The whole thing is theatre: Adaptation and extension of the new theatre education method with a TIE system around Lake Balaton (Q3911349): Difference between revisions
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In the framework of the “theatre go to house” programme, four performances in the previous four years, with the participation of artists from the Petőfi Theatre of Sopron at the Latinovits Zoltán Cultural House in Balatonszemes: the novel Dúvadnevelde, Nothing, Luke and Jon, Excuse me, Scarecrow! and 35 kilos of hope were processed by elementary schoolchildren, and these home performances were associated with the theatrical comprehension and processing of the play’s problem with the toolkit of drama work. During teaching time and beyond, the school’s educational and educational programme was integrated into the world of theatre, and at the same time made the theatre part of the natural learning process, a field of understanding of the world and ourselves. The innovation of our project is that by expanding the method, using a new problem-solving novel, through community theatrical performances and understanding/interpretation sessions, we try to adapt and extend the method through the three local cultural centres to young people in the neighbourhood, separate and then jointly set up the diagnosis of local problems, as follows: A classroom presentation is set up in each of the three locations, focusing on problems in different areas, focusing on local problems and working with the specific target group. Halfway through the project, the presentations of the three groups are linked, all three groups present their own presentations in the other environment, and after the meetings (guest premises), the social problems experienced and processed in the given performance are discussed through the adaptation of the piece. Thus, all three target groups involved are familiar with the issues identified and processed by the other target group. During the community processing of the piece we operate a so-called “Local Value Point”, which allows the target group to explore local problems and individually and individually discuss them. Through a so-called “Local Youth Civil Chamber” module, we examine the issues discussed in connection with the play globally through film adaptations, from the combined perspective of the young people of the three affected settlements. Accordingly, at each consortium member 2-2 professional implementers, 2-2 implementers at schools, as well as the theatre educational methodology, youth civil camera and the local value point professional module are supported by 2-2 professional implementers. The aim of our project is to reduce the early school leaving of participating pupils through innovative theatre-pedagogical education, to catch up with disadvantaged pupils, to integrate pupils and to help the transition between public education institutions. Adaptation will focus on addressing the following areas: O Family-related services, in particular for children o innovative methods of public education, including: • reducing early school leaving, • catching up with disadvantaged pupils, • integrating pupils, and their social inclusion and inclusion, including: • socio-economic integration of marginalised social groups, The theatre educational performances of the program address the students who have the least of theatre performances: the 10-15 year olds who arrive in adolescence ask themselves for the first time who we are and where we are in the world. We calculate with the involvement of 30-40 people on site, so we expect a total of 100 people to participate in the project in person. Control group: a group of the same age and number of people, but not from schools in the same neighbourhood who do not participate in the services offered by the project. In order to achieve the above objectives, we create the following conditions: • carrying out the adaptation work of literary works for the age group (novels, short stories); • the employment of the drama teacher(s) capable of planning and directing the dramatic work, and the training of the members of the production in dramapaedagoga; • setting up a play system (rental system) in cooperation with schools, adapted to special theatre conditions; • monitoring the “usefulness” of lectures and occupations by developing different impact assessment methods. The Latinovits Zoltán Cultural House and Library of Balatonszemes, the Balatonboglári Béla Varga Cultural Centre and the Voke Kodály Zoltán Cultural House in Nagykanizsa also have serious cultural and public educational history, an inter-professional function in the region, and it acts as a local base for informal education, education and lifelong learning. The leadership of the consortium leader Latinovits Cultural House is also symbolically significant: in the home of the actor king, in the home of Latinovits style-creating and innovative theatre methodology, we would now like to adapt the improved program of the TIE (Theatre in Education) Soproni Petőfi Theatre in Balatonszemes to the target group of the project and to extend it to the schoolchildren of the three settlements. (English) | |||||||||||||||
