (poetry) Faik Ballanca, Kënga e fundit e Hasan Zyko Kamberi, Paraja Lasgush Poradeci, Kroi i fshatit Marko Boçarit (prose) (poetry) tonë (poetry) Kim Mehmeti, Lulehëna (prose) De Rada, Këngët e Milosaos Mitrush Kuteli, E bija e hënës dhe Bilal Xhaferri, Vdekja në udhët e Naim Frashëri, Fjalët e qiririt e diellit (prose) Çamërisë (prose) Ndre Mjeda, Zoga (poem Mihal Hanxhari, Elegji për Koso- Ali Podrimja, Me jetue (poetry) fragment) vën (poetry) Rrahman Dedaj, E marta (poetry) Asdreni, Lulja e vetëm (poetry) Nehas Sopaj, Magjia e shndë- Xhevahir Spahiu, Shkopi i Gjeçovit Gjergj Fishta, Lidhja Prizrenit
36 rrimit të krimbit të mëndafshit në (poetry) Fan Noli, Anës Lumenjve flutur (prose) Aleksandër Moisiu, Debutimi im në Lasgush Poradeci, Vdekja e Shprersa Vreto, Fotografia Burgteatër (prose) nositit (prose) Din Mehmeti, Që të rriten lulet e Mitrush Kuteli, Natë qershori Xhevahir Spahiu, Ligjërimi i bardha (poetry) Et’hem Haxhiademi, Fragment bariut mbi qenin pa jetë (poezi) Rexhep Qosja, Beselam pse më tragjedie Jusuf Gërvalla, Fluturojnë e bien flijojnë (drama frag.) Josip Rela, Nita (drama (poetry) Abdylazis Islami, Anija e kapitenit fragment) Visar Zhiti, Pazari i këpucarit Balltar (prose) Migjeni, Studenti në shtëpi (poetry) Ramiz Kelmendi, Miniatura nga Ernest Koliqi, Duert e nanës Ekrem Kryeziu, Epoka para gjyqit Turqia (Udhëpërshkrim) (prose) (drama fragment) Dritëro Agolli, Peisazhi i pyllit të Jakov Xoxa, Adili dhe Vita Dritëro Agolli, Pulëbardha zgjuar (poetry) (Prose frg.) (poetry) Fatos Arapi, Deti (poetry) Beqir Musliu, Skënderbeu Fairytale, Maro përhitura Qerim Ujkani, Kthimi i ushtarit në (poetry) Folk song, Ajkuna qan Omerin shtëpi (poetry) Anton Pashku Lutjet e mbrëmjes Zef Serembe, Detari (poetry) Ali Asllani, Vajzat heqin valle (prose) Dhori Qiriazi, Kur nisa të shkruaj (poetry) Bilal Xhaferri, Përtej largësive vargje (poetry) Arif Demolli, Vdekja e Akanit Ismail Kadare, Pallati i ëndrrave Nazmi Rrahmani, Rruga e (prose) Rexhep Qosja, Laneti shtëpisë sime (prose fragment) Ernest Koliqi, Shkodra në mbramje Vath Koreshi, Fragment proze Agim Vinca, Feniksi (poetry) (poetry) Azem Shkreli, Motiv nga Kosova Çajupi, Katrëmbëdhjetë vjeç Ismail Kadare, Plaka Nicë (prose) Ali Podrimja, Fatet (poetry) dhëndër (comedy fragment) Zejnullah Rrahmani, Drita e diellit Fatos Kongoli, Fragment from XH. G. Bajron, Bijtë e shqipes (prose) the novel “I humburi” (poem frag.) Hevzi Sulejmani, Të urtit e rrugës Sabri Hamiti Ikja e barbarëve (prose) 37 Ismail Kadare, Në Kosovë, midis Sabri Hamiti, Vaji për Prishtinën Teki Dërvishi Zhvarrimi vëllezërve (reportage) (poetry) Folk songs, Gjergj Elez Alia Pashko Vasa, Shqiptari dhe jetesa Eqrem Basha, Baladë për njeriun që Folk songs, Këngë kreshnikësh- e tij (prose) zgjohej me shpresë (poetry) elective Martin Camaj, Qyteti i lashtë Agim Spahiu, Këtu (poetry) Folk songs, Balada e murosjes (poetry) Azem Shkreli, Nata e mërgimtarëve Kanuni, Fragment Naum Prifti, Kthimi në shtëpi (poetry) Zef Skiroi, Mino (poem (prose) Folk songs, Fuqia e Mujit fragment) Teodor Laço, Tym në pyllin e Folk songs, Arnaut Osmani lisave (prose) Folk songs, Besa e Konstandinit Fatos Arapi, Bredhi i vitit të ri Folk songs, N’drrasë të vekut kush (poetry) po kanë Filip Shiroka, Shko dallëndyshe Luan Starova, Koha e dhive (prose (poetry) fragment)
6.1.5. Reading materials /proposal/ READING MATERIALS PER LEVEL Level One (gr.I-III) Level Two (gr.IV-VI) Level Three (gr.VII-IX) Skënder Hasko, Vallja Arif Demolli, Lushi si askushi Fan Noli, Albumi e shkronjave Rrahman Dedaj, Zogu dhe kulla Bilal Xhaferri, Përtej largësive Xhevat Beqaraj, Kam Agim Deva, Poezi të zgjedhura Josip Rela, Nita një harmonikë Naum Prifti, Legjenda dhe Anton Pashku, Lutjet e mbrëmjes Bedri Dedja, Përralla rrëfenja për Skënderbeun Songs on frontier warriors, by choice
38 për kafshët Rexhep Hoxha, Verorja Kanuni, by choice Ali Huruglica, Vjersha Mitrush Kuteli, Tregime të Old Albanian Literature: by choice (Barleti, Budi, të zgjedhura moçme shqiptare Bogdani, Nezim Frakulla Sami Frashëri, Dheu Vehbi Kikaj, Sarajet e Bardha Romantic Literature: by choice (Jeronim De Rada, Naim është flori Adelina Mamaqi, Poezi të zgje- Frashëri, Zef Serembe etj.) Ramadan Pasmaçiu, dhura Modern Literature: by choice (Gjergj Fishta, Lasgush Tregimi për Kecin Spiro Qomora, Poezi të zgje- Poradeci, Mitrush Kuteli, Ernest Koliqi, Migjeni etj.) Bardhosh dhura. Contemporary Literature: by choice (Ismail Kadare, Përrallat më të bukura shqip- Azem Shkreli, Fatos Arapi, Ali Podrimja, Sabri Hamiti, tare (Antology of Kastriot Fatos Kongoli, Dritëro Agolli, Zejnullah Rrahmani etj.). Mahilajt)
6.1.6. Digitalb multimedia package “Të luajmë shkollash“ (level one)
6.1.7. Catalogue of Albanian artistic movies and dramas (filming) I II III 1. Skenderbeu 1. Skanderbeg 1. Flaka e maleve 2. Beni ecën vetë 2. Nëntori i dytë 2. Gjenerali i ushtrisë së vdekur 3. Lepuri me pesë këmbë 3. Liri a vdekje 3. Balada e Kurbinit 4. Udha e shkronjave 4. Vdekja e kalit 5. Njeriu prej dheu 6. Rojet e mjegullës 7. Mësonjëtorja 8. Gjeneral gramafoni 9. Gjaku i Arbrit /filmed drama/ 10. Kush e solli Doruntinën /filmed drama/ 39 6.1.8.) Literature and other professional resources for the teacher (and student)
1. Bardhyl Musai, Psikologjia e Edukimit, publisher: Pegi, Tirana,1999 2. Bardhyl Musai, Metodologjia e Mësimdhënies, Tirana, 2003 3. Group of authors, Fjalor i shqipes së sotme, Tirana, 2002 4. Group of authors, Fjalor drejtshkrimor, Tirana or Prishtina edition 5. Group of authors, Për pastërtinë e gjuhës shqipe (dictionary), Tirana, 1998 6. Pashko Baku, Fjalor enciklopedik, Tiranë, 2004 7. Bahri Beci, Gramatika e gjuhës shqipe (for Albanian language teachers), Tirana or Prishtina edition 8. Bahri Beci, Gramatika e gjuhës shqipe për të gjithë, Shkodra, 2000 9. Klodeta Dibra & Nonda Varfi, Gjuhësi teksti, Tirana, 1999 10. P. Tevo & Zh. Lakont, Komenti letrar, Tirana, 2000 11. Zejnullah Rrahmani, Teoria e letërsisë (for secondary schools ), Tirana or Prishtina edition 12. Enver Muhametaj & Xhevat Lloshi, Nga teoria letrare dhe stilistika gjuhësore, Tirana 13. Haki Baçi, Folklori shqiptar, Prishtina. 14. Ali Dhrimo, Edmond Tupja , Eshref Ymeri, Fjalor sinonimik i gjuhës shqipe, Tirana, 2002 15. All current textbooks in Albanian language, and literary readings in Albania and Kosovo (grade 1-9) 16. Textbooks and other teaching tools that will be developed based on this curriculum 17. Albanian language electronic dictionary with pictures and sound of the Swedish National Agency for Education (see: http://www.skolutveckling.se/vaxthuset/trio/al/albanska.html) 18. FESH Electronic explanatory dictionary(see: http://gjuha-shqipe.com/permbajtja/softuere/fesh.html) 19. Software AS 2.0 for Albanian spell check (see: http://gjuha-shqipe.com/permbajtja/softuere/as_2_0.html) 20. Program for improving Albanian language -KULLA E SHQIPES (see: http://gjuha-shqipe.com/permbajtja/softuere/kulla_e_shqipes.html 40 21. Electronic books in Albanian language (see: http://gjuhashqipe.com/permbajtja/softuere/libra_elektronik.html) 22. Different electronics bilingual dictionaries (Albanian- other language or vice versa) on the Internet 23. Different online internet sites of Albanian literature and Albanian artists (virtual literature).
