La culture au service de la réussite Erasmus Project

Project Title

La culture au service de la réussite

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; Research and innovation; ICT – new technologies – digital competences

Project Summary

The principle of this project is to propose an innovative approach to learning, in particular towards the most fragile pupils, associating an experienced method in the framework of a Comenius Regio project, carried out from 2013 to 2015, and the use of New technologies (including the concept of Serious Game). This approach builds on culture and cultural support in general, thus revealing the cultural, social, ethnic, linguistic, etc. of the students. It allows to build a common heritage for the class, where each point of view is understood by the other and respected.

From September 2013 to July 2015, various schools in France and Luxembourg have carried out concrete experiments, in close collaboration with cultural actors and/or specialized educators. These different experiments have come to check the relevance of such a method to students considered “resistant to learning”, but not only. They also demonstrated the benefits to students in general.

In the course of this year 2016/2017, a project team consisted of several partners: the Ministry of National Education, children and youth, the Northern High school and that of Bel-Val, as well as the Kulturfabrik Cultural Centre for the Luxembourg territory; The Colleges Albert Camus and Claude le Lorrain, the Departemental Council of Meurthe-et-Moselle through its specialized prevention team for the French territory. It met throughout the school year to share all the pedagogical developments made from the method of Serge Boimare in the various classes involved in the experiment. It brought together very different actors: cultural actors, teachers, educators.

The partners were chosen according to their commitment and experience in relation to the method of Serge Boimare. Indeed, if these partners are obviously in the adventure since 2015, they have remained very committed to the process and continue today the practice of cultural feeding within their institutions. In order to be able to engage in the construction of the briefcase, one must still have a good knowledge of the method of Serge Boimare and have already practiced several times in the classroom. It also requires regular consultation with the educational team and/or external partners. So it is a dynamic that is part of the duration and requires a strong commitment.

As early as June 2016, the team gathered around Serge Boimare to define the list of texts from which all the participating classes were going to work. Then we determined the expected productions for each establishment, based on pre-determined periods. A project manager has been appointed within each school and is responsible for collecting and/or producing all the necessary contributions for the construction of the teaching kit.

The reader will be able to find in the Annex A summary table of all the activities implemented in the framework of the project (business planning).

The continuation of the partnership through the Comenius Regio programme and then the Erasmus programme “Culture for Success” has allowed the project to be enlisted in the institutions. Today we can say that the actors are convinced of the process and integrate it into their daily practice.
Students who participate in these actions (about 80) find a real interest in this practice and teachers have noticed a real progression from the point of view of school learning, but also more broadly.
The most fragile students are mobilizing. This participation and interest, again for most of them, comes to alleviate behavioral problems and offer new openings to work the so-called transversal competencies. Gradually, there is a group cohesion that settles in the classroom. The associated knowledge, because they are connected with the cultural heritage brought by the nourishing, take strength and meaning.

The establishment of the cultural feeding in the classroom facilitates the links between the professors, promotes the bridges between the disciplines, mobilizes the creativity of the teachers and thus leads another relationship with the class and with the other adults of the Educational Community (teachers and external actors). Finally, there is a general improvement in the pupils ‘ academic achievements: This year again, teachers report on the individual progresses of each.

EU Grant (Eur)

Funding of the project from EU: 57900 Eur

Project Coordinator

SCRIPT Innovation et Agence Qualité & Country: LU

Project Partners

• Lycée du Nord Wiltz
• Lycée Bel-Val
• Centre culturel Kulturfabrik asbl
• Collège Claude Le Lorrain
• Collège Albert Camus
• conseil départemental de meurthe et moselle