A Result a study by the Allensbach Institute for Demoscopy (IfD) in 2015 , "Jugend/Kunst/Erfahrung. Horizon 2015" (http://www.miz.org/dokumente/2015_RFKB_Allensbach_Studie.pdf), an initiative of the german councillor "Rat für Kulturelle Bildung" found that "Children (students from 9th. and 10th. grades) from non academic households or from educationally disadvantaged families have less knowledge and interests in cultural areas than children from academic households; Interest and the engagement of the boys are considerably lower than the girls." The lower cultural interest of parents, (most migrant und low-incomes family, disadvantaged backgrounds) affects the education the adolescents significantly, because they are no longer enthusiastic and leave the school before any graduates with lower qualifications. This situation will be reflected in our Schools. We muss educate and equip the students for a rapidly changing "global world", in which boundaries blur and networks are more and more required. This "global world" is increasingly facing new challenges: changing societies, divergent cultures, economic disparities between and within continents, migration, armed conflicts and large numbers of refugees. Furthermore, the influence of "other" religions and ideologies compared with the traditional. These challenges rise to uncertainty, sometimes cause hostility to foreigners and affect the stability, such as universal human rights, constitutional freedoms, tolerance, preventing and combating discrimination. As institutes of education, schools (and their teachers) face new tasks: how do we equip students und students with different or disadvantaged backgrounds and special needs to prepare and qualify themselves for their role in this globalized society? In most Western European countries, school programs are strongly adapted to the realization of standardized cognitive and routine skills and standards with fixed curricula and a standard set of subjects. But how can teachers equip their students? What could be their contribution? The keywords for these questions are Project lessons, pedagogical theatre, entrepreneurial skills and EU values. But why theatre? Theatre pedagogic - Theatre - as an innovative method to develop basic and transversal skills in students, is an already proved method in our German schools. We want to expand our experiences and use this topic nationally and internationally, therefore we plan to combine theatre aesthetics und methods for a school project with a special theme: "the EU citizen values" (Democracy, Equality, Freedom, respect for human dignity and human rights, and the rule of law). Through the theatre methods we plan to approach the cultural interest of all our students but specially for the students with specials needs und disadvantaged backgrounds. During the creation, planning and execution for a common interdisciplinary play will be trained theatre methods, entrepreneurial skills combined with European values. Finally, we will develop a curriculum. The project has two Phases will be worked in Etwinning Plattform Twinspace for 24 months. In the first phase (2018-2019) is called Learning by Playing and will develop many Themes from the European Cultural Heritage Year 2018. Students and teachers are going to learn how to exchange their interests, theatrical interests and experiences, historic theatre from School partners, school organization and perform individual simulation games, an interview in school - Students learn theatre methods, teachers and students (in 6 EU delegations team) take theatre workshops. In the second Phase (2019-2020) From work to play Students learn social, personal, intercultural, linguistic, verbal and entrepreneurial working. They play a common theatre. - a common play will be performed with theatre teaching materials and will be developed a curriculum. Here will be involved ca. 330 Students and ca. 30 teachers The school project wants to be a mentor for other European schools and we plan to introduce a common theatre curriculum as main curriculum for secondary level I as a process for educating entrepreneurial skills in interdisciplinary approach. Basic skills like the ability to work in groups with persons of different backgrounds, the ability to communicate effectively in mothers and in English language, both orally and in writing, and the ability to use computers to carry out simple tasks are those which will be trained effectively while working together in heterogeneous groups during the project. Transversal skills such as taking initiative, solving problems, working collaboratively, will prepare our students for todays varied and unpredictable career paths. These are the skills increasing the efficiency and inclusiveness of our education to work collaboratively in promoting entrepreneurial skills.
Drama, Theatre and the european values represent a bridge in terms of educational cooperation and exchanging good practises among 6 European European schools in order to enhance the quality of education . The focus of the project promoted the role of European cultural heritage in 2018, the acquisition of European citizenship, emotional and social skills and competences of our students by using Theatre and Drama as an effective way of teaching in classes in order to motivate them to learn, with a particular emphasis on English language. This project was mainly addressed to students facing difficulties (educational, health, emotional, economic, cultural, social) that we wanted to motivate by providing a meaningful and concrete learning context promoting acquisition of skills and helping reduce disparities in learning outcomes. In this connection it turned out to be an effective tool to limit school failure and consequently to fight against early school leaving. It was also open to students willing to increase their competence in English language, interested in drama activities, in digital technologies. This project supported models of inclusive education which not only benefited students with disadvantages but also created an environment in which every student had the opportunity to be successful. We fixed the maximum number of 50 students in each country which was eventually divided in smaller groups. We created a student-centered, inclusive learning environment and to implement contexts based on cooperative Learning, non formal learning of European Values to stimulate learning language and European citizenship through drama and theatre activities. The project was divided into two phases. The first phase called "Learning by playing". We used the Twinspace for working, learning the first scenes with the help of theatre pedagogical methods. We created many theatre activities, coordinated a teachers' meeting in Seville and a delegation meeting with students and teachers in Germany. In the second phase, "From work to play", we expanded the theatre method and created a theatre curriculum in Italy. We planed to perform a joint play as a final activity with all 6 delegations in Malta. Unfortunately, with the arrival of the Covid pandemic, we were unable to complete the last activities of the final phase of the project and the last meeting in Malta in May 2020. We extended the project to January 2021 with the hope to work the final phase, but our governments decided to return to the lock-down because of the high incidences of the pandemic. Despite the pandemic, we worked virtually during the last months and reached our initial goal. The implementation and the processes of the project phases were documented, evaluated and assessed in the Twinspace. We developed topics based on social problems related to young people and that could be connected with the European Values under a common language: English. We used theatre and drama as an alternative holistic environment to promote aquisition of both educational and emotional skills and competences. Students developed intercultural understanding and gained new perspectives on their own learning. “Drama” became an activity based on the assumption of roles and simulation of real life situations(role playing) and “theatre” an extra curricular concept which focussed of practicing of European Values. Theatre became also a valuable tool to foster relationships because, working in group, students were faced with the problem of the relationship with the others, starting with the respect for diversity and the desire to communicate emotions.The theatre practice developed into pedagogy because it aimed to the increase of individual creativity in the respect of the uniqueness of each one. All participants and teachers gained knowledge and experience by the project. Through the project, we intended to share experiences and find solutions in terms of educational difficulties, economic obstacles and improving learners' attainment in other school subjects. In this process teachers supported the concept that it is possible to teach and learn creatively, outside the classroom. The exchanges of practices and cooperation among schools turned to be an excellent method to improve student’s education in all its aspects, leading them to complete European citizens with EU values as well as providing new tools for teachers to build these citizens. The European partnership has proved to be a valuable resource for professional development. It increased cooperation among teachers, students and parents promoting life long learning. We have disseminated the project, and will continue to do so, to all the related people and organization who have a role in students 'educational and social life: teachers, families, peers, local schools in each partner school’s area, local authorities, European authorities by the help of European partners