6.2. History LEVEL ONE (grades I-III) Thematic area Learning content Expected outcomes 1. Student: MY IDENTITY Genealogy of the family (or family Introduce themselves, their family (Who are they? tree). Where were they born? Where they come from?).
My school Describe their school in the place where they live and in 2. The school of my parents and the place where they were born (motherland) and find STUDY, WORK relatives. similarities and differences among them; GAME, LEISURE My games and regular activities. Present facts and discuss with others about the games Games of our forefathers at and activities with their friends in the country where motherland. they live and at motherland. Occupations around us (what professions are here and what at motherland?). 3. Town (country) where I now live. Compare current hometown (country) with motherland PEOPLE IN My and forefathers' birthplace. hometown, how their family lived in motherland and SPACE AND How me and my family lived before, now. TIME how we live now?
41 4. Albanian legends Know some of the main Albanian legends; CULTURE AND Holidays at motherland (national, Identify and describe some of the traditions, traditional SOCIETY state, religious). games and major holidays at motherland.
Friends of my school have different Talk about people and origin, different beliefs and 5. origins, speak different languages, traditions; A WORLD FOR and belong to different religions and Understand that people change, but in the same time ALL races. they receive from, and give to each other.
LEVEL TWO (GRADES IV-VI) Thematic area Learning content Expected outcomes Who is my nation? Where it lives, Students: 1. where is it located? Speak with facts (using different sources) about MY IDENTITY Albanians as part of the Balkans and Albanian nation, its origins and geographical location; Europe. Know some historical data on Albanians as one of the oldest nation of the Balkans and Europe Understand, through arguments, the Albanian relations with neighbours and other nations of Europe.
How our forefathers studied? Recognize some of the most milestones of the progress 2. (Education during centuries). of Albanian education over the centuries (from the STUDY, WORK How our forefathers entertained? Illyrians, Arbanons to modern Albanians) GAME, LEISURE Distinguish leisure activities in different periods of history of the Albanian nation.
42 3. Our ancestors, Illyrians. Where were Recognize, represent and prove the location and main PEOPLE IN they located and their main tribes. Illyrian tribes; SPACE AND TIME Illyrians-masters in health care and Enumerate the main occupations of Illyrians and in drug producing (Gentiana etc.). particular those related to health, physical trainings and - Motherland The importance of physical training Olympic Games; -Features of my that Illyrians paid attention to. Understand the course of the transition from Illyrian into country Preparing for defence and the Arbanon. Olympic Games. Are able to recognize some facts and the activity of the Our ancestors in the Middle Ages- most important figures in history. Arbanon. Our people (rulers) who marked the history (Illyrian kings: Bardhyl, Gent, Longar, Agron, Teuta, and Skanderbeg, Ali Pasha Tepelena, Ismail Qemali, A. Zogu and some others from modern era). Other Albanian personalities from other fields throughout history up to modern times. 4. The tradition of my nation (language, Understand and recognize folk traditions of the Albanian CULTURE AND clothing, games, folklore, music, nation; SOCIETY etc.). Recognize and know chronology of the first Albanian The first Albanian writings. writings and their authors; Albanian national holidays (28 of Understand the importance of national holidays and the November etc.). way of celebration 43 5. World - a big family. Recognize different nations and their distinctive features A WORLD FOR like: race, origin, religion, language, culture etc.; ALL Universal rights and obligations of human kind Recognize some of the rights and obligations that apply to all people regardless
LEVEL THREE (GRADE VII-IX) Thematic areas Learning content Expected outcomes Origin of my nation- Illyrians, Students:
Arbanons, Albanians. Talk with facts about the origin of Illyrians, Arbanons
and Albanians, as their descendants, comparing and Where our ancestors lived? Where critically assessing different views on the matter; 1. did Illyrians and Arbanons live? MY IDENTITY Where are Albanian`s located today Appraise the origin of the Albanians and describe the (location)? geographical location of Albanians, Illyrians and European Identity of Albanians. Arbanons throughout the history; Argument with facts European identity of Albanians. Albanian school and education Analyse and evaluate stages and courses of Albanian history. national education; 2. STUDY, WORK Notable national personalities in Distinguish, recognize and describe activities of the GAME, LEISURE education (from the past until most prominent personalities of national education from nowadays). ancient times until today; Life organization in the past and Understand and make comparisons between styles and today. lifestyles before and now. The ancient history of my Distinguish main old cities of motherland, know where they are located (geographically) and recognize their 44 motherland main cities (Ulpiana, historical features; 3. Damastioni, Skupi, Theranda, Chronologically distinguish and talk about the main PEOPLE IN Skodra, Dyrrah, Lisus, Apollonia, events of the Albanian nation from the Middle Ages SPACE AND Butrint, Ulqin, etc.) until today; TIME State of Arber in the middle Ages. Analyze the reasons for Albanian migration, stages of Albanians during the Skenderbeg era. Albanian migration and the role of the valuable contribution that this migration gave to motherland. Struggle of the Albanians for freedom and independence from the Recognize Albanian emblematic figures in the history of Middle Ages until the twentieth human civilization (starting of Saint Jeronimi, Flori and century. Lauri, and other personalities such as Skanderbeg, Mother Teresa and I. Kadare, etc.); Albanians during XXth century -their struggle for independence and national emancipation. Albanian migration during the history and contribution of the Albanian diaspora to the motherland. Prominent historical and contemporary Albanian personalities to mankind
Main archaeological sites, cultural Recognize and compare key archaeological sites and and historical monuments, cult monuments in the motherland; monuments in my motherland. Recognize and understand the development history of the Albanian language and the language of the country Albanian language, among the oldest
45 4. languages of the Balkans and Europe where they live; CULTURE AND - an Indo-European language. Recognize the role and importance of Albanian national SOCIETY Albanian national medicine medicine in the past and today;
throughout history. Recognize and understand the organization based on the Albanian Kanun and codex (Codex Albanian codex and critically evaluate the advantages of Skanderbeg, Codex of Lekë and disadvantages; Dukagjini etc.). Recognize key features of three Albanian religious My nation with three religious beliefs and appreciate religious tolerance as a national beliefs, an example of cultural and value; spiritual prosperity tolerance. Recognize some of the main Albanian sportsmen, Eminent Albanian sportsmen, sportswomen, artists and creators who are famous in the sportswomen, artists and authors. worlds art, culture and sport
Contribution of Albanians for Recognize the contribution of Albanians for integration cooperation and integration in the in the international level; 5. world. A WORLD FOR Recognize and appreciate the role of Albanian ALL Illyrian civilization, contribution to personalities throughout history in various fields of ancient European culture. culture, science, medicine, literature and in the world Skanderbeg, a defender of the civilization in general. European civilization. Mother Teresa, an image of human and world humanism.
