The eVe + project (QUINTESSENCE) GOAL is to enhance the high school students' knowledge of global warming and its environmental impacts (priority 1). METHOD is first to target part of the question (Energy need and production) to reinforce the basic skills (priority 2) using digital tools (priority 3). AIMS are : To promote a pedagogic strategy based on the free expression of students. To arm future citizens with a view to their understanding of a major issue for the future... To strengthen the motivation and self esteem of a few hundred students aged 15 to 17 (or more) from France, Romania, Latvia and Turkey To promote for school education while promoting the graphic arts AGENDA (to be achieved in two years) " knowing the forces of Nature and producing sustainable energy " - Responding .. essentially by drawings or illustrations made in classroom. - Participating students do upload its in a portfolio online accessible to all partners, which will allow the reappropriation of prerequisites (for example, understanding that a climate dries up or warms up requires knowing what the climate is and having tools to represent it) and creating an easily accessible collaborative space. - In addition, the partner schools will organize an Erasmus + club practicing a quarterly videoconference to collaborate on a drawing made remotely by a transnational group. - Finally three graphic "novels" will be drawn to illustrate each of the three stages of the project. PLANNING: Three phases ENERGIES AND MYTHS (year 1) ENERGIES AND INDUSTRIALIZATION (year 2) SUSTAINABLE ENERGIES (year 2). OUTPUTS: Each phase is marked by experiences (field trips, conferences or short-term exchange) nourishing the information and imagination of the students, gradually brought to produce a synthesis of the knowledge acquired but above all three narratives in images designed and executed in the context transnational. The whole forming a Triptych made available to the public. IMPACTS: Valorization of interdisciplinarity and European openness in order to prevent (or correct) dropping out of school by positively considering the skills and talents of learners and by reconciling free expression and popularization of science! DISSEMINATION Project's agenda then outcomes on the school website http://nbeplus.franceserv.eu/ Public portal for outputs http://quintessence.franceserv.eu/
THE RESPONSE TO IDENTIFIED NEEDS The need to better train in sustainable development, to enhance basic skills and to innovate by taking advantage of the development of digital tools are the axes of the project, which seeks to respond to the lack of the institution. It is moreover, for the French instigator of the partnership, to preserve the dynamics and the form of its previous European actions (resorting to scientific as well as literary fields but also intercultural because creating 'a bridge' between various ways to see, and artistic given the intellectual productions provided.) The inclusive approach of ERASMUS+ also creates empathy and serves the cohesion of the community. CHOICE OF PARTNERS AND THEMES The Lycée Ravel chooses, as international coordinator and project manager, to contact two historical partners (from Latvia and Romania) and a beginner school (and in the same time a newbie teaching team) in Turkey; the partners schools defined together 2 main objectives (MOTIVATE AND GIVE MEANING; BUILD A EUROPEAN CULTURAL AND SCIENTIFIC PROJECT) but planned also to respond to 3 priorities (climate and digital education, transversal skills).
reporting: by P-L Vanderplancke (project manager) IDENTIFIED FAILS: see details written in the next block (OBJECTIVES) CONTEXT OF THE APPLICATION Two successive experiences (lived between 2015 and 2020) influenced the definition of the QUINTESSENCE partnership. The Lycée Ravel had indeed just carried out successfully, when it applied for the eVe+ project, two cooperations registered within the framework of key action 2 of the ERASMUS+ program centered, for the first, on "the necessary "knowledge of fears of the past to face together the fears of the present" (a theatrical show as a final production in 2018) and, for the second, on "a new ecological order between Animals and Humans" (resulting in 2020 in the production of a science fiction film).These two projects aimed above all to develop pedagogical innovations (in particular, a method based on field study, transdisciplinary ambitions) and to make students more autonomous. and the resilience of these projects (marked by the commitment of the learners) led the teachers to desire the launch of another ERASMUS+ cooperation despite hesitations on the most suitable framework (it was finally the KA 201 format which was chosen) .