The show must go on!

This project aimed to improve students' language skills, encourage cultural exchange, and promote inclusivity through drama-based activities. Each country contributed unique perspectives and activ...

This project aimed to improve students' language skills, encourage cultural exchange, and promote inclusivity through drama-based activities. Each country contributed unique perspectives and activities, enhancing the project's impact. It supported student and teacher mobility while addressing inclusion, ecology, diversity, human rights, and climate change. It also developed teamwork, problem-solving, and language skills. It boosted students' confidence, increased their curiosity about European cultures, and improved their understanding of inclusion, ecology, and diversity. It promoted intercultural dialogue and gave marginalized groups a voice through theatre. By integrating technology and involving local communities, it fostered social inclusion. It encouraged cross-cultural interactions, helping students express stories through music, dance, and theatre while discussing human rights and inclusivity. It strengthened community collaborations, including partnerships with a theatre club in Italy. Activities included drama performances, storytelling, digital tools, and Erasmus Days events. Overall, the project fostered international cooperation, social dialogue, and skill development through creative and inclusive approaches.

What We Did in Project Activities: The theme of inclusion was explored with high school students using the Stranger story, through a physical theatre play and a pedagogical drama workshop. Human rights were addressed with Ferdinand the Bull, engaging music, drama, and dance students in theatre and pedagogical activities. The second project meeting on ecology and sustainability was held in Italy. Workshops on theatre and sustainability were organized at the Drama Academy, culminating in a theatre performance on zero waste. The third project meeting was hosted in Turkey, focusing on human rights. Teamwork, problem-solving skills, and cultural awareness were strengthened. A workshop on Ferdinand the Bull was conducted in collaboration with the Norwegian team, where students worked in international teams to create a physical theatre play. In Spain, the theme of inclusion was explored. Spanish teachers shared their self-created story Vialfassa, with students listening and illustrating it from their own perspectives. A student-produced film based on Vialfassa was watched, and letters were exchanged among students. With these mobilities, respect for different cultures increased, friendships were formed,and students' confidence improved

- A video of each theatre play we performed and a book on inclusion were printed. Additionally, a Twinspace was created with all the outputs from the countries involved in the project. - Students wrote letters to each other, held a theatre performance, and participated in a drama pedagogical workshop in Italy, and also performed and conducted a workshop in Turkey. In Spain, we brought three videos made by students on inclusion. All work was done after school as the students came from different classes. Dancers created the choreography, music students found the music, and drama students worked on the script. Together, we created the play. - With this project, we aimed to teach students respect for different cultures, and we believe we achieved this goal. - As a result: - Students and teachers formed strong bonds with peers from different countries. - Students' confidence improved. - Teachers had the opportunity to observe educational systems in other countries, enhancing their professional development. - Interest in English classes increased. - Each partner institution strengthened its image by participating in a European project.