46
6.2.1. Literature, historical readings and other resources / proposed / 6.2.1.1. Historical-literary readings Level one (grades I-III) Level Two (grades IV-VI) Level three (grades VII-IX) 1. Odhise Grillo, 1. Frederik Reshpja, Legjenda e Arbrit 1. Marlin Barleti, Skanderbeg Skanderbeu (with 2. Odhise Grillo, Historia e Skenderbeut, published by: 2. Sabri Godo, Skanderbeg pictures) Dituria, Tirana 3. Sabri Godo, 3. O. Grillo, Dy Batot dhe zana e Ilirise (with pictures) Ali Pashë Tepelena 4. O. Grillo, Oso Kuka në kull të barotit (with pictures) 5. Odhise Grillo, Prite, prite Azem Galicën (with pictures) 6. Ismail Kadare, Keshtjella (with pictures)
6.2.1.2. Literature and other sources General Literature Internet resources 1. Textbooks and other learning tools that will be developed based to 1. www.albasoul.com/historia/ this curriculum 2. www.albanian.com/information/history/ 2. Textbooks and other learning tools used in Kosovo and in Albania 3. www.shqiperia.com/histori/ (grades 1-9) 4. www.dadalos.org 3. Neritan Ceka, Muzafer Korkuti, Arkeologjia, Tirana, 1993 5. www.albmuseum.com (National Museum Tirana) 4. Muzafer Korkuti, Para-ilirët, ilirët, Arberit- histori e shkurtër, 6. www.imk.gov.al (Institute of Cultural Tirana 2003 Monuments) 5. Aleksandar Stipčević, Ilirët, Prishtina, 1980 7. www.angelfire.com/dc/madurres (Durres 6. Karl Pach, Ilirët, Tiranë, 2000 Archaeological Museum) 7. Edith Durham, Brenga e Ballkanit dhe vepra të tjera për 8. www.beratmuseum.gov.al/muze/Muze.etno.htm Shqipërinë dhe shqiptarë, Tirana, 1998 (National Ethnographic Museum Berat)
47 8. August Boppe, Napoleoni dhe Ali Pasha, Tirana,1999 www.dardamedia.com/art (Prishtina Ethnological 9. Renco Falaski, Ismail Qemali, Kujtime, Tirana Museum) 10. Fatmira Musa, Isa Boletini, Tirana 11. Kristo Frashëri, Skanderbeu,, Tirana 12. Noel Malcolm, Kosova, një histori e shkurtër, Prishtina, 1998 Mbreti Zog dhe perpjekjet për stabilitet në Shqipëri Bernd Fischer, Tirana,1996 13. Shqipëria gjatë luftës 1939-1945, Tirana, 2000 14. Jens Reuter, Shqiptarët në Jugosllavi, Botimpex, Tirana, 2003 15. Sami Frashëri, Shqipëria ç’ka qenë, ç`është e ç`do të bëhet?, Dija, Prishtina, 1999 16. Faik Konica, Albania- Shqipëria-kopshti shkëmbor i Evropës Juglindore, 17. Eqrem Çabej, Shqiptarët midis Perëndimit dhe Lindjes, Published by: Çabej MÇM, Tirana,1996 18. Robert Elsie, Leksiku i Kulturës Popullore Shqiptare, (besime mitologji, fe, doke, rite, festa dhe veçori kulturore), published by: Skanderbeg books, Tirana, 2005 19. Ismail Qemal Vlora, Kujtime, published by: Toena 20. Historia e popullit shqiptarë I, II, Tirana 2002 21. Historia e popullit shqiptarë III, Tirana 2007 22. Bardhyl Musai, Psikologjia e edukimit, Publisher: Pegi, Tirana, 1999. 23. Bardhyl Musai, Metodologjia e mësimdhënies, Tirana 2003. 24. Group of authors: Aspekte të mësimdhënies së historisë, Prishtina, 1997. 25. Group of authors, Metodat e mësimdhënies (manual for new
48 teachers), published by: Toena, Tirana, 1999 26. Petrit Muka, Të mësuarit me objektiva dhe Modeli A-94: Koha, Prishtina 1997 27. Robert Stradling, Teaching 20th Century European History, published by: Council of Europe 28. Robert Stradling, Multiperspectivity in history teaching: (a guide for teachers), published by: Council of Europe
6.3. Geography LEVEL ONE (GRADES I-III) Thematic areas Learning content Expected outcomes The place where I was born (apartment, Students: house, street, settlement, village /city, Name geographical commonalities (similarities) and 1. region, country). features (differences) of the country of origin and MY IDENTITY The country where my parents, country of residence;
grandmother/ grandfather were born Recognize physical and geographical features of the (residence, village/town, province, country of origin (fields, mountains, seaside); region, country)? Use sketches, drawings, photos, globe and map. Settlements - Albanian cities 2. What people do in the country of origin Distinguish major economic activities which the STUDY, WORK, (activities and occupations)? population of the origin conducts, naming some of the GAME, LEISURE commonalities and specificities between country of origin and country of residence.
49 3. Nature and the landscape of the country Name the commonalities and specificities of natural, PEOPLE IN of origin. environmental and natural landscapes between country SPACE AND Plants and animals in the country of of origin and country of residence; TIME origin (similarities and differences). Use photos, maps, drawings and other tools. 4. Culture of residence Name some national, family holidays. CULTURE AND Holidays and festivities SOCIETY 5. Different nations, different countries Enumerate some countries and nations of the world. A WORLD FOR Preservation and protection of nature ALL and the environment. LEVEL TWO (grades IV-VI) Thematic areas Learning content Expected outcomes Comparison of geographical features of Students: countries and regions in the country of Compare geographical features (landscape, climate, 1. origin and the country where they live. water, flora and fauna) of the country of origin with MY IDENTITY People in the country of origin. those of the country where they live; Recognize and understand the main features of the people in the country of origin; Find in the map main shapes of relief, seas, rivers, lakes, old settlements and unique sites (Nerodime bifurcation). 2. Social and economic characteristics of Compare the economic activities of the country of STUDY, WORK, the motherland. origin with those of the country of residence. GAME, LEISURE Visits to parks, zoological and botanical Recognize and compare parks, zoological and botanical gardens. gardens in the country of residence and country of origin.
50 3. Migration - causes and consequences. Describe the main causes of migratory movements; PEOPLE IN Traditional and contemporary Identify the consequences of migratory movements; SPACE AND architecture and settlements. TIME Distinguish the commonalities and specificities of the settlements and the architecture of the country of origin with those of the country of residence. 4. Morals, habits, customs, costumes, Describe the distinctive features in language, morals, CULTURE AND dances and songs of the country of habits, customs, religion and culture between country of SOCIETY origin. origin and country of residence.
Differences in language, religion and culture of the people in the country of origin and of the country of residence.
5. Environmental behaviour Reflect sufficient environmental behaviour. A WORLD FOR ALL LEVEL THREE (KL.VII-IX) Thematic areas Learning content Expected outcomes
51 Motherlands geographic location in Students: regional, European and world context. Understand and analyze the importance of motherland`s Pearls of Albanian nature: Brezovica, position in these contexts; Sharr Mountains, Nerodima bifurcation, Prepare an argumentative essay on one of these topics; 1. Mirusha waterfalls, Rugova Gorge, Build a physical-geographical map of the country of MY IDENTITY Albanian Alps, Adriatic Sea, Ionian origin (or complement the physical map of the country Sea, Butrint, Artana (Novo Brdo), Lura of origin) with: forms of relief, rivers, lakes, lakes, Shkodra Lake, Ohrid Lake, underground resources and main centres of the country Prespa lake etc. of origin. Natural and underground resources in the motherland.
2. Motherlands economic development. Recognize and compare similarities and differences in STUDY, WORK, Motherland economic and social the economic development of the country of origin and GAME LEISURE similarities and differences in relation country of residence. to the region, Europe and global developments. Advantages and disadvantages of Argue on the advantages and disadvantages, using migration, before and now. different data and sources; 3. Emigrants’ contribution to the Comment on the positive and negative sides of the PEOPLE IN development of country of origin. Diaspora in the development of the country of origin; SPACE AND TIME Prepare charts and diagrams from the statistical data on the number of population, natural increase; gender, age, educational, economic, national structure, etc.
52 4. Authentic ethno-culture (authentic and Differentiate authentic Albanian profile in the context of CULTURE AND ethnic and moral characteristics, its identification characteristics. SOCIETY pledge/oath, word of honour). 5. My motherland – part of Earth and my Recognize motherland people and institution‘ A WORLD FOR care for it. responsibilities in the context of globalization. ALL
6.3.1. Literature and sources Learning sources in texts and other tools Internet sources 1. Textbooks and other teaching tools that will be developed based on this curriculum 1. www.kosovo-mining.org 2. School geographic atlas with a CD, "Albas", Tirana- 2. www.cia.gov/cia/publications/factbook/ Tetovo-Prishtina, 2005 3. www.wikipedia.org 3. Educational Globe 4. htpp://encarta.msn.com/encnet/refpages/search.aspx?q=kosovo 4. Maps of the Balkans, Kosovo, Albania, Macedonia 5. htpp://www.britannica.com/search?query=kosovo (physical, political, economic). 6. http://www.albaniantourism.com 5. Photographs, posters, charts, diagrams, tables, graphs, 7. http://shqiperia.com digital-electronic devices etc. 6. Muka Petrit, Të mësuarit me objektiv dhe modeli A- 94, "Eureka", Tirana, 1995 7. Bardhyl Musai, Ndërtimi i testeve me zgjedhje, Onufri, Elbasan, 1994 8. Kosovo physical map, "Gjoka" Vlora, 2007 9. Balkans physical map, "Gjoka" Vlora, 2007 10.Albania physical map, "Gjoka" Vlora, 2002 11.Aspects of teaching geography, Tirana, 1995 12. Textbooks and other teaching tools used in Albania 53 and in Kosovo (Grade.1-9).
6.4. Fine Arts - LEVEL ONE (Grade. I-III) Thematic areas Learning content Expected outcomes Self-portrait Students: Family tree Express distinctive characteristics of their self-portrait Environment and of their family members' by different art means and 1. Motherland (emblem, flag) techniques; MY IDENTITY Draw and model simple things and landscapes of the environment and motherland using various relevant materials. 2. School in motherland. Express themselves creatively in simple forms through STUDY, WORK, Games in motherland. selected means and materials GAME, LEISURE Ornaments, crafts and working activities
3. My people. Draw portraits of personalities and ordinary people from PEOPLE IN My motherland nature through motherland in simple forms and with different means ; SPACE AND seasons. Create landscapes motivated by the Motherland; TIME Adored Albanian athlete. Recognize prominent Albanian creators (3) of portraits and landscapes.
