When we were thinking about a Lesson Plan, the supervisors of the Rhythm Workshop (Taller de Compàs) we considered that our work should have been directed to Social Educators, Teachers and Socio Cultural entertainers as soon as they are accustomed to work in difficult situations. In this way we made possible a multicultural and intercultural teaching plan that:

- Improve the teachers’ knowledge of the reality of the gipsy community;

- Contribute to eliminate prejudices and stereotypes about them;

- Promote interculturality and respect for the differences.

This is the reason why, instead of a lesson plan, we thought that a guide of practices was the best option above all for those teachers who were facing this work for the first time.

We considered fundamental, in order these activities to be effective for the students, the project to have a perdurability in terms of time and to be part of the normal scholar dynamic as the other subjects are. Moreover, we thought that is important to gather the efforts of all that people involved in the educational process in order to reach our goal: the social and labor insertion of the collective we work with.

This project gets involved in the integration of a plural, free and democratic society. We think that the society level of develop and social healthy depends on the recognition and incorporation of all its parts, with all its differences.

We hope that our efforts and the work we are introducing here could get us closer to the educational community and allow the enrichment of all as a consequence of the collaboration and recognition of the experiences accomplished in the different countries we worked.


The teams of the Asociaciòn Anaquerando de Granada and the Social Services of the Municipality of Huelva in the Barriada del Torrejòn consist of people that feel the importance of fighting the social exclusion and discrimination of the Gipsy Community from a preventive action. For this reason they develop an extra-scholar action plan for children aiming at raising their interest for the school and, besides working with the younger part of the gipsy community, it is directed to their parents,too.

This action plan is justified by the characteristics of the object-zone. In these parts of the city, in fact, the youngers spend most of their time in the streets because they do not have other alternatives for their free time.


The general objectives pursued are:

- Contribute to stimulate the educational process of the younger gypsies (and other group of immigrants) as an instrument of training and personal training aimed at the equality of social conditions.

- Develop an extra-scholar action plan that contribute to a better adaptation of the children to the scholar medium, in order to have a decrease of absenteeism and school failure;

- Develop an action plan that allows the participation of the children’s parents in the educational process of their daughters and sons.

- Promote the participation and implication of the teachers in the scheduled activities;

- Stimulate processes of promotion, implication and participation in the social dynamic of the environment and its ethnic minorities above all gypsies and immigrants in general.

- Inform about the actual social state of these groups of people;

- Propose alternatives behaviors that suppose a change of attitudes toward a plural coexistence and what does it contribute to;

- Train the different groups in order them to acquire awareness about the importance of interculturality in their daily life.

- Participate to those demands that ask about citizens equality;

- Make visible and spread those situations of change and success, giving priority to those tools that stimulate the “good practices”, of the institutions and of the population.


The activities we developed through this project can be divided in three points:

1. Directed to gipsy children and developed out of the scholar period (extra scholar activities)

2. Directed to the school children’s mothers during the school time;

3. Directed to the teachers as soon as to the students during the school time.

Below, we give details about these three points.


The central activity was the Workshop of the Flamenco Rhythm and other music, which works on different area of study with the parents’ implications, too.

It worked on:

- Manual area and plastic expression;

- Language area, body and musical expression;

- Affective and relational area.

We organized the activities in the form of workshop directed to the students while others are directed to their parents and to both groups.

Workshop for mothers and fathers through which we try to give them the awareness about everything related with their children educational process. We achieved it through:

- Speeches;

- Expositions;

- Seminaries.

Plastic Workshop in order to give voice to creativity and manual activities for children with the important help of their parents. We worked, within other tools, with:

- Plaster;

- Leather;

- Plasticine,

- Clay.

Games Workshop with:

- Traditional games from different cultures;

- Sports games;

- Actuality games.

Through these games we worked on cooperation while parents can put in practice what they learn in the “Mothers and Fathers’ Workshops”.

Workshop on Acquisition of Social Standards and Habits directed to the children as much as to their parents. Here we worked on values and norms that make family and school cohabitation possible.

Touristic Workshop where we organized cultural and recreational trip all around the city and its province.

Methodology of the extra scholar activities.

