{"id":26,"date":"2005-01-25T13:23:31","date_gmt":"2005-01-25T12:23:31","guid":{"rendered":"http:\/\/numerique-et-fle.net\/?p=26"},"modified":"2005-01-25T13:23:31","modified_gmt":"2005-01-25T12:23:31","slug":"conte-collectif","status":"publish","type":"post","link":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/conte-collectif\/","title":{"rendered":"Conte collectif"},"content":{"rendered":"

L\u2019\u00e9criture d\u2019un conte collectif favorise le travail collaboratif, l\u2019intercompr\u00e9hension \u00e9crite mais aussi les \u00e9changes culturels tout en ayant pour objectif principal la production \u00e9crite.<\/em><\/p>\n

<\/p>\n

***<\/p>\n

Les contes appartiennent \u00e0 l\u2019imaginaire collectif et sont pr\u00e9sents dans toutes les cultures. Les utiliser et exploiter leur trame permet d\u2019aborder l\u2019\u00e9crit en autorisant l\u2019entr\u00e9e du merveilleux en cours.<\/b><\/span><\/p>\n

Cette activit\u00e9 peut \u00eatre men\u00e9e aupr\u00e8s de tout public, l\u2019\u00e2ge n\u2019est absolument pas un facteur d\u00e9terminant. Les enfants sont encore plong\u00e9s dans ce monde du merveilleux, cela fait partie de leur vie, les adolescents y int\u00e8greront des \u00e9l\u00e9ments de leur culture (<\/span><\/span>le seigneur des anneaux<\/i><\/span><\/span> par exemple), les adultes, eux, prendront plaisir \u00e0 se replonger dans ce monde de l\u2019enfance sans craindre de perdre leur identit\u00e9 d\u2019adulte.<\/span><\/span><\/p>\n

L\u2019\u00e9criture d\u2019un conte suppose d\u2019en conna\u00eetre les \u00e9l\u00e9ments et la trame.
\nUn travail d\u2019analyse peut-\u00eatre r\u00e9alis\u00e9 aupr\u00e8s des niveaux avanc\u00e9s et sup\u00e9rieurs.<\/span><\/p>\n

L\u2019\u00e9tude de quelques contes francophones sera ainsi l\u2019occasion d\u2019aborder la culture francophone tout en servant de supports \u00e9crits au cours. Les apprenants devront relever les traits communs aux contes pr\u00e9sent\u00e9s (personnages, actions, pr\u00e9sence du merveilleux…).<\/span><\/p>\n

Par la suite, chaque \u00e9l\u00e9ment sera inscrit sur une carte. Afin d\u2019obtenir un vaste choix d\u2019\u00e9l\u00e9ments par cat\u00e9gorie, les apprenants donneront d\u2019autres \u00e9l\u00e9ments du conte, en faisant appel \u00e0 leurs connaissances. Dans un groupe multilingue et multiculturel, cela permettra de confronter les traditions litt\u00e9raires. Rien n\u2019interdit l\u2019entr\u00e9e d\u2019\u00e9l\u00e9ments modernes (ordinateur par exemple) et de cr\u00e9er ainsi des contes modernes.<\/span><\/p>\n

A des niveaux de comp\u00e9tence moins \u00e9lev\u00e9s, cette premi\u00e8re \u00e9tape sera difficilement r\u00e9alisable. L\u2019activit\u00e9 commencera donc directement par l\u2019attribution des cartes sur lesquelles les \u00e9l\u00e9ments n\u00e9cessaires \u00e0 l\u2019\u00e9criture seront indiqu\u00e9s.<\/span><\/p>\n

Deux d\u00e9roulements sont ensuite possibles, les \u00e9tudiants sont r\u00e9partis en petits groupes et chaque \u00e9quipe \u00e9crit son propre conte.<\/span><\/p>\n