54 4. Albanian traditional costumes Discus on distinguished work motivated by relevant CULTURE AND Albanian traditional buildings topics; SOCIETY Illustrations by Albanian fairytale Draw, paint and model from motifs of certain topics motifs 5. Different and similar Express in various forms and techniques for this topic, A WORLD FOR Personal greetings to a friend in the with altruistic and patriotic background ALL motherland LEVEL TWO (Grade .IV-VI) Thematic areas Learning Content Expected outcomes Self-portrait. Students:
The portrait chosen from the family Create self-portraits and portraits of family members; or society. 1. Family pictures. Create collage, old photo album from the family; MY IDENTITY Albanian stone houses. Paint, draw or take pictures of landscapes with family Landscape with motifs from life in and motherland motifs; motherland Comment on their creations. 2. The works of Albanian artists. Recognize, describe and interpret arts of the Albanian STUDY, WORK, Visit at the gallery, art museum or famous authors, and compare them with the authors of GAME, LEISURE studio of a creator. the country where they (students) live; A gift for a friend (Mosaic with Express themselves creatively in selected techniques for combined materials with Albanian the work on a specific theme. motifs). 3. Characteristics of Albanian Express with paints and other working tools in personal PEOPLE IN traditional costumes (Rugova, Hasi, works on these subjects; SPACE AND Tropoja, Tetove, Gjirokastra ...) Paint or model according to individual interest and TIME Winter landscape from motherland. skills, and sometimes in small scale models, dedicated
55 The past and the future of my people to the national hero. (I am my own country!). The magnificent figure of Skanderbeg, etc.
4. Our Mother Theresa, mother of all Outline ideas and implement them by various means CULTURE AND children of the world. and techniques; SOCIETY Illustration of an Albanian folk tale. Create in different ways imitating motifs from Flags and countries traditional ornaments; Traditional Ornaments Realize signs, logos, emblems and other creations using Sign (logo, emblem) and any sports different techniques of art expression, including the team or other organization in the multimedia motherland. 5. The environment and our health. Create, in different ways and techniques, sketches and A WORLD FOR Our planet and our cohabitation in it. creations based on these themes. ALL LEVEL THREE (Grade. VII-IX) Thematic areas Learning content Expected outcomes 1. My album Students: MY IDENTITY Create independently and by using different tools and Highlander portrait. My motherland techniques in relation to this topics; Congratulations message for my Create a portfolio (album) of their works by specific family in the motherland themes. 2. A visit to the art museum or gallery Comment Albanian and international authors' work STUDY, WORK, of a creator. while comparing their values and techniques;
56 GAME, LEISURE Recognize the works of Albanian Express independently and with selected material and international artists. Images and plans with motherland motifs (e.g. small scale model of an important square in the motherland). Traditional games 3. Traditions and customs in my Express their creative achievements in line with the PEOPLE IN Motherland themes and other cultural-historical knowledge from the SPACE AND Albanian Dance. country of origin and country of residence; TIME Albanian nature. Analyze works and express with paints and other working tools in their personal creations. The future of my country.
57 4. Albanian fine arts throughout the Recognize the work of arts of Albanian known authors CULTURE AND history. and of authors in the vicinity of their residence; SOCIETY Critical description of a statue visit. Define the artistic message in mass communication The poster titled "Beauties of my works and graphically select protective signs of specific Motherland”. institutions; Ideal and graphic solution of a logo Analyze, describe and comment on Albanian famous art (distinctive sign). works. Albanian authors and their affirmation in the world: Ibrahim Kodra, Alush Shima, Daut Berisha, Gjelosh Gjokaj, Ymer Shaqiri, Shefqet Emini, Shyqri Gjurkaj, Sisel Xhafa etc. Landscape from Albanian coast cities. Inside the Marble Cave in Kosovo (Gadime). Countryside motif (aquarelle). Project on sensitization of awareness for a clean environment. 5. Figurative creations from global Present ideas and work of arts based on global themes, A WORLD FOR themes with mutual which carry clear messages of connections between ALL interdependence. people; Art unites people. Acquire comprehensive visual knowledge from analyzed A world for all. works and conceptualize universal ideas for similar works.
58 6.4.1. The catalogue of fine art works and additional resources / proposal /
Level one (Grade. I-III) Level two (Grade. IV-VI) Level three (Grade. VII-IX) 1. Adem Kastrati, Motiv nga 1. Zef Shoshi, Isa Boletini me 1. Andrea Kushi, Plaku me shkop Fshati trimat 2. Abdurrahim Buza, Dasëm me flamur 2. Alush Shima, Horizonti i 2. Hynesha në Fron, (Prishtina 3. Odhise Paskali, Busti i Skënderbeut; kaltërt symbol) 4. Janaq Paço, Statuja e Skënderbeut në 3. Agim Çavdarbasha, Sofra 3. Zef Kolombo, Autoportreti i Prishtinë 4. Shyqri Nimani, Mbrojeni piktorit natyrën 4. Xhevdet Xhafa, Autobiografia 5. Rexhep Ferri, Shëtitësit e lodhur 5. Simon Shiroka, Lojërat 5. Muslim Mulliqi, Hamalli 6. Gjelosh Gjokaj, Vija e kuqe tradicionale shqiptare 6. Sali Shijaku, Mic Sokoli 7. Nebih Muriqi, Peizazh Fine art 6. Agim Rudi, Plisat 7. Ismet Jonuzi, Kënga e Rexhës 8. Engjëll Berisha, Shqiponjat e works and 7. Musa Klaveshi, Gongje 8. Kole Idronemo, Dasma shko- përqafuara authors për Gongjen drane 9. Ismet Jonuzi, Skulpturë 8. Vehap Kokalari, Prite, 9. Esat Valla, Nusja 10. Afrim Spahiu, Pa titull /fotografi/ prite Azem Galicën 10. Rexhep Goçi, Ura e Shejtë 9. Nimona Lokaj, Pishat e 11. Violeta Xhaferi, Drenicakja 11. Shyqri Nimani, Universiteti i Prishti- nës Deçanit 10. Vilson Kilica, Peisazh 12. Thomas Philips, Bajroni me veshje nga Myzeqeja shqiptare 13. Abdurrahim Buza, Refugjatët 14. Ibrahim Kodra, ”Shqipëria fantastike”(cikli Muziktarët”) 15. Abdurrahim Buza, Kuvendi i Lidhjes Shqiptare të Prizrenit
Additional resources for 1. Textbooks and other teaching tools that will be developed based on this curriculum the student and teacher 2. All textbooks and other current teaching tools published in Albania and Kosovo (Grade. 1-9)
59 3. .www.art.albnet.com 4. www.artankand.com 5. www.kosovaart.com 6. http://www.albanianarts.com/aart/
6.5. Music LEVEL ONE (Grade. I-III) Thematic areas Learning content Expected outcomes I sing for myself, my family and motherland. Students: 1. I listen to the music I like. Sing some of the learned song; MY IDENTITY Songs of my people. Express their impressions of the music they have listened; Sing and recognize some of the well-known folk songs. 2. I sing to my school, teacher and work. Sing according to their individual tendency; STUDY, WORK, Our traditional games. Interpret some of the counting games they have GAME, LEISURE I listen to music on my free time. learned; Recall any element of musical works that they have listened. 3. Albanian song in different countries. Know the origin of Albanian songs; PEOPLE IN Famous Albanian singers and artists. Recognize some of well known Albanian SPACE AND singers and authors (depending on the songs TIME they listen to and perform). 4. Music accompanies us in our celebrations. Distinguish festive music; CULTURE AND Perform festive songs; SOCIETY Talk about music that accompanies them on family celebrations.
