Xenophobia – Musical Movement Fighting Fear Erasmus Project

Project Title

Xenophobia – Musical Movement Fighting Fear

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 Schools Only

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Early School Leaving / combating failure in education; Inclusion – equity; Creativity and culture

Project Summary

Xenophobia- MMFF was a musical project developed at five partner schools in France, Poland, Greece, the Netherlands, and Germany, which dealt with the fear of foreign situations and people and musically demonstrated the chances of unexpected encounters.
At the time of application, all schools in Europe were required to review inclusion concepts and integrate young refugees into everyday school life. At the same time the schools were confronted with the fact that too many pupils are leaving the schools before they have reached an appropriate level of schooling.
A major concern of the five educational institutions in this project was to highlight and communicate diversity as a strength. The cooperation was about addressing both the fears of an existing group of strangers who are newcomers to an existing society and the fears of strangers who want to arrive in an unknown society, while at the same time taking a calming and encouraging approach.
The aims were:
– to raise awareness of the issue of xenophobia through the development and performance of a musical entitled “Xenophobia”,
– the integration of pupils with and without migration background, with special difficulties and special talents in the field of music and art,
– to use these funds to counteract early school leaving.
– In this sense, the aim was also to review and introduce inclusion measures in our schools.
Through the announcement of a student competition at all partner schools on the topic of xenophobia, as well as through project weeks, about 2000 young people were confronted with the topic at school. The response in the areas of art, dance and video performance, music and text was very high and the interest in the project activities increased continuously. There were learning groups at all schools that have been working intensively on the topic over the last three years. It was incorporated into school subjects and integrated into the existing curriculum. There were Erasmus-AGs that researched, discussed, and formulated statements. The working groups Intercultural Dialogue and Musical will continue to shape everyday school life in the schools.
The highlights of the hard work were the international activities. An average of five to six students and two to three teachers each travelled from four schools to visite the fifth. The pupils of the travelling ensembles had attracted attention as talents in the competitions and/or had special knowledge and skills regarding migration, flight, and expulsion.The guest teachers supported the host school by leading workshops on site, working together on compositions, supervising individual students and coordinating activities. The week-long international meetings began with an exhibition of the interim results, followed by four rehearsal days with various workshops. At the end of the week there was a public performance in English with all participants.
The success of the project was demonstrated by the example of young people who were confronted with prejudices at their schools. As participants in the project, they learned about the culture and history of the countries they visited, but also about their own family backgrounds. They learned to proof and break through prejudices and stereotypes. They showed themselves to be more self-confident in a responsible manner and were able to deal with stressful situations in a positive way, especially in a foreign environment. Throughout Europe, people are experiencing the consequences of flight and expulsion, and in Greece the challenge is particularly great. The project supported the schools in communicating the situation. It enabled the participants to see fates, recognize differences, show solidarity, respect the foreign and not fear it. Pupils with special difficulties were very well integrated by the young people and adults. Many discovered and showed their talents during the activities and developed a lasting interest in the project.
The local and school support networks seem to become more efficient thanks to the better integrated parenthood. Also, more pupils with migrant backgrounds and other difficulties were encouraged to complete schooling until they reached an officially recognised degree. Recordings of the musical performances are available on DVD. A homepage documents project activities and results. Activities, strategy papers such as a handbook for a working group on intercultural dialogue in schools, worksheets and other project results are posted on EU results platforms.

EU Grant (Eur)

Funding of the project from EU: 146338 Eur

Project Coordinator

Immanuel-Kant-Gymnasium & Country: DE

Project Partners

• College Henri Matisse
• Gimnazjum nr 5 Myslowice im. Kardynala Stefana Wyszynskiego
• Stichting Lentiz Onderwijsgroep, samenwerkingsstichting voor BVE en VO in het Westland en de Nieuwe Waterweg Noord
• Gymnasio of Kato Lehonia