The salesman of Venice 2.0: A contribution to combat exclusion and to promote tolerance and openness Erasmus Project

Project Title

The salesman of Venice 2.0: A contribution to combat exclusion and to promote tolerance and openness

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 2020

Project Topics

This project is related with these Project Topics: Social dialogue; EU Citizenship, EU awareness and Democracy

Project Summary

As part of our planned project, a joint play will be developed. The basis for this is Shakespeare’s “The Merchant of Venice”. It is planned that the play will be transferred to a modern language and setting and that it will be designed and carried out together with all partners. The focus of attention lies on the following aspects: racism, exclusion, integration, promoting solidarity, tolerance and openness.

The necessity of the project on the one hand lies in conveying the European idea to young people and protecting society from exclusion and on the other hand in promoting openness, tolerance and integration. Overall, the focus is on the establishment and expansion of the key qualification “European competence”.

European competence, in our project, is defined as the qualification which promotes openness, tolerance and acceptance towards other cultures, religions, political views, sexual identities, gender equality and individual lifestyles. The European idea is to be placed special emphasis on.

Particularly with regard to the still current challenges of integrating refugees in Europe, both in schools and in society, a necessity for education among students becomes obvious. For this reason, the student groups should consist of students from diverse cultural backgrounds.

In addition, at present there is an increasingly anti-democratic development noticeable in Europe. The proposed project is intended to counter this development by reducing fear of contact, barriers and prejudices. At the same time, tolerance and openness towards other cultures, religions, political views and individual lifestyles will be promoted by the play itself as well as by the process of setting up the play.

Since all partner schools are faced with the difficulty of a very heterogeneous student body, it can be expected that participation in the project will result in tangible changes among the students. Above all, these changes in behavior should contribute to a democratic and harmonious coexistence.

In addition to strengthening European solidarity, the main aim of the project is to reduce prejudices. In the foreground are on the one hand the sensitization of young people to racism and exclusion as well as strengthening and development of tolerance. On the other hand, we need to dismantle barriers and take away fears. The focus is on the development of a holistic key qualification “European competence“.

Phase 1 will be devoted to the subject area “Limits and Exclusion”. For this purpose, each partner schools will develop their individual experiences with borders and exclusion and describe them in the context of the first project meeting, which will take place in Berlin. Goals are not only the representation of individual experiences, but also thoughts and ideas on how borders and exclusion can be overcome. In these ideas, all partner countries are considered.

In phase 2, the setting of the play is to be framed. The partner schools will work together on what the costumes and the set could look like. For this purpose, a tour of the theater in Barcelona will take place. The aim of this project phase should be to find out how the play can be set in a modern context.

Phase 3 focuses on the light and sound installation. It should be noted that both, light and sound, should produce dramatic effects. The partners’ task is to develop special effects designed for the play.

In phase 4, the marketing concept and trailer are to be developed. To this end, the partners develop various ideas together and consider how and where marketing should be placed.

In phase 5, the catering for the evening of the performance will be framed. Again, this will be done jointly by the students involved.

Also, individual sections should be practiced during phases 3 to 5 and, if possible, performed in front of an audience.

The final performance is to take place in phase 6. In this phase, remaining coordination problems will be solved together.

In phase 7, in addition to evaluating the project, guidelines for the implementation of such projects are to be worked out. Furthermore, options should be worked out on how the content developed can be used for schools in a way that is relevant to teaching.

In general, it can be said that all activities are always under the focus of European cooperation and that the individual project goals are always promoted through the cooperation of the students, the confrontations with one another and the process of joint decision-making. The project puts emphasis on the development of the key skill “European competence”.

EU Grant (Eur)

Funding of the project from EU: 154524 Eur

Project Coordinator

Kaufmännische Schule Lörrach – Regierungspräsidium Freiburg & Country: DE

Project Partners

• Ins Anna Gironella de Mundet
• Sule Muzaffer Buyuk Mesleki ve Teknik Anadolu Lisesi
• Poljoprivredno-hemijska skola “Dr Djordje Radic”
• IIS “Stendhal”