60 5. We understand each other easier by music. Understand that music is a mean of A WORLD FOR Same songs in different languages communication between people; ALL Understand that there are songs sung by all the nations in different languages and recognize such songs. LEVEL TWO (Grade. IV-VI) Themes Learning content Expected outcomes Albanian music emanates from people’s Students: heart Recognize elements which distinguish folk Albanian patriotic music music (rhythms, melodies); 1. Patriotic Songs Sing some popular folk songs; MY IDENTITY Recognize some of the most famous Albanian music works with patriotic motifs. 2. Music in school Recognize and differentiate the educative music STUDY, WORK, Music in the family that is taught in school from the entertaining GAME, LEISURE Music for recreation music that they listen at their free time; Recognize comparative examples for these two genres; Sing any of the learned songs; Express orally or in writing on the music heard and cultivated in their families 3. Prominent singers and performers of Recognize some prominent singers and PEOPLE IN Albanian artistic music performers of Albanian artistic music; SPACE AND Prominent performers of folk music Recognize some of the most prominent TIME performers of Albanian folk music 4. Tradition of folk music and folk dances and Recognize and distinguish some folk music CULTURE AND songs; Rugova Dance, the eagles dance, men instruments; SOCIETY dance, women dance from different regions. Recognize some of the most popular Albanian
61 Traditional instruments; çiftelia, sharkia, dances fyelli, dajrja (defi), daullja e madhe (tupani) etc. 5. Music of thee world - the world of music Understand how music is important for all A WORLD FOR people of the world; ALL Understand that the world of music is big, wide and very diverse. LEVEL THREE (Grade. VII-IX) Thematic areas Learning content Expected outcomes Albanian music - a distinctive element of Students: 1. national identity Reflect on the role of music as part of national MY IDENTITY identity; Sing some of the most popular Albanian songs; Recognize some of the most distinguished musical works that worthily represent the Albanian artistic music 2. Educational and professional music Recognize and compare musical education, STUDY, WORK, institutions in motherland musical institutions and professionals in the GAME, LEISURE Musical activities in school and community motherland with those of the country where they live. 3. Albanian music throughout the centuries Discus and recognize key elements of the PEOPLE IN Music dedicated to heroes and other Albanian music development in the historical SPACE AND prominent Albanian personalities point of view; TIME Sing songs and recognize music works dedicated to heroes and other prominent Albanian personalities. 4. Music-indicator of Albanian culture Recognize and compare current developments in CULTURE AND Festivals and musical events the field of music, opera and ballet in the
62 SOCIETY Albanian Opera motherland and the country they live in; Albanian Ballet Know some of the most remarkable festivals of Soundtrack various genres performed in motherland; Recognize some key elements of the Albanian opera development; Listen to and recognize characteristic musical examples of different genres 5. Music a universal language of mankind Talk about the role of music in culture and A WORLD FOR Albanian prominent musicians in the world society; ALL (Inva Mula-soprano, Tedi Papavrami- Recognize any outstanding musical work which violinist, etc.) is listen to around the world; Recognize prominent Albanian musical performers in the world
6.5.1. The catalogue of musical examples for listening, singing and performing Thematic areas Level one (Grade. I-III) Level two (Grade. IV-VI) Level three (Grade. VII-IX) Songs and melodies: PERFORMING: PERFORMING: National Anthem (listening Songs and melodies: Songs and melodies: 1. and singing) Alfabeti shqip (patriotic), P. Gaci, Për ty atdhe MY IDENTITY Për mëmëdhenë (patriotic) M.Piperku, Nëna Tereze Çesk Zadeja, Asaman o F. Ibrahimi, Fjala “Nënë” A. Bektashi, Vjosa trandofili çelës V’lla i dashur (known canon P. Badivuku, Duar të arta ke Franc Abt, Lulja e fshehur in Albanian) R .Dhomi, Pse jemi të ndarë? (Albanian polyphony) M. Piperku, Shoku im A. Gavazi, Atdheu S. Gjinali, Mëma
63 D. Rudi, Dy duar, tre fëmijë M. Piperku,Topi i Gencit LISTENING TO THE MUSIC: LISTENING TO THE F. Shubert, Nina nëna (in Z. Ballata, Nënës (Choir) MUSIC: Albanian) A.Mula, Kënga e gjyshes V.Gjini, Vashë me sytë e zi LISTENING TO THE L. Antoni, Çorapet e burrit (chorale) MUSIC: (choral song) Akil Koci, Kënga e Rexhës F. Beqiri, Ninulla (piano) F. Ibrahimi, Rapsodia shqiptare (chorale) F. Ibrahimi, Tokatë (piano) (orchestral) Lorenc Antoni, Valle shqip- Tish Daija, Balerina e vogël R. Rudi, Një kokë, një tokë tare (orchestral) (piano) (choral) R. Mulliqi, Simfonia Nr. 2 R. Rudi, Pasaporta e dacit Kosovare (chorals for children) M. Kacinari, Fyelli i bariut (piano) P. Gaci, Për ty atdhe (song) 2. F. Beqiri, Zilja jonë PERFORMING: PERFORMING: STUDY, WORK, M. Basha, Gëzimi i shkollës L.Dizdari, Fluturojmë të dy tok Xh. B. Pergolezi, Lulja e GAME, Sh. Ishmaku, Are, are abetare Sh. Krypa, Lule për mësuesen bukur (in Albanian) LEISURE T. Daia, Simfonia e kafshëve V.Beqiri, Bicikleta Të gëzojmë N. Kaba, Mësuesja ime M. Piperku, Lamtumirë L. V. Bethoven, Gjumi i natës Musical games / rhythmic (in Albanian) lectures: LISTENING TO THE MUSIC: Ejani ta bëjmë kollanin, E. Rizvanolli, Skerco LISTENING TO THE Vajzat, kajzat F. Ibrahimi, Marche a-mol MUSIC Moj buburrec KAPSAMUN, Ëndërrime T. Daija, Suitë Laja, laja etc. Music games/rhythmic B. Shehu, Lepuri me pesë Po nget lepuri hop, hop, hop dictations: këmbë (soundtrack) Ejani flutura, vasha të bukura Gj. Gjevelekaj, Impresione për orkestër 64 LISTENING TO THE Lakuriqi natën MUSIC: Shoqe eja të kërcejmë T. Harapi, Vallja e xhuxhave Loja e shqiponjave Peci, Kecat dhe ujku (ballet) 3. PERFORMING: PERFORMING: PERFORMING: PEOPLE IN M. Qafleshi, Prishtina Për mëmëdhenë (patriotic) M. Piperku, Pranvera në SPACE AND I. Hoxha, Ora R. Rudi, Sa pyje male Prishtinë TIME I. Hoxha, Marsi B. Mulliqi, Pushimet dimërore Kroi i fshatit tonë (folk) Z. Ballata, Dimri Ja, iku dimri (Swiss songs in P. Jakova, Dielli ka prendue P. Badivuku, Lulet në mars Albanian) (arias from the opera Goca e Preshevës (folk) R. Sokoli, Balonat ”Mrika”) B.Mulliqi, Rik, rik, rik F. Seli, Këngë e cicërime S. Spahiu, Pamje vjeshte G. Avrazi, Atdheu M. Piperku, Zogjtë dhe flatrat L. V. Bethoven, Muzgu (in S. Gjinali, Stinët, muajt e ditët Albanian) Folk songs: K. Trako, Drini plak LISTENING TO THE Folk, A kanë uj’ato burime (9/8) MUSIC: Folk, Po shkon goca me korr’ LISTENING TO THE M. Kacinari, Drandofilja e n’arë ( 7/8 ) MUSIC: vogël Folk, Rrush i kuq (9/8) R. Mulliqi, Baresha Folk, Kënga e ftujkes (composition in folk spirit, P. Gaci, Concert for violin and Mora rrugën për Janinë performed by N. Pagarusha) orchestra (time III) Erdhi prilli F. Beqiri, “Skënderbeu” dramatic poem RHYTHMIC DICTATION: Flutur, flutur zonjë e bukur LISTENING TO THE MUSIC: Prenk Jakova, opera “Gjergj Kastrioti“ Mori lulja e linit (folk) R. Mulliq, Akuarelet e Prizrenit M. Menxhiqi, Oratoriumi: Valton Beqiri, Alballkanica Homazh Nenës Terezë for saxophone and string C. Zadeja, Simfonia nr. 1 orchestra
65 F. Ibrahimi, Concert for cello and orchestra F. Beqiri, Sonata for clarinet and piano V. Gjini, Këngë solo “Letrat” Limos Disdari, Trio for violin, cello and piano R. Rudi, Arbanon fresco 4. PERFORMING: PERFORMING: PERFORMING: CULTURE AND Kënga e ditëlindjes (in Kënga e flamurit S. Gjoni, Lule borë SOCIETY Albanian) Oj lum e lum po vjen Th. Nasi, Vlora o Vlora S. Qefa, Kënga jonë në Shëngjergji (patriotike) festival Popullore, Lul’e kuqe, lul’ bojë Folk: O po gjeta një bilbil në K. Mullai, Mirë se vjen o vit i pembe (5/8) vesë (7/8) ri U bubu krushqitë tanë Dola n’bahçe (from pastoral V. Filaj, Viti i ri (polyphonic song) tradition) A. Grimci, Një Qershori Ishin dy kunata (from Elbasan) Njëzetepesë gërsheta (from Një qemane e vogël urban tradition) Muzikantët e vegjël LISTENING TO THE MUSIC: Instrumental Parts - Folk Zilja tring (Jingle Bell – E. Rizvanolli, Suita për piano – Dance English song in Albanian) Suita dasmore (suita, nacional Këndon zogu (polyphony) LISTENING TO THE music) Një baçe me lule (polyphony) MUSIC: F. Beqiri, Marshi “Ala Turca” M. Kaçinari, Suita ilire Shpëtim Kushta, Fantazi për LISTENING TO THE Valle shqiptare violonçel dhe orkestër (nacional MUSIC: Albanian instrumental music) R. Mulliqi,”Nita” ballet melody; Traditional A. Koci, Oj llokumja (chorale) Z. Ballata, “Jehona nga bjesh- Orchestra, various musical kët e Nemuna” (piano)
66 instruments (çifteli, fyell, def K. Trako, Symphonic poem etc.). “Vendi im“ E. Rzivanolli, Strings quartet B.Jashari, Pasakalja për orkestër Choral song: „Pak në ëndërr pak në zhgjëndërr“ 5. LISTENING: A.Mula, Valsi i lumturisë (song) Perëndeshë e bukurisë me je A WORLD FOR R. Dhomi, Rondo për violon- Peçi, Çast poetik për piano (folk, refined) ALL çelë dhe orkestër F. Beqiri, Kuintet frymor M. Mengjiqi, Nënë Terezë B. Mulliqi, Variacione për dy T. Harapi, Poemë për piano dhe lulkurorë (canon) piano orkestër
SINGING: L.V. Beethoven, Oda e Gëzimit (the IX-th symphony in Albanian)
67 6.5.2.. Catalogue of textbooks and other learning sources:
1. Textbook and other teaching tools to be drafted pursuant to this curriculum 2. Music textbooks used in Kosovo and in Albania(grade1-IX) 3. Sources with musical examples in the internet: http://muzika.albasoul.com/ and other web pages 4. CD set “100 këngët e shekullit””
7. DIDACTIC-METHODICAL GUIDELINES FOR THE IMPLEMENTATION OF THE CURRICULUM
Multiplicity and diversity of cultural-educational needs and interests of students of all ages and levels, prior competences in certain fields, their parents educational-cultural levels, other social and psychological factors, linguistic and cultural interactions and the numerous interferences, especially in the field of linguistics and culture, make teaching (teaching and learning) a very complex and difficult activity that is difficult to be understood and identified within school theories and practices of known standards of teaching and learning. Therefore, the practice, in most cases, is about educational activity beyond all “frameworks” and formal schools works, which requires an inter-disciplinary preparation and instant erudition of creativity from the teacher.