| Property / summary: In the framework of the “theatre go to house” programme, four performances in the previous four years, with the participation of artists from the Petőfi Theatre of Sopron at the Latinovits Zoltán Cultural House in Balatonszemes: the novel Dúvadnevelde, Nothing, Luke and Jon, Excuse me, Scarecrow! and 35 kilos of hope were processed by elementary schoolchildren, and these home performances were associated with the theatrical comprehension and processing of the play’s problem with the toolkit of drama work. During teaching time and beyond, the school’s educational and educational programme was integrated into the world of theatre, and at the same time made the theatre part of the natural learning process, a field of understanding of the world and ourselves. The innovation of our project is that by expanding the method, using a new problem-solving novel, through community theatrical performances and understanding/interpretation sessions, we try to adapt and extend the method through the three local cultural centres to young people in the neighbourhood, separate and then jointly set up the diagnosis of local problems, as follows: A classroom presentation is set up in each of the three locations, focusing on problems in different areas, focusing on local problems and working with the specific target group. Halfway through the project, the presentations of the three groups are linked, all three groups present their own presentations in the other environment, and after the meetings (guest premises), the social problems experienced and processed in the given performance are discussed through the adaptation of the piece. Thus, all three target groups involved are familiar with the issues identified and processed by the other target group. During the community processing of the piece we operate a so-called “Local Value Point”, which allows the target group to explore local problems and individually and individually discuss them. Through a so-called “Local Youth Civil Chamber” module, we examine the issues discussed in connection with the play globally through film adaptations, from the combined perspective of the young people of the three affected settlements. Accordingly, at each consortium member 2-2 professional implementers, 2-2 implementers at schools, as well as the theatre educational methodology, youth civil camera and the local value point professional module are supported by 2-2 professional implementers. The aim of our project is to reduce the early school leaving of participating pupils through innovative theatre-pedagogical education, to catch up with disadvantaged pupils, to integrate pupils and to help the transition between public education institutions. Adaptation will focus on addressing the following areas: O Family-related services, in particular for children o innovative methods of public education, including: • reducing early school leaving, • catching up with disadvantaged pupils, • integrating pupils, and their social inclusion and inclusion, including: • socio-economic integration of marginalised social groups, The theatre educational performances of the program address the students who have the least of theatre performances: the 10-15 year olds who arrive in adolescence ask themselves for the first time who we are and where we are in the world. We calculate with the involvement of 30-40 people on site, so we expect a total of 100 people to participate in the project in person. Control group: a group of the same age and number of people, but not from schools in the same neighbourhood who do not participate in the services offered by the project. In order to achieve the above objectives, we create the following conditions: • carrying out the adaptation work of literary works for the age group (novels, short stories); • the employment of the drama teacher(s) capable of planning and directing the dramatic work, and the training of the members of the production in dramapaedagoga; • setting up a play system (rental system) in cooperation with schools, adapted to special theatre conditions; • monitoring the “usefulness” of lectures and occupations by developing different impact assessment methods. The Latinovits Zoltán Cultural House and Library of Balatonszemes, the Balatonboglári Béla Varga Cultural Centre and the Voke Kodály Zoltán Cultural House in Nagykanizsa also have serious cultural and public educational history, an inter-professional function in the region, and it acts as a local base for informal education, education and lifelong learning. The leadership of the consortium leader Latinovits Cultural House is also symbolically significant: in the home of the actor king, in the home of Latinovits style-creating and innovative theatre methodology, we would now like to adapt the improved program of the TIE (Theatre in Education) Soproni Petőfi Theatre in Balatonszemes to the target group of the project and to extend it to the schoolchildren of the three settlements. (English) / rank | |||||||||||||||
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| Property / summary: In the framework of the “theatre go to house” programme, four performances in the previous four years, with the participation of artists from the Petőfi Theatre of Sopron at the Latinovits Zoltán Cultural House in Balatonszemes: the novel Dúvadnevelde, Nothing, Luke and Jon, Excuse me, Scarecrow! and 35 kilos of hope were processed by elementary schoolchildren, and these home performances were associated with the theatrical comprehension and processing of the play’s problem with the toolkit of drama work. During teaching time and beyond, the school’s educational and educational programme was integrated into the world of theatre, and at the same time made the theatre part of the natural learning process, a field of understanding of the world and ourselves. The innovation of our project is that by expanding the method, using a new problem-solving novel, through community theatrical performances and understanding/interpretation sessions, we try to adapt and extend the method through the three local cultural centres to young people in the neighbourhood, separate and then jointly set up the diagnosis of local problems, as follows: A classroom presentation is set up in each of the three locations, focusing on problems in different areas, focusing on local problems and working with the specific target group. Halfway through the project, the presentations of the three groups are linked, all