Deuxi\u00e8me possibilit\u00e9, les groupes \u00e9crivent une <\/span><\/span>premi\u00e8re<\/b><\/span><\/span> partie du conte, puis proc\u00e8dent \u00e0 un <\/span><\/span>\u00e9change<\/b><\/span><\/span> d\u2019histoire. Apr\u00e8s la production d\u2019une <\/span><\/span>seconde<\/b><\/span><\/span> partie, les groupes <\/span><\/span>\u00e9changent de nouveau<\/b><\/span><\/span> les histoires et chacun doit <\/span><\/span>terminer<\/b><\/span><\/span> le conte qu\u2019il a commenc\u00e9. A chaque \u00e9tape de l\u2019\u00e9criture, <\/span><\/span>tous<\/b><\/span><\/span> les ingr\u00e9dients doivent \u00eatre utilis\u00e9s. Mais s\u2019il y a \u00e9change d\u2019histoires, il n\u2019y a pas \u00e9change de cartes-\u00e9l\u00e9ments.<\/span><\/span><\/p>\n

Ce d\u00e9roulement implique de comprendre la production de l\u2019autre et de cr\u00e9er un encha\u00eenement logique des actions.<\/span><\/p>\n

Les contes termin\u00e9s peuvent \u00eatre reli\u00e9s, distribu\u00e9s et illustr\u00e9s (dans le cadre des cours d\u2019art pour un projet interdisciplinaire, par exemple).
\nMais \u00e0 l\u2019heure de l\u2019internet, il est \u00e9galement possible et motivant pour les apprenants adolescents et adultes d\u2019utiliser un Wiki\u00a0[<\/span><\/span>1<\/span><\/span><\/a>], c\u2019est \u00e0 dire de publier sur un site dont chaque \u00e9tudiant peut modifier les pages. Cela favorise et encourage le travail collaboratif. Chaque groupe peut ainsi commencer son conte, en continuer un autre et terminer le sien tout en assurant une continuit\u00e9 visuelle \u00e0 l\u2019histoire. <\/span><\/span><\/p>\n

Activit\u00e9 r\u00e9alis\u00e9e aupr\u00e8s d\u2019enfants, adolescents et adultes de tous niveaux<\/b><\/i><\/span><\/span> <\/i><\/p>\n

Un conte\u2026<\/b><\/span><\/span><\/p>\n

Niveau\u00a0:<\/i><\/span><\/span> tous niveaux
\n<\/span><\/span>Age\u00a0:<\/i><\/span><\/span> tous \u00e2ges<\/p>\n\n\n\n<\/colgroup>\n\n\n\n\n
\n

Objectifs de communication<\/i><\/span><\/p>\n<\/td>\n

\n

raconter, logique du r\u00e9cit, encha\u00eenement des actions<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Objectifs linguistiques et lexicaux<\/i><\/span><\/p>\n<\/td>\n

\n

utilisation des acquis<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Objectif interculturel<\/i><\/span><\/p>\n<\/td>\n

\n

utiliser l\u2019imaginaire collectif et individuel<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

El\u00e9ments\u00a0:<\/i><\/span><\/span> cartes \u00e0 distribuer\u00a0:
\n\"\" \u00a0\u00a03 cartes-personnage\u00a0: personnage principal, ami, ennemi
\n\"\" \u00a0\u00a02 cartes-lieu\u00a0: lieu du d\u00e9but, lieu de la fin
\n\"\" \u00a0\u00a02 cartes-action (verbe)
\n\"\" \u00a0\u00a01 carte-objet
\n\"\" \u00a0\u00a01 carte-animal
\n\"\" \u00a0\u00a01 carte-p\u00e9riode<\/span><\/span><\/p>\n

