The main subject of this project is theatre and the main activities are the performance of two plays. These plays are Cinderella and It’s Fairy Tale News (the second part of the first play). The first play goes beyond the traditional tale and introduces a main character, Cinderella, that aspires to something more than to marry a Prince: Cinderella doesnt want to marry anyone, she just wants to study and become a vet. The problem is that the rest of the characters don´t know it and there the mess starts. The second play to be performed explains what happen to the characters two years after, so it is a second part.The plot of the chosen plays will allow us to focus on a traditional story, but from a transgressor and current view . On the other hand, apart from these two main actitivies, the play performances, all activities planned for the project revolve around scenes or play elements so that students will be able to arrive at a significant meaning of the stories.The associated schools and ours believe in drama as an emotional tool that will allow our students to experience, break inhibitions and live different situations. Drama is a team game ruled by easy rules that promotes integration and inclusion of all participants, because on a stage we are all equal. In that way all students will be integrated, no matter what social economical class students belong to or where they are from. Morevoer, drama will improve students’ English competence from an emotional and comunicative approach (lyrics and songs, recording their voices...) What is more, drama will allow students manage ‘real-life situations’ promoting a significant meaning (associating structures and vocabulary to situations and emotions, inventing advertisements, language games...) Besides, all planned activities for the project are cooperative and collaborative promoting peer learning. Teachers learning is also scheduled by working on workshops. All schools will develop a workshop based on a topic they are experts and they will share their knowledge with the others. The topics of these workshops are theatre, music, emotions and etwinning website.On the other hand, some activities of the project have been designed looking at the discovery of the participant countries: -Dictionary activity Creation of a brief dictionary that will include usual expressions in English and the translation into the different native language of the project partners. This vocabulary will be recorded by students in a video and teachers and students will learn them. At the meetings, students and teachers will perform a quiz to show their knowledge-Webquest activity Every partner will create a webquest to introduce their country/city. One month before holding a learning activity, all partners will work on the webquest of the hosted country where the activity is being performed. The results of the research will be displayed in the Erasmus corner. The aim is to know a little bit more about each other before travelling to a country.- Correspondance among students (starting in October)Thanks to the planned activities we will reach to the following goals:-Working on emotions through theatre (recognition of emotions, acceptance of other, strengthening self esteem, belonging to a group, overcoming fear speaking...)-promoting creativity and overcoming capacity- Creating integration, equality and group cohesiveness among students, breaking down cultural and socio economic barriers-Improving English linguistic competence- Internalization of education and European awareness, discovering the others from a cultural, linguistic and emotional view- Establishing working bonds that will go beyond the two year project. Our intention is to go on working on drama after the deadline of the project.-Cooperative learning by working toward one common goal and sharing our knowledge.In order to get all these goals we will create different comissions that will look after the right development of the project. These comissions are executive, economical, dissemination and assessing comission.
The project aims to all students Integration in a teamwork, promoting significant learning and taking care of his emotional well-being during the whole learning process, independently from his social or economic condition or origin. The theatre and the activities raised in this project will allow us to approach, to design and to regulate spaces and situations of learning in different contexts, attending to the educational individual needs of every pupil and respecting the different cultures. Theatre teamwork will break emotional barriers, transgressing econòmic/ social or educational or cultural differences. In addition, theatre activities will promote an emotional learning and cohesion of the group. We have checked that motivation is one of the significative learning bases specially for those students who are disadvantaged or with special needs. Six schools have collaborated and work together in this project. Our school has been the coordinator of the project. Three of the schools have some students in risk of social exclusion and educational special needs students. They are our school where a large number of students are inmigrants and belong to low social class; the Polish school, where some students belong to low socioeconomic status; the Romanian school where some students just have one parent or are in risk of social exclusion or have conductual problems because their parents away, working abroad. All the selected schools have experience in school drama area and all of them believe in drama as a tool to promote significant and emotional learning. But we have been pleasantly surprised by its power to learn and integrate a foreign language and the results achieved. Our main goals have been: -Improving our teachers and sutdents’ English comunicative competence, learning English through drama and promoting students’ motivation and significant learning. - Favouring the Integration, promoting the equality and cohesion of group among students, that it will allow us to break socioeconomic or cultural barriers. Cooperative activities will allow to develop the help between equal, the confidence and mutual support. - Promoting the cooperative learning among teachers. In every meeting a workshop is held and developed by the teachers from the school holding the meeting. The topics: drama, emotions and drama, how to learn English through music and etwinning platform. Our intention:promoting collaborative and cooperative learning and future collaborations. -School Internationalization, awareness of the European dimension and, of course, accepting the others. - Promoting our students creativity and capacity of overcoming. The students will learn that with effort and teamwork they will be able to achieve his aims, being the performance of a play all together the main goal. On the other hand, drama is a great source of creativity that will allow our students to reinvent themselves. - Working on emotions through drama (accepting the others, reinforcing self-esteem, making students feel that they belong to a group and they share a common goal, loosing fear to speak in public...). - Building significant learning. Drama assured students the construction of significant learning thanks to the activation of previous knowledge and comprehensive memorization; pupils were able to reproduce some sentences or expressions from the the play script in real situations in a significant way -TIC use. 1. Great visibility of the centers, both locally and in an European level. Collaboration in Erasmus and Educative meetings. 2. Emotional and personal enrichment, acceptance of the other. It is important to underline the reharsal and performance of the plays. During the week of the meeting, Erasmus students have been to learn and communicate using verbal and non verbal communicationuse, overcoming cultural and linguistic barriers. This is a great evidence of the great cooperative and team work . 3. Improvement of the English competence (students and teachers). 4 Internationalization of school and European awareness. 5 Collaboration among teachers beyond the project, creating an etwinning project called Sing me to rock song. 6. Integration of the theatre and the music in the classroom as an active learning tool 7. The teachers have learned new ways of working inside the classroom. Bigger motivation for undertaking new challenges. Some teachers have decided to leave the books and to use songs and theatre in the classroom. 8. Implication of the parents in the project. 9 Teachers and students are more open-minded. We have discovered other educational systems. Long-term benefits: future collaborations and keeping in touch to explain to each others the advances achieved with theatre and music. Some centers we want to take the theatrical subject matter to another level and develop a new project whose topic would the production of short movies (script creation, editing the movie ...) or to develop a project of web radio and radio serials.