The first work that the teacher must do with regard to the implementation of this curriculum is the student`s competences in certain areas. Moreover, based on the results of this determination-classification, the teacher chooses the content, forms, tools, methods, work techniques and strategies with the students and other supportive factors (partners and subjects) within and outside the school. Teaching techniques and methods are as diversified as the students learning styles and techniques are. Therefore, during the class, the teacher, in order to achieve optimal
68 results, may utilize combined teaching forms, techniques and methods. The complexity of the works itself requires didactic-methodological multiplicity as well as tools, where a special role, under specific conditions and circumstances, play the forms, hyper-media teaching tools and methods with the assistance of the computer-software (E-learning). Therefore, in this regard, well equipped learning environments in the majority of schools, if used professionally and with competencies by teachers, may lead to better outcomes. Since this curriculum is foreseen to be implemented in merged (combined) classes, all methods, tools and work forms refer to a more complementary, integrated and interactive approach, within which should be built an acceptable model of adherence to student`s needs and development of competences as well as creation of an environment which is attractive and stimulus-motivating to student`s work, in order for them to perceive learning more as fund and joy, and less as “adaption” and obligation.
The struggle for leisure and the competition of cultural and recreational offers in urban societies, which the students has to face with his natural thirst for more play, recreational and leisure time, requires a different approach by the teacher, parent and the surrounding environment. Teacher-student-parent cooperation and pedagogical interaction are necessary, particularly in avoiding exclusive relations. Simply put, the child-student should long for the Albanian school and the need for the "intervention" and "pressure" by the parent or any other authority should be reduced to the minimum. Therefore, in one hand, the teacher efforts to be less official, closed , strict and less "conventional" should be developed and affirmed, whereas in the other hand, the teacher should be more opened, loving, with sufficient understanding sense for the needs of the child for entertainment and games, respectively learning through "playing".. Regarding traditional forms of work, group works (different size), in pairs and especially individually stand before the frontal form. Whereas in relation to methods, the most known ones are applied, such as: demonstration method (explanation, lectures etc.), method of working with textbooks, conversation method (discussions, debates, exchange of opinions), research methods etc.
69 From the teaching and learning techniques, the following have been proven very successful: - Brainstorming which is an effective technique to be used in the beginning of the class; - Cluster which encourages students to reflect on a certain tree and usually serves to create a link between facts; - Insert- as an interactive system of writing the ideas and effective reading, which is usually used in the main part and is effective since the student is always active and is critical towards what he/she reads; - Five line stanza, which is a special technique consisting of five lines and which requires the summary of information into expressions which describe or reflect on the main idea of the topic; - Jigsaw (combination), which is cooperative reading technique, where the reading of the learning unit is not conducted by all students, but certain students are responsible for certain parts. A range of other techniques such as: two-part diary, role play, discussion that solves problems, Know-Want to know-Learned(K-W-L), discussion network, Venn diagram, free writing, learning through projects, field research etc., which are used appropriately and in suitable didactic situations, add the potential for a greater success of the teacher and student. The ASSL curriculum in Diaspora consists from the integrated material of these learning areas: Albanian language and literature, geography, art and music. Within these subjects have been integrated other fields from the Albanian culture. Through these thematic areas provided in the curriculum, the teacher is assisted to focus in concrete topics for certain levels. However, parallel to the combined class, is not combined only the matter of these learning areas, but different levels are also combined. Therefore, joints-combinations are multidimensional-multilayer. E.g. in the thematic area "My identity" is foreseen the topic "I am", which could be implemented by approaching it from all learning areas of this curriculum. The text of the poetry of Asdren “Betimi mbi flamur”, which actually is a material for all levels, can be used as follows: - in the linguistic plan (the student listens, writes, reads, recites the poetry and interprets on writing or orally); - In the literary plan (the character is experienced, the difference between poetry-tale is understood, the language of the poetry is enjoyed, the taste is refined, the respective competency is developed.); - in the musical plan (it is listened, singed and interpreted in the musical instrument);
70 - in the figurative and visual arts plan (students can draw, paint, colour, model the flag, other national symbols etc., or they could discus regarding an artistic creation, where the flag or some concrete event in its regard are the topic); - in the historic plan (students learn about the flag and related historical moments in different stages of the national history); - in the geography plan (students may discuss and learn regarding different towns or regions of the nation related to this historic moment, and the teacher may organize the following topics such as: using the flag in official institutions, families and holidays, which are also specific topics within proposed thematic topics). For a successful, sustainable and at the same time inclusive work, especially in the context of including more subjects, the practice has proven that the teacher should rely particularly on: - building a functional and suitable model to the specific circumstances of cooperation with parents and the Albanian community/establishing the School Council and the Parent Council at school or work place or even broader level in cooperation with other Albanian colleagues and development of a concrete work plan with addressed tasks and responsibilities and with a prior schedule of events, - professional10 cooperation and communication of professional organizations or groups within the city, region/Canton/or resident state (establishment and development of teachers' councils or similar professional organizations), - cooperation with the host country schools and teachers and the authorities and entities in the country (particularly with official institutions related to school, intercultural, integration, immigration, etc, - deepening of cooperation with motherland institutions in all areas (organized visits with students in the motherland through dynamic, cultural and educational projects, meetings and seminars on professionally training and supporting teachers, participation in other activities of interest etc, - organization of different cultural and educational activities within ASSL in Diaspora, out which the following
10 Nowadays, it is imperative to create websites in relation to the need for cooperation, information and professional inter-communication, at all levels (professional teachers’ councils, school boards and parents' councils, associations, teachers and school). 71 annual meetings have already been affirmed, such as: competitions and cultural shows, known as knowledge championships or competitions (quizzes) and other local and public activities, for which, beforehand, the work plan should be developed according to a suitable calendar, always coordinating activities with other Albanian cultural establishments, then participation in cultural and intercultural activities (intercultural programs, different magazines and other public performances promoting the national culture, such as: the organization of the event "National Days" which would include the presentation of many elements of our national culture such as traditional clothing, music, dances, rituals, traditional food, games and other value of our material and spiritual culture.
