1. The context of our project is on the one hand the acquisition or the deepening of the German language and on the other hand a collaborative creative learning experience. 2. In addition to dealing with language as part of cultural identity, there is an opportunity for shared and shared values or To experience values. 3. These are young people aged 15-19. We are planning a total of six meetings, at which 4 to 6 pupils take part, that we are going out with 24 to 30 young people per school. In addition there are 1 to 2 teachers per school for each meeting. 4. Activities and methods: At every meeting we deal with a short text from the host country (in German and the mother tongues). We use methods of creative writing and deal with the question of the shift in meaning in translation. We will offer writing workshops with authors. We work with changing text and staging in short game units. In the end, a book with the pupils' literary texts will be published. 5. The adolescents develop their language skills, expand their literary knowledge and learn how to deal with older texts and approaches to artistic transposition and ideas of synesthetic effects. 6. In the long term, the young people will acquire a deeper understanding of their own cultural roots or their cultural identity. This also grows an understanding of other people and their ideas, needs and attitudes. We expect teachers to have greater access to learning opportunities and potential.
In the course of our project, which focuses on the acquisition and deepening of the German language as well as on a collaborative creative learning experience, we have recorded a variety of experiences and developments. This report updates the original plans and reflects the developments and changes that occurred during the course of the project. 1./2. From the beginning, our project aimed to offer young people aged 15-19 the opportunity not only to improve their German language skills, but also to have a collaborative and creative learning experience. In doing so, the examination of the German language as part of cultural identity should enable the young people to discover communal and shared values and value attitudes. This is what happened. The native German speakers got to know each other in the role of mediators and all together opened up to the different implementations of creative writing in each encounter. 3. originally we planned six meetings, each with 4 to 6 pupils, resulting in 24 to 30 young people per school. Each meeting was to be accompanied by 1 to 2 teachers per school to ensure optimal supervision and provide multiple incentives. Changes: a) It was not possible to implement this at all meetings, although this would have been desirable in order to enable as many pupils and students as possible to have this kind of encounter and to benefit personally from it. b) Due to the COVID 19 pandemic and the restrictions associated with it, the planned visit to Düsseldorf was carried out online as an alternative. For this purpose, videos of the participating schools were recorded in advance and jointly viewed and evaluated at this meeting. This virtual meeting proved to be extremely successful and led to initial understandings even before the planned visit to Germany. The participants gained insights into the different schools and their offers, while they remained in their own groups and were able to exchange information internally. c) Furthermore, due to personal circumstances, no return visit from the German side took place in Konya. The other partners met there and informed us - digitally - about the topic "environment" to be worked on and shared their activities as well as the subsequent work. d) The last jointly planned visit to Weimar, organised by the German side, could not be realised due to time (the Corona pandemic delayed the project) and organisational challenges. This first mobility experience showed us that the implementation of a multilateral project requires considerable organisation and support from all sides. This first mobility experience showed us that the implementation of a multilateral project requires considerable organisation and support from all sides. 4. activities and method: The basis for the implementation of creative writing should be author's texts from the respective host country. However, we agreed on authentic models. Thus, in Madeira - as the first meeting - the experiences we had made ourselves and the vocabulary we had developed ourselves served as the basis for the realisation of a short story, and in Riga a film production. For the implementation, we applied the method of creative writing. With the author's texts, the question of shifting meaning came up again and again in comparison to the translation, which left room for a critical exchange. The final goal was to publish a book containing the students' literary texts. In the end, it has become a portfolio developed by each person with the texts they created together and documented photos. For each encounter, there is also a mini-film created by the Turkish partner as documentation. 5. Learning objectives: In the course of the project, our participants should deepen their language competence, broaden their literary knowledge and learn a deeper handling of literary texts. From the results and feedback, this can be confirmed. 6. In the long run, the young people have developed a deeper understanding of their own cultural roots and identity and at the same time acquired an understanding of other people's ideas, needs and attitudes. Conclusion: Despite the unforeseen challenges we encountered during the course of the project, we gained important insights and did not lose sight of our original goals. We are confident that the progress made has had a lasting impact on the young people's understanding of the language, their cultural identity and their understanding of other people. We look positively to the future and hope that such projects will continue to provide opportunities to promote intercultural encounters and education.