Granada: Many Hands Make Light Work

Carmen's Spanish class volunteers at the local food bank, and Julia's CE class learns how to use their senses and trust one another

July 6, 2017

      Carmen’s Level 4 Spanish class, Antonio (RA), and I spent the morning volunteering at the local food bank. It was hard work, but Carmen’s class did a wonderful job, and even wrote about their experiences afterwards in class. In these essays, students wrote about how they enjoyed working with local Spanish citizens and practicing Spanish with new people, while presenting controversial opinions regarding the possible dependence food banks may create within the community.  I have attached photos of four essays written by Abby, Max, Ariana, and Constantine about their day volunteering. Beacause they are in Spanish, here are a few quotes from the essays which I have translated into English. In her essay, Abby wrote, "I enjoyed seeing all of my friends working together to help those who dont have enough food." Adding to his Spanish language practice, Max wrote, "this experince was interesting beacuse we could relate with locals from Granada in a situation where we needed to speak Spanish to communicate..." Regarding dependencies a food bank might create, Ariana noted that, some causes which people donate to can "create a dependence instead of a solution."  And finally, Constantine added on to that idea of dependence writing that without large supermarket corporations donating to food banks, "people wouldn't have food, so there are incentives to ensure that those corporations succeed..."  Well done, Spanish 4 students!    

     After academic classes, students enjoyed a talk by guest speaker and art history teacher at IES, Yolanda Guasch who spoke about how to utilize one’s senses in La Alhambra. This was a wonderful introduction to facets of La Alhambra as students will go on guided tours this Friday and Saturday.  Students continued learning about their senses in Julia’s CE class.  In this week-long class, students focus on a different sense each day, doing their best to isolate that specific sense and reflect on its power. To focus on their sense of smell, students spent time on the patio listing every smell they encountered. Once back in the classroom, students smelled more items such as cinnamon and mint as they wrote about what the scents reminded them of.  Students also built trust in one another during their day focusing on touch where blindfolded students were guided by other students around campus to different locations and buildings made with distinct materials. The theme of trust continued throughout the afternoon as students were given a few hours to explore the city with their peers. The night ended with phone time where students connected to loved ones many miles away.    

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