7.1. Albanian literature and language
Mother tongue is the main element of national identity. Therefore, learning it in school, especially for students in supplementary teaching and learning in the Diaspora is of great importance. Importance of the mother tongue languages is that it performs a dual function; primarily as a subject and then as a teaching language for other subjects set forth in this curriculum. Methodical-didactic and substantive correlation with other subjects requires an inter- disciplinary approach, and is successfully applied, especially in learning with projects. For students abroad, it is very important to be aware on the importance learning, knowing and the gradual acquiring of the Albanian language. In this regard, the complete material of this curriculum is in accordance with the age and language level of those to whom it is dedicated. Also, the language should not be seen as an aim for oneself, but as an effective tool of patriotic education, development of national identity and socialization. Organizing thematic areas by communication categories: listening, speaking, reading and writing and their further breakdown, provide good opportunities of Albanian language system basic knowledge acquisition on literary and non-literary texts, and to form the complete national culture. It is necessary to implement the interdependence
72 and interaction principle within grammar and communication learning areas (oral and written), literature, theatre, film, etc. This subject area requires from the teacher to have good knowledge not only of the standard Albanian language, but also the local language, in addition to its professional capacities. The implementation of an open approach to written and oral resources and availability of materials and various technical tools and using of the media11 contribute to successful implementation which would affect the expansion and deepening of linguistic, literary and cultural knowledge. Before starting to implement the objectives of this curriculum, the teacher sets the students existing language skills and pursuant to this, it differentiates individual teaching, thus enabling the gradual development and progress of each student in accordance with the existing language level. On the other hand, it is also of great interest to identify the linguistic dominance, regarding the student's background, or mastering of two or more languages and the conclusion based on his/her first language abilities. Developing and enhancing the mother tongue competencies constitutes a strong support to student’s intellectual development. Regarding beginner reading and writing, the work should be harmonized and coordinated with that of the local language teachers, in order not to create situations of unnecessary interferences. Perhaps the biggest problem in this case would be the acquisition of those phonemes and graphemes which exist in the Albanian language unlike most other Latin alphabet languages. It is recommended that the native language should follow the local language and therefore pay attention while using the methods. Generally, using phono-synthetic and syllabic methods seems to represent a professional optimal solution, especially when difficulties faced during practical work performance are evident. However, in situations where students demonstrate sufficient pre-knowledge and sufficient prior success premises, global or half global methods (even mixed) may be the best solution. Thus, it is necessary to have multiplicity of methods with an accurate solution in relation to students’ prior competencies and their cognitive abilities. The teacher should focus his/her work on students’ awareness on phonemes and graphemes of native
11 Internet and its opportunities are incomparable, therefore it may be used as a teaching/learning tool, under parents’ care and teachers support. 73 language. Special attention should be paid to particular work on phonetics, continuous reading exercises, mastering and enriching the thesaurus, and the semantic of the word (meaning), especially in relation to the local language. The fact that students in the Diaspora live in a society (and often in families) of two or more cultures and where education and cultural interaction and communication are profoundly affected, it makes teachers performance more complex and also requires sufficient professional and interdisciplinary capacities. The teachers, using their abilities and professionalism, need to use linguistic interaction therefore, it is necessary for them to know the language of the host country. The main goal in working with students should always be his/her education based on the mother tongue, which is the language of its original identity. Creating sufficient and balanced space for interaction and for contrastive learning, especially during the sensitive period of learning a language (youngsters), it interrupts language interferences which are usually due to the lack of sufficient competence in the mother tongue. In this way, linguistic interaction is deemed as a successful development of the language competence field and also reflects positively on dynamic cultural intercommunication. In this plan a dynamic cooperation with the teacher of the language of the host country is necessary, respectively the establishment of a functional correlation in learning the native language and the other language. Also, the teacher should consider the fact that students come from different regions of motherland, and in most cases their families Albanian languages is either a dialect or local (non-standard), so he/she (the teacher) should be flexible and not exclusive regarding dialects, and by acting with professionalism, to insist on standard Albanian language acquisition. Abroad, the Albanian language even when it is not standard is always identifies the motherland. The country of origin is ones first pride. Therefore, flexibility and patience are inevitable features of a successful teacher. All these should be in the view of motivating both, the students and teachers. In this context, the teacher proudly perceives his/her personal role also as a missionary.
7.2. History Developing positive attitudes towards values, tradition, religion and culture of the Albanian people, is one of the most important goals of the curriculum. Teaching approach in the realization of topics from the field of history 74 coincides with the integrated nature of the curriculum and disregards the chronological line of events, but refers to inter-content curricular interaction. In particular, the teacher motivates students to develop multi-perspective historical thinking (open to diversity and multiplicity of views of history, including the social, cultural, economical, political aspect, etc). Teaching methods should enable students to develop knowledge (factual information about the past), skills (analysis and critical reflection on the causes and effects of historical events) and personal attitudes towards historical events. Topics proposed by this curriculum on the subject of history, aim to develop students' positive attitude and sense of pride on their national identity, as well as the tolerant and sympathetic attitude towards other people within and beyond the European family. These topics are chosen in accordance with the level and the development of language skills (speaking, listening, reading and writing) and in particular encouraging the analysis and feedback on concrete facts and resources. They may very well be combined with the history of the development of mother tongue, literature, other arts and natural spiritual and material culture and, in the specific case, interact within concrete subjects included in this curriculum. In order to teach this subject, the teacher uses different tools such as maps, written sources, oral sources and materials, and other multimedia devices, including visits to various historic sites, museums, galleries, etc. A learning activity of great interest, which would be desirable by the students, would be a visit to the motherland, but always as an organized visit with a cognitive, learning and education character. The teacher will make sure to apply one of the most interesting contemporary history teaching methods, the so- called method of oral history, which focuses on the stories of living witnesses of various historical events. Through small projects on specific topics, which may encompass all aspects of the society`s historical development (politics, economics, art and culture) critical thinking and independent research work (individual and group) is encouraged.
75 7.3. Geography
On the successful realization of topics from motherland geography for Albanian learning in Diaspora, is necessary to apply diverse methods, techniques and forms of work and a series of procedures such: new information, repetition, reinforcement, exercises, tasks, and work projects, practical work etc. The use of learning tools such as sketches, drawings, landscapes, maps, models, diagrams, charts, instruments and other modern technical tools (computer, Internet) illustrate teaching in this subject and stimulate students for independent work and research. Access to topics related to this subject should be completely practical and in the view of language use for verbal communication needs and reading, analysis and interpretation of materials (textbooks) ability in relation to these topics. Other view is cognitive, namely obtaining sufficient different information on the landscape, flora, fauna, habitats (villages and towns), population and social organization of motherland in accordance with the specified level and in coordination with lessons that students receive from this learning area in the basic education. Therefore, the Albanian teacher in Diaspora must cooperate with the teacher of this subject or learning area in the basic education, in order to know the prior knowledge that the student have on this area and achieve that students, especially those in level 3, analyze and compare knowledge on geographic aspects of the country where they live with those of the motherland.
7.4. Music
In this area, the contents are largely focused in the view of music for the patriotic education of students by developing their knowledge, skills and positive attitudes and habits in relation to national musical art. Considering that music teaching will be successfully accomplished only by the teacher who has solid musical preparation (at least to have attended lower or secondary music school or have finished post-secondary education- former normal education), where in fact only a small number of teachers that teach in Albanian in Diaspora can have this preparation, we recommend teachers to closely cooperate with music professionals such as with music teacher of the school where students attend regular classes, with parents, with musicians working in the groups and various 76 music-cultural amateur and professional associations. A skilled teacher may also have considerable assistance by his/her students who attend music school or additional music education in certain areas. An interactive report and partnership with them represents a professional advantage to teachers and increases of success for him/her and for the students. All this means that it is highly welcomed to encourage talented students in singing or playing instruments, to take the initiatives in performing musical examples, in cases where the teacher has no proper musical preparation. The teacher is obliged to implement the musical material proposed in this curriculum in order to meet the objectives of supplementary learning in Diaspora. In this type of learning will be mainly used the two following main musical activities: a) Performing (singing and performing with musical instruments), b) Listening and responding
a) Musical performing
Teacher, in the selection of songs and instrumental melodies should be primarily guided by the examples proposed in the catalogue of this curriculum. The selection of musical material (songs for singing or instrumental melodies) is made / in additional cases / in accordance with the proposed instructional topics from other learning areas of this curriculum. In the area of singing, the folk song is more familiar to children, because it is an integral part of their growth and development and accompanies them in the family and beyond. The songs which are the most representatives and which represents pearls of Albanian folk songs are selected, always considering their textual content, which should be in accordance to the student`s age and cognitive abilities. Since songs show the spirit of a nation, it is good that the teacher is more inclusive in the geography of Albanian folk song, including: songs, melodies, games and dances from all Albanian territories. From a musical methodological point of view, songs must be performed in a more accurate intonation or imitation, or assisted with musical sheets. Song should be possibly accompanied with instruments by the
77 teacher or students that can play a musical instrument. Assistance to teachers may also be different reproductions that are enabled by the use and knowledge of modern technology such as: original CDs, multimedia presentations (DVDs, videos, etc.), MP3, MP4, as well as the authorized and legal materials that can be found online etc. However, the teacher must know that nothing can replace the original (live) singing and powerful emotions that students experience in that case. In the area of playing musical instruments, the teacher particularly coordinates and cooperates with students engaged within the regular education, which by knowing the use of the children's musical instruments (ORFI) for rhythmic accompaniment of songs sung at class, and for performing simple musical melodies, are a good support for learning Albanian music. This should be enriched by including folk instruments that are used in Albanian music such as çiftelia, dajrja, fyelli and other folk instruments (gërrenjëza, daulle e vogël, bilbili, etc.). Students should be encouraged for rhythmic or harmonic accompaniment of songs and specific instrumental playing within leisure activities in and outside school.
b) Listening and responding
Listening to music is an educational musical activity that, in this type of learning, aims to expand students' knowledge on the national musical creativity through listening and concrete aesthetic experiencing of musical works. In this activity, the teacher chooses musical examples for listening, based in two aspects: 1. Teaching materials that are consistent with the proposed thematic areas and in the function of accomplishing specific performance objectives for that thematic areas; 2. Focus on prominent national representative personalities and works of all Albanian music genres, which means involvement of artists (composers) and musical performers, who worthily represent Albanian music in the world. Within this activity, in level 2 and 3, students are also encouraged for individual assessment and reflection of musical developments in motherland, by comparing them with current trends of musical developments in the country where they live and beyond. In this case, the horizon of their knowledge is expanded regarding national music area,
78 and simultaneously language skills for individual and in group presentation and communication (verbal and written) are developed on these topics. Interaction with other subject areas of this curriculum is necessary, since the type of integrated learning provided in this curriculum requires music to be in the service of developing the sense of national identity and students training to communicate and express in Albanian.