D\u00e9roulement\u00a0:<\/i><\/span><\/span> l\u2019enseignant distribue les cartes aux apprenants r\u00e9partis en petits groupes. Chaque groupe doit \u00e9crire la premi\u00e8re partie de son conte, en utilisant toutes les cartes. Puis, les groupes \u00e9changent leurs histoires, et \u00e9crivent la deuxi\u00e8me partie du conte qu\u2019ils ont re\u00e7u en utilisant leurs propres cartes. Enfin, les groupes \u00e9changent de nouveau leurs contes et terminent l\u2019histoire qu\u2019ils ont commenc\u00e9e.<\/span><\/span><\/p>\n

Cartes\u00a0:<\/i><\/span><\/span><\/p>\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n\n\n
\n

Cat\u00e9gories<\/b><\/span><\/p>\n<\/td>\n

\n

El\u00e9ments<\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Personnages<\/i><\/span><\/p>\n<\/td>\n

\n


\n\"\" \u00a0\u00a0le diable
\n\"\" \u00a0\u00a0un extra-terrestre
\n\"\" \u00a0\u00a0un g\u00e9ant
\n\"\" \u00a0\u00a0une f\u00e9e
\n\"\" \u00a0\u00a0un nain
\n\"\" \u00a0\u00a0des pirates
\n\"\" \u00a0\u00a0un magicien
\n\"\" \u00a0\u00a0un marin
\n\"\" \u00a0\u00a0un petit gar\u00e7on
\n\"\" \u00a0\u00a0une petite fille
\n\"\" \u00a0\u00a0un prince
\n\"\" \u00a0\u00a0une princesse
\n\"\" \u00a0\u00a0un voyageur
\n\"\" \u00a0\u00a0une reine
\n\"\" \u00a0\u00a0un roi
\n\"\" \u00a0\u00a0un soldat
\n\"\" \u00a0\u00a0un sorcier
\n\"\" \u00a0\u00a0une sorci\u00e8re
\n\"\" \u00a0\u00a0un vieillard
\n\"\" \u00a0\u00a0des voleurs<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Lieux<\/i><\/span><\/p>\n<\/td>\n

\n


\n\"\" \u00a0\u00a0une auberge
\n\"\" \u00a0\u00a0un ch\u00e2teau
\n\"\" \u00a0\u00a0une \u00e9glise
\n\"\" \u00a0\u00a0une for\u00eat
\n\"\" \u00a0\u00a0une grotte
\n\"\" \u00a0\u00a0une \u00eele
\n\"\" \u00a0\u00a0un lac
\n\"\" \u00a0\u00a0une maison
\n\"\" \u00a0\u00a0une montagne
\n\"\" \u00a0\u00a0une plan\u00e8te
\n\"\" \u00a0\u00a0une rivi\u00e8re
\n\"\" \u00a0\u00a0un royaume inconnu
\n\"\" \u00a0\u00a0un souterrain
\n\"\" \u00a0\u00a0une ville<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Actions<\/i><\/span><\/p>\n<\/td>\n

\n


\n\"\" \u00a0\u00a0boire
\n\"\" \u00a0\u00a0chanter
\n\"\" \u00a0\u00a0dormir
\n\"\" \u00a0\u00a0\u00eatre bless\u00e9
\n\"\" \u00a0\u00a0grimper
\n\"\" \u00a0\u00a0lire
\n\"\" \u00a0\u00a0manger
\n\"\" \u00a0\u00a0marcher
\n\"\" \u00a0\u00a0r\u00eaver
\n\"\" \u00a0\u00a0se battre
\n\"\" \u00a0\u00a0tuer<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Objet<\/i><\/span><\/p>\n<\/td>\n

\n


\n\"\" \u00a0\u00a0une bague
\n\"\" \u00a0\u00a0une baguette magique
\n\"\" \u00a0\u00a0un bouclier
\n\"\" \u00a0\u00a0une ceinture
\n\"\" \u00a0\u00a0un chapeau
\n\"\" \u00a0\u00a0des chaussures
\n\"\" \u00a0\u00a0une corde
\n\"\" \u00a0\u00a0une \u00e9charpe
\n\"\" \u00a0\u00a0une \u00e9p\u00e9e
\n\"\" \u00a0\u00a0un talisman
\n\"\" \u00a0\u00a0un tr\u00e9sor<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Animaux<\/i><\/span><\/p>\n<\/td>\n

