From September 2013 to July 2015, the SCRIPT in partnership with Departemental Council of Meurthe and Moselle and different schools in France and Luxembourg have conducted experiments through the project "Culture for success" - Comenius Regio, in close collaboration with cultural actors and / or educators. This project builds on the experience of Serge Boimare, French psychologist who developed a special method for young people in high risk of dropping out: the cultural feeding. He is also the author of several books on the subject including one that particularly hold our attention: "The child and the fear of learning." These different experiments came to check the adequacy of feeding with students considered "resistant to learning", but not only.This new project aims to build a tool that will allow us to pass on to others our experience and expertise on the subject, but also to innovate in the way we propose the transmission of knowledge. This case will have two entries : one entry "Teacher" and input "Students". The entry "Students" will rely on the use of new technologies for academic learning, including using the concept of "serious game", supporting our innovative sense, particularly in the context of our project and the chosen theme .This education pack will include different aspects: the foundations and the educational framework of the method, fifteen outcomes of tales, mythology, the founding texts of religions, etc., extensions to other knowledge, cultural and artistic extensions pipes with external actors, a fun and interactive input for pupils through various "serious games", which will immerse them in the world of texts and enable them to learn new technologies, math, languages, history, art, etc.A dissemination seminar for Member States will discover the method, introduce the tool in progress, build a network of European stakeholders interested in the topic and write the idea of a platform for cooperation and exchanges on this method. The aim is to enrich this case by the contribution of other countries, other cultures.
The principle of this project is to propose an innovative approach to learning, in particular towards the most fragile pupils, associating an experienced method in the framework of a Comenius Regio project, carried out from 2013 to 2015, and the use of New technologies (including the concept of Serious Game). This approach builds on culture and cultural support in general, thus revealing the cultural, social, ethnic, linguistic, etc. of the students. It allows to build a common heritage for the class, where each point of view is understood by the other and respected. From September 2013 to July 2015, various schools in France and Luxembourg have carried out concrete experiments, in close collaboration with cultural actors and/or specialized educators. These different experiments have come to check the relevance of such a method to students considered "resistant to learning", but not only. They also demonstrated the benefits to students in general. In the course of this year 2016/2017, a project team consisted of several partners: the Ministry of National Education, children and youth, the Northern High school and that of Bel-Val, as well as the Kulturfabrik Cultural Centre for the Luxembourg territory; The Colleges Albert Camus and Claude le Lorrain, the Departemental Council of Meurthe-et-Moselle through its specialized prevention team for the French territory. It met throughout the school year to share all the pedagogical developments made from the method of Serge Boimare in the various classes involved in the experiment. It brought together very different actors: cultural actors, teachers, educators. The partners were chosen according to their commitment and experience in relation to the method of Serge Boimare. Indeed, if these partners are obviously in the adventure since 2015, they have remained very committed to the process and continue today the practice of cultural feeding within their institutions. In order to be able to engage in the construction of the briefcase, one must still have a good knowledge of the method of Serge Boimare and have already practiced several times in the classroom. It also requires regular consultation with the educational team and/or external partners. So it is a dynamic that is part of the duration and requires a strong commitment. As early as June 2016, the team gathered around Serge Boimare to define the list of texts from which all the participating classes were going to work. Then we determined the expected productions for each establishment, based on pre-determined periods. A project manager has been appointed within each school and is responsible for collecting and/or producing all the necessary contributions for the construction of the teaching kit. The reader will be able to find in the Annex A summary table of all the activities implemented in the framework of the project (business planning). The continuation of the partnership through the Comenius Regio programme and then the Erasmus programme "Culture for Success" has allowed the project to be enlisted in the institutions. Today we can say that the actors are convinced of the process and integrate it into their daily practice. Students who participate in these actions (about 80) find a real interest in this practice and teachers have noticed a real progression from the point of view of school learning, but also more broadly. The most fragile students are mobilizing. This participation and interest, again for most of them, comes to alleviate behavioral problems and offer new openings to work the so-called transversal competencies. Gradually, there is a group cohesion that settles in the classroom. The associated knowledge, because they are connected with the cultural heritage brought by the nourishing, take strength and meaning. The establishment of the cultural feeding in the classroom facilitates the links between the professors, promotes the bridges between the disciplines, mobilizes the creativity of the teachers and thus leads another relationship with the class and with the other adults of the Educational Community (teachers and external actors). Finally, there is a general improvement in the pupils ' academic achievements: This year again, teachers report on the individual progresses of each.