7.5. Fine arts
In Albanian learning in Diaspora, Fine art mainly aims the recognition of national artistic values. This is done by providing students outstanding and anthology works of artists who have made a reputation in motherland, but also at the international level. They are offered, enjoyed and experienced in the original, when possible, but also through reproductions in textbooks, multimedia, internet, etc. Students are encouraged to use various tools and materials and their creative skills that they already possess to express figuratively about certain topics. They are usually instructed to make these creations as independent homework or in the context of teaching in local schools. The teacher is instructed to make visits with students at well known Albanian artists who live and operate in different countries (where possible) and visits to the museums and galleries (where Albanian works are also kept). In this plan, the development of a research/searching spirit for the works and Albanian artists abroad is necessary. Students are also instructed on various, independent projects implementation, when in Motherland (creations, creative conversations, national or private galleries of the remarkable artists) and other forms that encourage them to have positive attitude towards national art. The teacher, in general public cultural programs within the ASSL in Diaspora or cultural activities of the Albanian community where the school is located, as well as intercultural (but also specific and thematic) programs and projects, should organize and co-organize exhibitions of the best works of students that affirm their work and
79 create cultural and artistic interactive communication relation with themselves, family, the community belonging to and their further education. Therefore, for the successful implementation of this curriculum, cooperation with families and the wider community is very important to form student’s personality in relation to cultural-nation. The student must be aware and motivated that in the place he/she lives to present this culture as part of his/her personal and national identity and be proud of that. Teacher of Albanian school supplementary learning in Diaspora during the academic year organizes and presents to the school, parents, and community diverse national, cultural and artistic programs.
8. STAFF AND PROFESSIONAL TRAINING
Since our education system has not yet prepared relevant professional staff for ASSL in Diaspora, teaching can be conducted by teachers of; - Albanian language and literature, - History, - Geography, - Music, - Primary school teacher, etc. However, alongside these formal criteria of academic qualifications, ASSL teachers in Diaspora must prove especially:
80 - Excellent knowledge of Albanian language and literature (standard language, grammar, orthography, spelling, stylistics, thesaurus, literature, etc.) - Preparation and solid skills in all basic linguistic activities (speaking, listening, writing, reading) - Sufficient knowledge of the Albanian culture, - Knowledge of the history and geography of the motherland, - Knowledge of the art of music and visual arts, - Sufficient knowledge of Albanian culture in general, - Sufficient education on music and fine arts, - Abilities and skills in: singing, dancing, musical instruments, playing, etc.
Teachers should constantly enhance their professional competencies and attend seminars and other forms of continuous professional training that state institutions of the country where they work and live organize, as well as those of motherland institutions, in particular Kosovo MEST and Albanian MES projects, etc.
9. EQUIPMENT AND SPACE
Inability to make a unique or approximately unique choice in terms of organization and working conditions of ASSL in Diaspora, due to the fact that currently in different states and circumstances there are various forms and ways of organizing the SL in the mother tongue with unequal status (official local forms such as: integrated or semi integrated teaching, integrative teaching, and courses of language and culture of origin, such courses on a basis of temporary intercultural projects up to the solutions by cultural and civic education self-organization forms of our 81 citizens; schools and courses within clubs and associations to the private-commercial ones), do not leave much room to talk about standards of space and equipment. Working on the implementation of the right to use school facilities sufficiently and without limitations and to use all equipment and learning tools that the local schools possess, is a priority. It is essential the work in creating electronic library for the needs of ASSL, where, besides books (library) and other mediums to the traditional ones, the provision and use with professional culture of modern tools (computer, CD-ROM, DVD, Internet ) would play a primary role. Using the Internet as a learning tool should be favoured, and it implies orientation to preparing for digitalisation of ASSL in Diaspora. Teachers should also provide relevant instructions for use, at home, of various existing or future cultural-learning websites (also based on this curriculum).
10. COMPETENCY ASSESSMENT
Verification and assessment of the level of knowledge acquisition by students is a very important process for the successful implementation of the curriculum. Therefore, it is recommended to focus the assessment more on the quality aspect of achieving general and specific objectives of the curriculum. Currently, the so-called internal assessment is mainly conducted. However, occasionally the external assessment can also be applied. Assessment is a continuous and systematic process of students’ achievement in order to: - provide information on students progress, - provide information to students about their achievement. - motivate students, - ensure achievement of defined objectives, - assess students' readiness for learning in the future. In the typological plan, the teacher, depending on the concrete situation, shall apply well known assessment types:
82 - Diagnostic assessment, which determines the student weaknesses, difficulties, problems and at the same time, it identifies students with special needs, - formative assessment, which guides the teacher in planning, whereas it assists students in identifying learning difficulties in order to assist and meet their needs for more successful learning. - classifying assessment which it determines the student's level in relation to the previously possessed skills and intended objectives, - Criterion-based assessment which refers to the fulfilment of certain criteria in relation to a certain standard and where the teacher provides sufficient information to identify students difficulties and setting the modalities for overcoming them, - Self-assessment which actually is a process of gathering, analyzing, interpreting information and activities, and which the student conducts through an assessment tool. - Summative assessment which is carried out with a view to detect the level of achievement of objectives after a certain period of teaching-learning (e.g. after a chapter, semester, year ... etc.). On the other hand, assessment should be understood as an activity that is based on controlling the daily work of students in the classroom and should also be a process, which refers to the direct supervision while performing a task or work in progress, etc. Upon completion of the academic year, the so-called final assessment, a complex-synthetic work, should be closer to accuracy and objectivity. Homework and independent work provide information for continuing and expanding students' knowledge independently and for the acquisition of subjects learned. In case of difficulties, the parent support is useful to the extent that the student is only assisted to explore their own work required by the teacher. Teacher should select and apply a sufficient number of instruments for measurement and assessment, among which the most known are: - survey, - questionnaire (self-assessment) - written report of an internship or research, - speaking skills 83 - writing skills, - artistic performances, - dossier or portfolio (self-assessment), - Achievement test compiled by multiple-choice questions, open-short answers and selected-open answers. Grading of students is made in the form of description by three types of evaluation: - not satisfied - satisfied, - excellent In accordance with local provisions and criteria, the mark is recorded in student's document /grade book and grade certificate. Also, in accordance with provisions of the host country, it should also affect the overall success of students in regular school. Grade will be recorded in other documents of students, issued by the providers of ASSL in Diaspora.
11. INSTRUCTIONAL LESSON PLAN 12
Annual number of classes by levels Learning areas-subjects No. Level 1 Level 2 Level 3 (Grade. I-III) (Grade. IV- (Grade. VII-
12 This plan is instructional only and is not meant to be restrictive- determinant in terms of subject relevance’s. Its integrative and interactive nature of learning, which will be mostly differentiated instruction, relatives previously set conventional percentage schemes. Thus, in this context a false impression of "domination" of the Albanian language and literature should not be created, since a majority of objectives (other subjects as well) are realized through this course. 84 VI) IX) 1 Albanian Language and 46 46 46 Literature 2 History 4 8 8 3 Geography 4 7 7 4 Music 10 6 6 5 Art 7 4 4 6 Other subjects 1 1 1 Total 72 72 72
11.1. Albanian language and literature teaching plan
Annual Initial Speaking Media and Level Grades number reading Literature Language skills communication of and classes writing I 1 46 34 4 4 3 1 2 46 7 17 10 10 2 3 46 7 17 10 10 2 II 4 46 23 11 10 2 5 46 23 11 10 2 6 46 23 11 10 2 III 7 46 23 11 10 2
85 8 46 23 11 10 2 9 46 23 11 10 2
Prepared by: Publisher LIBRI SHKOLLOR – Prishtina Printing: Printing house xxxxxx – Prishtina
Cataloguing-in-Publication (CIP) National and University Library of Kosovo
86
372.3(=18:4/9)
Albanian School Supplementary Learning in Diaspora curriculum / [Editorial Fehmi Ismajli… et al.]. – Prishtina : Ministry of Education, Science and Technology Kosovo, 2007. – 80f. ; 24 cm.
1. Ismajli, Fehmi
ISBN 978-9951-07-16-029-2
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