The method we used was mainly participative. The activities planning was quarterly and organized on workshop that cover the three action areas of the project ( manual and plastic expression, of the body and language, relational and affective).

At the same time, we worked on habits, values and behaviors that make conditions of equality and respect possible.

We had activities especially planned for parents, in order them to be effectively implicated in the educational process of their children, such as working on their attitudes towards the school, the parents-children relationship, the education of values, etc. In order to identify the catchment area we made interview to each family, we established two weekly session of one hour/each.

The educators previously participated to a formative phase attended by the Social Services with the aim of knowing their objectives and their meaning in the bigger context of the Community Social Services. Workshops and activities plans have been elaborated during the meetings. At the end we introduced the Project into schools and organisms implicated with this social group in order us to know more about the needs of that group in its environments. After having all the information we needed, we proceed to the call of the children and their families.

Children were divided in two groups depending on their age and cognitive level. We worked with them from Monday to Thursday during extra scholar hours.

Workshop was carried out into Social Centers and Schools of the city neighborhoods, depending on the needs and circumstances of the different zones.

The general principles that inspirited this intervention were the following:

- Visualization of the project which allows to reach the awareness towards ethnic minorities;

- Interdisciplinary of the project through the intervention of those professional figures able to provide knowledge and experience to the project.

- Collaboration of entities and institutions useful to the project.

- Multidimensionality: we work on different aspects of education, healthy, free-time, social abilities etc.

- Dynamicity: active participation of all the parts involved in the project.

We established coordination channels that guarantee the continuity of the planned activities, a permanent valuation and a final report.


- Realization of the recruitment day of women whose children were enrolled into the Public Schools of the object zone.

- Adaptation of the didactic tools to the characteristics of women involved

- Realization of the Performance Workshop;

- Elaboration of evaluation instruments (questionnaires, registers, assistance...)

Methodology of the activities with mothers

The methodology we used to develop this project was active, participative and based on the coordination among the different institutions involved into it. The project carried out the following actuations:

- Preformation Workshop.

- Abilities Workshop

About the Performance Workshop its contents have been adapted to the customs and characteristics of the population we worked with.

The developed activities have been directed to promote the participation of women but, at the same time, the workshop wanted to be a space of reflection and traineeship about distinct aspect of our daily lives.

These activities were individual activities and group ones, although we were always giving priority to the group dynamics due to the characteristics of the population involved (low participation and motivation, low self-esteem). This workshop has been developed during the morning time (9/11 hours) from Monday to Tuesday, ending every day with a breakfast.

Regarding the Abilities Workshop, its contents have been defined little by little and always investigating the preferences of the participants.


During the first year, apart from the music workshop and another one for mothers and teachers, directed to the knowledge of the different cultures that build up the interethnic map of the Area, we realized a specific work of diffusion of the gipsy culture that allowed us to prove this method in order then to use it with other cultures, next year.

Block 1: History of the gipsy people


- To know the origins of the gipsy people, their customs and way of life;

- to know the different stages gipsy people go through in Spain.


- Brainstorming;

- Realization of murals (newspapers, drawings, etc.) that represent the ideas they have about the gipsy people.


- Reading of the comic "Do you know gipsy people?";

- Realization of a mural representing the laws enacted for gipsy people;

- Elaboration of the map of India, situating the area of the Punjab and its mountains, rivers and the most important lakes;

- Elaboration of the map of Spain and localization of the entrance of the gipsy people through the Pyrenees;

- Drawing of a cart as the mean of transport used during that period.

- Pastime- labyrinth, crosswords.

- Invention of a story with the use of the following words: travel, cart, pilgrimage, gipsy, etc.

- Reading of the document "Hechos de Condestable D. Miguel Lucas de Iranzo".


- By assembly or by questionnaires we get evaluations of the developed activities, what we have learnt;

- With the realized works we elaborate a folder we can bring home to show it to the parents;

- Exposition of the work carried out.

Block 2. Gipsy culture


- To know what is the meaning of culture;

- To know the characteristics of the gipsy culture and its appearances;

- to know their most important cultural ceremonies.


- By assembly and by brainstorming, what does it means the word "culture" and what we intend for gipsy culture.


- Drawing of a comic, about what we like the most about the gypsies;

- video forum;

- Realization of games, songs and refrains related to a culture.

