Project "Talía: The Social and Educational Value of Theatre in Europe" arises from our wish to bring closer and spread the splendour and beauty of dramatic arts. We intend to share a wide and rich heritage in both countries. IES Gabriel Alonso de Herrera and Biskupské gymnasium show every year their passion for theatre with the Theatre School Contest and the theatre festival in Spanish respectively. Talía will boost our students’ interest in theatre, who will develop many competences and abilities, namely communicative and linguistic, digital, cultural and social skills. Spanish will be the main language of communication. Our objectives are to promote the European cultural heritage in drama among our students as an element of cohesion and promotion of the European citizenship, in an inclusive environment, foster the process of internationalization in IES G.A. Herrera and initiate Biskupské g. in Erasmus +, and improve participants’ use of languages. We reckon up around 40 direct and indirect participants per school and year among the students and about 10 teachers, with a grand total of 300 participants. Their profile will be linked to theatre and the European dimension in education. One of the strengths of Talía is its capacity to include a large number of people in the programmed activities and mobilities. In the selection of participants, we will mainly take into consideration their motivation and involvement in the activities, regardless of their academic results and personal background, thus grating the right of participation to all the students. This, together with the excellent training of the teachers involved in Herrera and the Czech teachers’ extensive experience in Spanish teaching, supported by their bilingual section, certify the high quality and viability of the project. Talía is firmly committed to Long-Term Mobilities (LTM), even including a nine-month mobility in the third year. It will begin with activities to become acquainted with the project: to know about the workplaces, members and basic concepts, followed by workshops, presentations and other events to break into the world of theatre of great interest to teachers and students. In this first period, a reciprocal 2- month LTM will take place; thus, 2 students will be integrated into the educational system from the foreign country, promoting the quality of the intended goals. After the first year of development and now consolidated in both schools, a meeting will be arranged to evaluate the first results, make possible fine corrections and set strategies for the second year. Acting according to our principle of inclusion, we have given our project a high flexibility to welcome new participants at any stage of the project. In this second period, the activities will allow the improvement of the acquired abilities and new members will have the chance to be integrated and learn abilities at a more basic level, ensuring equal treatment and involvement. Like in the first year, we consider that an LTM with similar features will strengthen the relationships between institutions and provide the project with more effectiveness in the achievement of goals. The evolution of the project at this point will be easily noticeable, and in the third year we will continue with this ‘in crescendo’ tendency. The members from each institution will create a play to be represented in the two drama events which are annually organised; hence two STM involving 3 teachers and 20 students in each direction will take place. Contact among participants will be constant. Following our innovative line of thought, we intend to implement a nine-month LTM that will benefit one student per school. Our methodology will use eTwinning as a meeting point and source of shared material. We will combine face-to-face workshops and events with videos and podcasts in the centres’ websites and Youtube. Both parties are going to learn and share valuable experiences about our wealth of knowledge in the school theatre scope, and all these learning results will remain in our institutions for the future to come. Through an appropriate communication and a well-organised Dissemination Plan, we will achieve to give continuity and use the results obtained once the period of funding has expired. Being theatre the vehicle of our project, it will be easy to communicate our attractive activities. All the results, workshops, formative videos and plays will be widely available to all the educational community. This material, together with press releases, social networks, leaflets, posters, etc., will show the success and impact far beyond the centres. It will be a starting point to establish drama definitely in the Herrera, consolidate the Spanish section in the Czech Republic and foster future projects.
Talía's main objective has been to bring closer and disseminate the splendor and beauty of dramatic art through cultural and theatrical heritage both in Spain and in the Czech Republic. Among the secondary ones are: promoting the European theatrical cultural heritage among students as an element of cohesion and promotion of European citizenship in an inclusive environment, promoting the internationalization process of IES Herrera and initiating Biskupské g. in Erasmus+ and improve language skills. The project has been coherent when it comes to setting the objectives, planning the activities and achieving the expected results through coordination between both centres, creativity when facing challenges and the desire to promote the social and educational value of European theatre. The IES Herrera and the Biskupské g. have demonstrated their passion for theatre for several years with the 5 school theatre shows in Spain and the Spanish National theatre festival in the Czech Republic. We have achieved 50 direct and indirect participants -students- per center and year, and about 10 teachers, with a total of 310 participants. They have had a profile linked to theatre and the European dimension of education. One of Talía's strengths has been its ability to include a large number of people in activities and mobilities. In the selection of participants, we have been governed by the motivation shown, involvement in the activities, including those with special educational needs (SEN), guaranteeing the right of participation to all. In addition, the dedication of the IES Herrera teachers to theatre and the theatrical experience of the J.N. Neumanna and its involvement in the teaching Spanish language have guaranteed the high quality and feasibility of the project. Talía has decidedly bet on the MLD, even carrying out 2 reciprocals of 9 months for 4 students in the 3rd year in a pioneering way in this type of project. It began with familiarization activities with the project. Meetings have been held at the end of the 1st year to evaluate results, make changes and define strategies for the 2nd year, following the principles of inclusiveness and flexibility established in the project. Due to COVID19, the 2 reciprocal mobilities of 2 months for 4 students scheduled for the first year could not be carried out, so they were delayed for the 2nd year, and they were merged with those planned for that moment, adapting the activities to the restrictions of the pandemic in a responsible, safe and creative way and integrating the students into the educational system of the other country, enhancing the quality of the objectives set. In the 2nd stage, we managed to carry out the four MDL planned for the 1st and 2nd year, with which 8 Czech and Spanish students were able to travel and integrate into the centers and overcome the difficulties caused by COVID19 in a satisfactory way, strengthening relations between institutions and providing the project with greater solidity and effectiveness in achieving goals. The evolution of the project at this point was key, which was a fundamental boost to achieve the objectives set. The 3rd year we continued working in this line of cooperation and enthusiasm. The members of each center created a play for the two theatre shows, for which we organized two short mobilities that involved 3 teachers and 20 students, one in each direction. In the case of IES Herrera, one more teacher traveled because they had an ACNEE student. The contact between participants to share experiences has been continuous and has fulfilled the main objective of bringing closer and disseminating the splendor and beauty of dramatic art in a very favorable way. Our methodology was supported by eTwinning the first year; however, due to the problems with this platform we opted for social media. as a meeting point and source of shared material: workshops, presentations and face-to-face events with videos and podcasts on the centers' websites and Radio Herrera YouTube, Instagram, Tiktok, Twitter, Teams... These channels have been very effective in meeting the training objective of students and teachers, since they make available to the educational community of both centers all activities, fulfilling the aim of using ICTs in a didactic way. Both centers have shared experiences related to theatre, and those results will remain in our institutions in the future. Through communication and the dissemination plan, we want to continue and use the results obtained once the financing period has ended. Being the theater the vehicle of our project, it will be easy to disseminate them. All results are available to the educational community. This material reflects the success and impact of the project beyond the partner centers. They are a starting point to introduce the drama definitively in the centers and promote future projects.