This project is aimed to work with our Secondary School students (12 to 18 yo.) using drama as an art form as well as a collection of teaching tools and for bullying and conflict prevention. Digital technology will also allow us to carry out the projec and implement most of the activities based on collaborative work. Besides, this project will bring us the opportunity to implement co-training activities for teachers based on the strongest abilities of each partner: Drama Based Teaching, Theatre of The Oppressed, Flipped Classroom, Project Based Learning, School Peer Mediation, etc. Our partnership is made up of 4 secondary schools from different countries: Belgium, Germany, Hungary and Spain. The two last countries are bilingual in English and, together with Germany, they have Drama included in their school curricula. Belgium and Spain are trained on The Theatre of The Oppressed and they know about the great potential that this methodology has in schools for our students. Germany has worked also on drama and conflict prevention project, which are two basic skills for our project. OBJECTIVES 1. Promote gender equality, tackle discrimination, segregation, racism, bullying and violence. 2. Develop more attractive education to prevent drop-out. 3. Enhance teachers' professional skills, including new pedagogies 4. Foster positive attitude towards the European project and the EU values 5. Improve English language skills as our common language to communicate 6. Increase the level of digital competence 7. Promote teachers' and students' mobility 8. Reinforce cooperation among partners from other countries ACTIVITIES AND METHODOLOGY 8 students per country will participate in 4 short term exchanges of groups of pupils. They will form mixed-nationality groups to write, rehearse and perform a play based on different Theatre of The Oppressed techniques. There is one different social conflict topic for each mobility: disability, gender, poverty, cultural differences, physical appearance, sexual orientation. There will also perform 4 theatre plays by an author from the hosting country as Europe's cultural heritage contribution, one in each country. The content is based on a collaborative methodology starred by our learners although supported by their teachers. They will take part in every stage of the project: planning, organisation and assessment. Students' committees will be created and a team leader will be named. These representatives will be in charge of getting in touch with their peers from other countries in order to make decisions about the common activities and how to get organised and choose the topics for the performances happening in each mobility. Apart from the direct participants in the mobilities involving students and teachers, our purpose is to include the contents and objectives of this project in our schools curricula, so that the vast majority of our students can benefit from it. The students with fewer opportunities will take part in the project as the rest of their peers and they will have the priority to participate in the mobilities Teachers are also a target group, taking part in 5 short-term joint staff training events, which activities have been specially designed according to the needs faced during this project: (web design, Drama Based Teaching, ICT, video editing, The theatre of the oppressed, etc.) or in our daily work, either now or in the future (School Peer Mediation teams, Bullying prevention.). These activities are also a way of sharing the skills each partner is best at, working in a collaborative way to develop more attractive education and including new pedagogies and teaching methodologies. RESULTS AND IMPACT Drama, as literature, is also important for our students to become better writers and therefore increase their literacy and English language skills, through script writing, performance analysis and creative writing exercises, as well as to contribute to raising awareness of the importance of Europe's cultural heritage through education, which is very convenient to work in the context of Europe’s Cultural Heritage 2018 celebration. We expect schools to have a reduction in aggressive behavior and an increase of empathic tendencies to avoid social inequities of any kind, promoting a constructive atmosphere in school leading to increased learning scores. These models for conflict resolution led by students will demonstrate a potential in reducing and preventing school violence over long-term periods, which will be an asset for teachers, students and their families. Besides, due to public drama performances, apart from our target groups, the project is likely to have an impact on some other participants: parents, parents associations, public bodies, authorities, etc. We also expect our work to get parents involved bringing them the opportunity to interact with other students' parents and establish long-life bonds of friendship.
This project was aimed to work with our Secondary School students (12 to 18 yo.) using drama as an art form as well as a collection of teaching tools and for bullying and conflict prevention. Digital technology has also allowed us to carry out the project and implement most of the activities based on collaborative work. Besides, this project has brought us the opportunity to implement co-training activities for teachers based on the strongest abilities of each partner: Drama Based Teaching, Theatre of The Oppressed, Flipped Classroom, Project Based Learning, School Peer Mediation, etc. Our partnership is made up of 4 secondary schools from different countries: Belgium, Germany, Hungary and Spain. ACHIEVED OBJECTIVES 1. Promote gender equality, tackle discrimination, segregation, racism, bullying and violence. 2. Develop more attractive education to prevent drop-out. 3. Enhance teachers' professional skills, including new pedagogies 4. Foster positive attitude towards the European project and the EU values 5. Improve English language skills as our common language to communicate 6. Increase the level of digital competence 7. Promote teachers' and students' mobility 8. Reinforce cooperation among partners from other countries ACTIVITIES AND METHODOLOGY 8 students per country have participated in 4 short term exchanges of groups of pupils. They formed mixed-nationality groups to write, rehearse and perform a play based on different Theatre of The Oppressed techniques, although the last one took place on-line due to Covid-19. There has been one different social conflict topic for each mobility: disability, gender, poverty, cultural differences, physical appearance, sexual orientation. Four theater plays by an author from the hosting country, as Europe's cultural heritage contribution have been performed, one in each country and, again, the last one happened online and it was recorded to be broadcasted to the rest of the partners. The content was based on a collaborative methodology starred by our learners although supported by their teachers. They took part in every stage of the project: planning, organization and assessment. To do that, students' committees were created and their representatives were in charge of getting in touch with their peers from other countries in order to make decisions about the common activities and how to get organised and choose the topics for the performances happening in each mobility. Apart from the direct participants in the mobilities involving students and teachers, our purpose was to include the contents and objectives of this project in our schools curricula, so that the vast majority of our students could benefit from it. Some students with fewer opportunities had also the chance to take part in the project as the rest of their peers and they had the priority to participate in the mobilities Teachers were also a target group, taking part in 5 short-term joint staff training events, which activities had been specially designed according to the needs faced during this project: (web design, Drama Based Teaching, ICT, video editing, The theatre of the oppressed, etc.) or in our daily work (School Peer Mediation teams, Bullying prevention.). These activities have also been a way of sharing the skills each partner was best at, working in a collaborative way to develop more attractive education and including new pedagogies and teaching methodologies. A video about School Peer Mediation has been created to train our students, partners and teachers but also anyone who might be interested in this methodology. The video can be found in the project website. RESULTS AND IMPACT Drama, as literature, has also been important for our students to become better writers and therefore increase their literacy and English language skills, through script writing, performance analysis and creative writing exercises, as well as to contribute to raising awareness of the importance of Europe's cultural heritage through education, which is very convenient to work in the context of Europe’s Cultural Heritage 2018 celebration. Our schools have had a reduction in aggressive behavior and an increase of empathic tendencies to avoid social inequities of any kind, promoting a constructive atmosphere in school, which has led to increased learning scores. These models for conflict resolution led by students have been evidence of a potential in reducing and preventing school violence over long-term periods, which has been an asset for teachers, students and their families. Besides, due to public drama performances, apart from our target groups, the project has had an important impact on some other participants: parents, parents associations, etc. Despite the Covid19, we’ve managed to fulfil most results. Before the pandemic, everything run smoothly and after it we broadcasted some activities and had some meetings online, which allowed us to reach our expectations.