Using Drama Strategies to teach English Language and European Values Through Shakespeare. Erasmus Project

Project Title

Using Drama Strategies to teach English Language and European Values Through Shakespeare.

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: EU Citizenship, EU awareness and Democracy; Entrepreneurial learning – entrepreneurship education; Teaching and learning of foreign languages

Project Summary

This has been a fascinating project be involved in. Initially there were hushed concerns about motivating students to engage with Shaesperean texts and that this might be a challenge. How wrong could we have been? Because we focused upon themes running through Shaksperean texts that are common with young people and being European it meant that ALL participants, both students and staff, were entering an arena where they had a voice and could use that to discuss issues common to us all. It soon became clear that as well as the initial drivers for this project which are mentioned later in the report, there were going to be some very potent and powerful unintended outcomes that had a significant impact on all participants. I should like to explore some of these here.

Partner school teachers from mainland europe have been introduced to a dynamic set of exploratory and creative drama strategies that can be used effectively across most areas of the curriculum. An approach which was shown to be very enjoyable and highly motivational. These will continue to be developed over time.

Pupils have been equipped with many transferable skills to prepare them for the world of employment. There has been a great emphasis on co-operation and collaboration in order to achieve desired outcomes. Often, individuals and groups will have had to make difficult decisions about content, ways forward or the ways in which people are working and how effective that is. These are very much people skills, but highly delicate, quite sensitive and something which many adults struggle with on occasion.

The schools in the partnership, through the exploration of the themes in these Shaksperean texts, have helped both pupils and teachers to become more active citizens in their own communities and at a European level. The European identity is the result of both European history and culture. This project, in each of the explorative stages with both students and teachers, sought clarification of this identity and has led to a much better understanding of what we have in common as Europeans, in spite of national borders and cultural differences. It has also enabled all of those involved to critically evaluate the strengths and weaknesses of other cultures, but perhaps more importantly, to look at the strengths and weaknesses of their own culture. As the future of Europe will one day be in their hands a much greater understanding and awareness of such issues is a pre requisite to ensure a strong European Community. This was particularly enlightening for the UK participants in view of the current challenges facing the UK.

All participants, but particularly pupils have become more aware of the opportunities provided by Europe in order to realize their dreams and aspirations. This has been achieved through entrepreneurship (in its broadest sense), a focus and development of literacy and an awareness of what it ‘means’ to be a European citizen. These have been unintended but powerful drivers that have risen to the surface as we have gone through the project.

The project has helped pupils to prepare for life in a mixed Europe, with its mixture of influences culturally, socially and religiously. It has helped them to improve both their spoken and written English in a most enjoyable way. This has come about through the insistence from the outset for participants to work in mixed international teams. In doing so it has raised their self-confidence and promoted tolerance with sensitivity. This has then led to an understanding for the need to eliminate prejudice and the importance for communities to live in peace and harmony. When you have a Danish student tell you “This is the most I’ve ever learned in a week.”, or “I’ve NEVER spoken so much English.” or a parent tell you “I’ve seen my child change this week.” Then you know you are dealing with something that is really transformative.

Both pupils and teachers have been entrepreneuring in their approaches to solutions to tasks and projects that have been set. Invention and creativity have been the hallmarks of the content of the Project Website Finding alternative ways to address an issue has been emphasised throughout.

ICT skills have been used imaginatively throughout the project. Particularly so during the preparation before student mobilities and also during the week of a mobility including performance.

The project has enabled teachers to compare their educational systems and discuss pedagogy. The chance to weigh up the merits of different systems and apply new ideas and approaches to their own work where possible has been invaluable. The exchange of ideas and the sharing of strategies and methodologies have left all staff involved inspired and motivated to pursue this work further.

This has been an exciting project to be a part of with clear and visionary educational aims that have been addressed with energy and vitality by all participants at all levels of the process.

EU Grant (Eur)

Funding of the project from EU: 225065 Eur

Project Coordinator

Copley Academy & Country: UK

Project Partners

• Soendervangsschool
• THE MANCHESTER METROPOLITAN UNIVERSITY
• OZEL TAN ANADOLU LISESI
• Colegiul National Pedagogic “Carol I”
• TRITO LYKEIO XANTHIS