Cultural Vehicles in Education - assisting the needs of vulnerable social groups

Pilot workshops

Grodzki Theatre Association

Educational Unit

Name of didactic block - The influence of works of art on European integration

1. A description of the activities undertaken during the unit, including comments on the reactions of the group/individual participants

1. Talking about the subject of the unit and the aim of the class - trying to answer the question why Ode to Joy was chosen the national anthem of the EU
2. In four groups the participants read two Polish translations of Ode to Joy - Schiller's poem (by Gałczyński and Brodziński)
3. Reading out both translations of the poem - one person is the leader, and the rest of the class is the choir, comparing the two versions of the poem
4. Discussing the genre of ode (a sublime poem, full of pathos, written in XVIII century)
5. In four groups the participants do the assigned tasks - searching for information (using The Selected Works of Schiller, The Encyclopedia of Romanticism, The Dictionary of Literary Terms, The Great Encyclopedia as well as the internet). The tasks involve finding information on:

- Biography of F. Schiller
- Circumstances of creating the Ode, its connection with Beethoven
- Germany and Europe at the time when Ode was written
- Characteristic features of an ode

6. Presentations of findings by the leaders of groups
7. Listening to a fragment of IX symphony by Beethoven
8. Reading the poem again (translation by Gałczyński)
9. Summing up and answering the question why was "Ode to Joy" chosen the national EU anthem - it describes brotherhood of men, the feeling of unity and acting for mutual good

2. Was the aim of the unit achieved (the implementation of practical skills and the pedagogical aim)?

Yes, the participants were able to answer the question themselves. In terms of skills, they read a literary text with understanding, successfully searched for information, edited it and presented it. They recited the poem with great involvement, which shows that the pedagogical aim was achieved. The participants noticed themselves that there are five translations of Schiller's poem into Polish, which shows an awareness of the influence of European national cultures on one another

3. Other remarks (for example on the interaction between artistic and educational elements)

The main subject of the unit was the analysis of a literary work. During the class the participants acquired some acting skills, reciting techniques and voice management skills, which made them more involved in educational activities.

Grodzki Theatre Association

Artistic Unit

Name of didactic block - The influence of works of art on European integration

1. A description of the activities undertaken during the unit, including comments on the reactions of the group/individual participants

a. A discussion on Czech dishes (what are "knedliki" made of) - summing up information from last week. An informal and humorous discussion on the subject of Czech food (with some participants showing how to make "knedliki") was a good warm up exercise for the group - it created positive atmosphere.

b. Checking up homework - whether the participants found some information on the Lithuanian Prince Giedymin (Gediminas). Only few people knew who it was. The homework was re-assigned for next week. The instructor (an artist) explained the significance of obtaining historically true information on Gediminas: the group will be preparing a performance on Lithuania and it is important to avoid any possible misunderstandings connected with the complex issues of Polish-Lithuanian history.

c. Learning puppet animation. Everyone sat on chairs in a circle. The instructor demonstrated animation of "dziabąg". It is a universal puppet, which can be used for anything. It is made of a piece of material (for example a scarf), which is tied in the middle. The knot becomes the head of the puppet and the two parts of the material can be used as its legs or hands or one leg and one hand. After the presentation of possible movements which "dziabąg" can make, the artist encouraged the participants to try to do some animation. Everyone tried to make the puppet alive. At one point an etude was created by two participants with two "dziabągs". Animations took place in complete silence. The group would watch a scene and then interpret it and discuss it. The animator (the beneficiary) would stay in the middle of the room to listen to what the group had to say, which was a completion of his or her presentation. Listening to some feedback had a mobilizing effect on beneficiaries (for example, one person was surprised that people understood his intentions and the meaning of his animation scene). Although doing puppet animation did not directly correspond to the subject of educational activities undertaken during the present didactic block, the artist showed a specific aim of such theatrical activities to the group. He explained that perfecting small theatre forms and techniques will enable the participants to do a larger presentation - a performance on Lithuania and other partner countries.

2. Was the aim of the unit achieved (the implementation of practical skills and the pedagogical aim)?

The instructor managed to mobilize the group to be more involved and active. Through praising a person who claimed he couldn't do anything, the workshops leader persuaded him to do puppet animation (the beneficiary almost jumped out of his seat in eagerness to show a scene). There was no weak link in the group - an elderly person, who did not want to sit in the circle at the beginning, quickly joined the group and made some comments on animation. Everyone did some animation accept for an elderly lady, who, however, joined the group and became less distant. In terms of creative expressions, wonderful animations were created by a blind participant, who showed how to make a cake. A mentally-disabled person, who is sometimes withdrawn, did some military marching with his puppet. A very moving and beautiful etude was created by one of the eldest members of the group - a 75-old lady - a story about life and breaking down barriers (jumping through obstacles).

3. Other remarks (for example on the group and the interaction between artistic and educational elements)

At the end of the class the instructor asked the beneficiaries what they gained though theatre, which enabled them to reflect on the arts-based educational process and the skills they acquired. The group mentioned the following skills and attitudes: the ability to do group and public presentations, courage, puppet animation techniques, better communication skills (with can be used in everyday life, for example talking to an official). These are the basic competences, which facilitate further education (Lisbon competences no 1, 6 and 8: communication in the mother tongue, social and civic competences and cultural awareness and expression).