“The Little Prince’s Journey through Europe” – A theatrical guide for Primary Education Erasmus Project

Project Title

“The Little Prince’s Journey through Europe” – A theatrical guide for Primary Education

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 : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: Intercultural/intergenerational education and (lifelong)learning; International cooperation, international relations, development cooperation; Creativity and culture

Project Summary

Our project will aim for a close cooperation between four European schools located in Germany, Portugal, Poland and Romania, in order to overcome boundaries and make friends. In exchange 2 teachers and 4 students from the partner schools will visit each other and be introduced to the host country and its cultural heritage, teaching methods and the schools with their students. Our project aims at improving the quality of teaching processes for the learning of its students and in the professional development of its players and is committed to the achievement of the European Union’s ideas which will become evident in our final product, a guide for theater work on the primary level.
In the beginning, each school will hold small informational meetings with the pupils to discuss the topic of the project which is related to the novel of “The Little Prince” by Antoine de Saint-Exupéry.
While looking for friendship and understanding the “Little Prince” travels through the universe. In this sense the pupils will figure out the meaning of friendship and develop visions about what experiences the “Little Prince” can gather in the various European countries.
“The essential is invisible, you only see well with the heart”
The project aims at two major goals. On the one hand throughout the entire project the students will be deeply involved in the process of creating their own stage play “The Little Prince’s Journey through Europe” by means of different methods of performing, craft and language skills, which supports them on their way to self- regulated learning. Theatrical work makes a difference even for struggling students, as it offers them a different way to learn and boosts their tolerance, discipline and compassion. Therefore the students will benefit from stage experiences in terms of social and emotional outcomes. On the other hand the teachers will develop a guide for theater work on the primary level. During the six months assigned to each school the hosting schools will also be working on their part of the handbook. This handbook will be divided into the following parts: aesthetic means of body expressions (including facial expressions and gestures as well as story telling), aesthetic means concerning the stage (stage sets), aesthetic means concerning the theater (theatrical types, e.g. spoken theater, music theater, dance theater, puppet theater). All teachers and pupils will be actively involved from the planning stage of the project until the objectives are achieved and the handbook is produced.
Every pupil, aged 8-12, will have the opportunity, as long as there is parental consent, to participate in the project’s planned activities on both a local and an European level, where new approaches and methods to teaching and learning will be used (non-formal learning, collaborative learning, media technology and second/foreign language learning) in the framework of inclusive education. We will design along with partners: simulations, presentations, case studies, team building activities, brainstorming, energizers, problem solving, reflection-debriefing, exhibitions of the results through social media and gallery rooms, poster designing, social network use, video preparation and editing, cross-curricula implementation.
Therefore our project aims at promoting basic life skills like respect for cultural diversity, successful communication beyond mother languages, problem solving as well as improving self respect and being able to feel respect and sympathy for others. These basic skills are essential for key competences in life like cultural respect and awareness, successful communication on a verbal and non-verbal level as well as social and inter human competences and the ability for lifelong learning. Furthermore all pupils and teachers will increase awareness on inclusion and turn themselves into actors, irrespective of their age, through a variety of appropriate strategies and activities. Along with pupils we will set the ways of communication between themselves and other participants and provide related assistance in case is needed (language preparation, media technology etc). Similarly, all teachers will have the opportunity to participate in the planned teaching and training activities, as the aim of the project is for everyone involved to gain experiential knowledge, skills and competences for developing entrepreneurship, removing the barriers to educational and social inclusion and providing ways of turning schools into inclusive learning communities; for this to be achieved, inclusive education awareness should be promoted as early as possible. Parents/guardians and the community of every partner school will be actively engaged in the planned project activities.
On our school homepages we will document the progress on our ERASMUS+ journey as well as the final product. If interested other schools can request a printed copy or ebook of the guide. We will also introduce our guide on E-Twinning.

EU Grant (Eur)

Funding of the project from EU: 27586,8 Eur

Project Coordinator

Gemeinschaftsgrundschule “An der Burg” & Country: DE

Project Partners

• Zespol Szkoly Podstawowej nr 2 i Przedszkola w Zagnansku
• Agrupamento de Escolas de Vilela
• Scoala Gimnaziala Nr. 9 NICOLAE ORGHIDAN Brasov