\n


\n\"\" \u00a0\u00a0un chat
\n\"\" \u00a0\u00a0un cheval
\n\"\" \u00a0\u00a0un chien
\n\"\" \u00a0\u00a0une colombe
\n\"\" \u00a0\u00a0un corbeau
\n\"\" \u00a0\u00a0un crapaud
\n\"\" \u00a0\u00a0un dragon
\n\"\" \u00a0\u00a0un serpent<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

P\u00e9riodes<\/i><\/span><\/p>\n<\/td>\n

\n


\n\"\" \u00a0\u00a0l\u2019automne
\n\"\" \u00a0\u00a0le coucher du soleil
\n\"\" \u00a0\u00a0l\u2019\u00e9t\u00e9
\n\"\" \u00a0\u00a0l\u2019hiver
\n\"\" \u00a0\u00a0le jour
\n\"\" \u00a0\u00a0le lever du soleil
\n\"\" \u00a0\u00a0la nuit
\n\"\" \u00a0\u00a0le printemps<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Quelques r\u00e9f\u00e9rences<\/b><\/i><\/span><\/span> <\/i><\/p>\n

DEBYSER, Fran\u00e7ois, <\/span><\/span>Le tarot des 1001 contes<\/i><\/span><\/span>, L\u2019Ecole, 1977.
\n<\/span><\/span>Le nouveau Sans Fronti\u00e8res 2<\/i><\/span><\/span>, CLE International
\nLes enfants d\u2019Anatole,
\n<\/span><\/span>http:\/\/www.ac-amiens.fr\/etablissements\/0601178e\/atelierdecriture3.html<\/span><\/span><\/a>
\nContes dans la p\u00e9dagogie,
\n<\/span><\/span>http:\/\/membres.lycos.fr\/contesoudan\/<\/span><\/span><\/a>
\nEcriture de contes, BNF,
\n<\/span><\/span>http:\/\/expositions.bnf.fr\/contes\/pedago\/atelier\/index.htm<\/span><\/span><\/a>
\nLes familles du petit chaperon rouge,
\n<\/span><\/span>http:\/\/www.ac-nancy-metz.fr\/cefisem\/docprimo\/Outilsclasse\/chaperon.htm<\/span><\/span><\/a><\/p>\n

Notes\u00a0:<\/b><\/span><\/span><\/span><\/p>\n

<\/a> [<\/span><\/span><\/span>1<\/span><\/span><\/span><\/a>] http:\/\/fr.wikipedia.org\/wiki\/Wiki<\/span><\/span><\/span><\/p>\n

Publi\u00e9 sur EduFLE.net et dans l’Apfascope n\u00b044, juillet 2007
\n<\/span><\/span><\/span><\/p>\n

\r\n
\r\n \r\n <\/i>\r\n <\/a>\r\n <\/span>\r\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"

L\u2019\u00e9criture d\u2019un conte collectif favorise le travail collaboratif, l\u2019intercompr\u00e9hension \u00e9crite mais aussi les \u00e9changes culturels tout en ayant pour objectif principal la production \u00e9crite.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"episode_type":"","audio_file":"","podmotor_file_id":"","podmotor_episode_id":"","cover_image":"","cover_image_id":"","duration":"","filesize":"","filesize_raw":"","date_recorded":"","explicit":"","block":"","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"categories":[12],"tags":[],"class_list":["post-26","post","type-post","status-publish","format-standard","hentry","category-activites-pedagogiques"],"featured_image_src":null,"author_info":{"display_name":"Isabelle Barri\u00e8re","author_link":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/author\/izabar\/"},"yoast_head":"\nConte collectif - 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