This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Understanding Early School Leaving
An overview of the current situation of early school leaving in Europe
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Methodological and Pedagogical Aspects
A definition of what experiential education is
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Theatre as Experiential Learning Tool
The role of theatre as a site for learning in a community context
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Practical Examples of Theatrical Laboratories
15 proposals of theatrical laboratories
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Contractual Partners
From this section it is possible to access to a description of each contractual partner of OFF-Book Project. There are 8 partners from 3 different European countries.
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Schools
From this section it is possible to access to the information about the schools involved in the OFF-Book Project in the 3 European countries participating in the project. The school teachers and students contribute to the testing of all the intellectual outputs.
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Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
Information & Events
Latest News
The students have to deal with maltreatment, possible neglect, bullying and discrimination issues in the...Events
The OFF-Book project has been promoted trough conferences and articles.
Conferences
The OFF-Book project was presented in a number of events in order to report about the activities carried out and the results achieved
Press Review
The OFF-Book project partnership made contacts with web sites focusing on the fields of educationThis section of the OFF-Book portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Teachers’ Guidelines
Homepage > Teachers’ Guidelines > Practical Examples of Theatrical Laboratories
Findings from theatre laboratories
Practical Examples of Theatrical Laboratories
2.1. 1st Case Outcomes
The project "Confus@mente" has generated more than a final outcome both in terms of performance and of the educational result. We can indeed consider it a success even in the students' perception.
We list the following educational activated pathways as project outcomes:
To enhance the request coming from the students, the school has created several opportunities including the students' participation in national theatre educational events. The project has also achieved some not budgeted results.
Almost at the end of the Theatre Lab, for example, new students joined the rhythmic laboratory n° 4. They were able to add meaning to the final performance, through sounds and rhythms. We can treat it as a good educational result, as it showed how the group was able to open up and integrate new actors accepting constructive suggestions from them.
Added value achieved by the project "Confus@mente" was also the big network synergy that was created among the public institutions. Thanks to the City Hall of Milan, a criminologist and a specialist from the Justice Department Authority were invited and involved in the project. Dr Walter Vannini and Dr Piero Oven gave their effort to build up an effective network between institutions. Another big project result was the participation of teachers "not experts in the Theatre Lab". The teachers joined the Theatre Lab as observers, creating a real opportunity of training for themselves. The object of interest was the Laboratory focus on growing students’ motivation in school and lowering the risk of school drop.
We are now going to summarize the meeting event between the project staff and the public:
During the final performance, the presence of all families and friends was very important.
Families discovered, at this event for the first time, some problems related to adolescence. Some emotions involved and some ways of coping with this difficult period of time. Families understood the reasons of silence and the sadness hidden behind. In some cases, the final performance discussion created significant dialogues within the family.
A further step was the activation of a WhatsApp group dedicated to the project that has become a space of encounter and relationship, a "no-place" where students could maintain relationships and develop further communication.
We list the following educational activated pathways as project outcomes:
- Participation in a workshop of "stagecraft";
- Production of a short film against bullying: "tell me why I'm alive" (See: Online Resources for Paragraph 4.2.1 1st case outcomes)
- Realization of a laboratory of expressive reading: "Loud";
- Realization of a poetry workshop: "fragments of light";
- Educational workshop toward cyberbullying prevention;
- Laboratory of mediating conflicts;
- "Shadows" theatre workshop;
- Rhythm lab and "body percussion".
To enhance the request coming from the students, the school has created several opportunities including the students' participation in national theatre educational events. The project has also achieved some not budgeted results.
Almost at the end of the Theatre Lab, for example, new students joined the rhythmic laboratory n° 4. They were able to add meaning to the final performance, through sounds and rhythms. We can treat it as a good educational result, as it showed how the group was able to open up and integrate new actors accepting constructive suggestions from them.
Added value achieved by the project "Confus@mente" was also the big network synergy that was created among the public institutions. Thanks to the City Hall of Milan, a criminologist and a specialist from the Justice Department Authority were invited and involved in the project. Dr Walter Vannini and Dr Piero Oven gave their effort to build up an effective network between institutions. Another big project result was the participation of teachers "not experts in the Theatre Lab". The teachers joined the Theatre Lab as observers, creating a real opportunity of training for themselves. The object of interest was the Laboratory focus on growing students’ motivation in school and lowering the risk of school drop.
We are now going to summarize the meeting event between the project staff and the public:
- 23rd February 2018 presentation of the performance at the Teatro Delfino di Milano (target audience: Milanese territory students and their families).
- 3rd April 2018 participation at the 9th edition of the "Giorgio Gaber for new generations" (target audience: students of homogeneous range in age from the whole Italian territory).
During the final performance, the presence of all families and friends was very important.
Families discovered, at this event for the first time, some problems related to adolescence. Some emotions involved and some ways of coping with this difficult period of time. Families understood the reasons of silence and the sadness hidden behind. In some cases, the final performance discussion created significant dialogues within the family.
A further step was the activation of a WhatsApp group dedicated to the project that has become a space of encounter and relationship, a "no-place" where students could maintain relationships and develop further communication.
Online Resources
- School project report Web page from Istituto Comprensivo Statale Madre Teresa Di Calcutta. Here, there are some project abstracts run by the school.
- Final short movie outcome: Tell me why my life?Final performance outcome from “Confus@mente” project.