- By group, identification of the main characteristics of the gipsy culture.


- By assembly or by questionnaires we get evaluations of the developed activities, what we have learnt.

- Elaboration of a folder with words in Caló[1] about "The culture".

- Writing of a story about gipsy people;

- Realization of an exposition with the works realized during the activities.

Block 3. The gipsy family


- To know the evolution of the gipsy family along the time;

- To know and comprehend the different roles of the members of the gipsy family.


- By assembly or individually, to draw "My family" and then we give our ideas about family in general.

- By group, we make a mural that represent the theme of "The family".


- We draw our family and a gipsy family. We give names to their members and we make a comparison.

- Reading of the story "Ladislas". Answer the questions;

- Writing of an essay about "The family"

- Crossword: "Look for Antonio's family".


- By assembly or by questionnaires we evaluate the realized activities, what we have learnt.

- We make a folder of words in " Caló " about "The family";

- Staging of the gipsy family where we represent the roles of the different members of the familiar unity: grandparents, uncles, children, parents, etc.

- Realization of an exposition with the works realized during the activities.

Block 4: The Gipsy language


- To know the origins of Caló;

- Realization of a folder with words in Caló;

- Study of the evolution of the Caló language over the history;

- Pointing the contribution of Caló words into the Spanish language.


- Realization of a group mural (newspaper, photos, etc.) that represent the theme of " Caló ".


- Reading of a text and answering of the questions;

- Words-soup. Research of the meaning of different words.

- Coloring of a human figure giving words to the different parts of the body: trunk, head, arms, legs, foot, hands, eyes, etc.

- Study of the cardinal numbers;

- Study of the regards and more expressions;

- Study of the month of the year;

- Study of the day of the week;

- In a political map of Spain, research of the following cities giving them names in Caló: Sevilla, Madrid, Granada, Cadiz, Valencia and Barcelona.


- By assembly or through questionnaires we evaluate the realized activities, what we have learnt.

- Realization of a folder containing all the words founded in the studied blocks;

- Organization of an exposition of the works realized during the previous activities.


The methodology we used was active, participative and dynamic. The work to develop has been structured in 4 blocks that deal with different aspects of the Gipsy Culture, so there are:

- History and Origins of the Gipsy people,

- The gipsy culture;

- The gipsy family;

- The gipsy language.

Each of this thematic block has been worked through activities that will be adapted to the formatives and cognitive levels of the students. Can be notes:

- Initial activities: that allow the identification of the students' knowledge of the addressed topics;

- Developing activities: that allow the consolidation of what the minors know about the gipsy culture;

- Final activities: that allow the evaluation of the grade of implication of the students.

We considered fundamental, in order these activities to have an effective success on the scholar people, the activities to have perdurability over the time, to be inserted constantly into the dynamics of the schools, and to be dealt with transversely from all those areas of knowledge imparted to the students.

Thus, the activities were carried out from January to May, with a periodic attendance and the adaptation with the dynamics of the centre.

They were planned by the workshop's promoters together with the teachers of the centers.

Before the activities to be done with the scholars, we made a work with their teachers in order to:

- Improve the teachers’ knowledge of the reality of the gipsy culture (customs, habits, problems...);

- Contribute to the elimination of prejudice and stereotypes;

- promote interculturality and the respect for the difference.

We considered this part of the project to be really important as soon as teachers are the main references for students as well as they are those who make possible the school to work on a multicultural education.


Aiming at carrying out an objective, clear and concise valuation, we had to use some indicators that allow to achieve the quantitative and qualitative efficiency of the activities.

We had three phases of valuation:

a. Starting valuation

It was realized during the finalization of the project design and once the first activity had been realized.

This valuation allows to verify the reliability of the method.

b. Continuous valuation

This kind of the valuation has been carrying out throughout the duration of the project, every fifteen days. Then all the data were recollected in a quarterly inform. In this way we could correct the possible malfunctions.

c. final valuation

It tests the grade of efficiency of the project during its conclusion. It was moreover fed by all those valuations realized by all those people implicated into the project: parents, teachers and professional figures.

[1] Caló is a language spoken by the Spanish and Portuguese Romani people (the gypsies).