three groups present their own presentations in the other environment, and after the meetings (guest premises), the social problems experienced and processed in the given performance are discussed through the adaptation of the piece. Thus, all three target groups involved are familiar with the issues identified and processed by the other target group. During the community processing of the piece we operate a so-called “Local Value Point”, which allows the target group to explore local problems and individually and individually discuss them. Through a so-called “Local Youth Civil Chamber” module, we examine the issues discussed in connection with the play globally through film adaptations, from the combined perspective of the young people of the three affected settlements. Accordingly, at each consortium member 2-2 professional implementers, 2-2 implementers at schools, as well as the theatre educational methodology, youth civil camera and the local value point professional module are supported by 2-2 professional implementers. The aim of our project is to reduce the early school leaving of participating pupils through innovative theatre-pedagogical education, to catch up with disadvantaged pupils, to integrate pupils and to help the transition between public education institutions. Adaptation will focus on addressing the following areas: O Family-related services, in particular for children o innovative methods of public education, including: • reducing early school leaving, • catching up with disadvantaged pupils, • integrating pupils, and their social inclusion and inclusion, including: • socio-economic integration of marginalised social groups, The theatre educational performances of the program address the students who have the least of theatre performances: the 10-15 year olds who arrive in adolescence ask themselves for the first time who we are and where we are in the world. We calculate with the involvement of 30-40 people on site, so we expect a total of 100 people to participate in the project in person. Control group: a group of the same age and number of people, but not from schools in the same neighbourhood who do not participate in the services offered by the project. In order to achieve the above objectives, we create the following conditions: • carrying out the adaptation work of literary works for the age group (novels, short stories); • the employment of the drama teacher(s) capable of planning and directing the dramatic work, and the training of the members of the production in dramapaedagoga; • setting up a play system (rental system) in cooperation with schools, adapted to special theatre conditions; • monitoring the “usefulness” of lectures and occupations by developing different impact assessment methods. The Latinovits Zoltán Cultural House and Library of Balatonszemes, the Balatonboglári Béla Varga Cultural Centre and the Voke Kodály Zoltán Cultural House in Nagykanizsa also have serious cultural and public educational history, an inter-professional function in the region, and it acts as a local base for informal education, education and lifelong learning. The leadership of the consortium leader Latinovits Cultural House is also symbolically significant: in the home of the actor king, in the home of Latinovits style-creating and innovative theatre methodology, we would now like to adapt the improved program of the TIE (Theatre in Education) Soproni Petőfi Theatre in Balatonszemes to the target group of the project and to extend it to the schoolchildren of the three settlements. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 14:10, 8 February 2022
Project Q3911349 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | The whole thing is theatre: Adaptation and extension of the new theatre education method with a TIE system around Lake Balaton |
Project Q3911349 in Hungary |
Statements
299,814,967 forint
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862,717.757 Euro
0.0027336256 Euro
14 December 2021
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315,594,702.105 forint
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95.0 percent
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1 May 2018
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30 October 2020
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BALATONSZEMESI LATINOVITS ZOLTÁN MŰVELŐDÉSI HÁZ, KÖNYVTÁR ÉS MÚZEUM
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46°48'20.59"N, 17°45'9.58"E
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A "színház házhoz megy" program keretében a Balatonszemesi Latinovits Zoltán Művelődési Házban a Soproni Petőfi Színház művészeinek közreműködésével a megelőző négy évben négy előadás: a Dúvadnevelde, a Semmi, a Luke és Jon, a Bocsáss meg, Madárijesztő! és a 35 kiló remény című regényt dolgozták fel általános iskolások, illetve ezekhez a házi előadásokhoz kapcsolódtak színháziszöveg-értési és a darab problematikáját a drámamunka eszköztárával feldolgozó foglalkozások. Tanítási időben és azon túl, az iskola nevelési-oktatási programját szervesen kiegészítve vonta be a diákokat a színház világába, s ugyanakkor tette a színházat magát a természetes tanulási folyamat részévé, a világ és önmagunk megértésének terepévé. Projektünk innovációja, hogy a módszert kibővítve, új problémafeltáró regény segítségével, közösségi színházi előadás és értési/értelmezési foglalkozások révén, több szereplőn keresztül próbáljuk meg adaptálni és kiterjeszteni a három települési művelődési központ révén a környékbeli fiatalokra, a helyi problémák diagnózisát külön, majd közösen felállítva, az alábbiak szerint: Mindhárom helyszínen létrejön egy-egy osztálytermi előadás, amelyek mindegyke más és más részterületű problémákra összpontosít, a helyi problémákra és az adott célcsoporttal folytatott munkára összpontosítva. A projekt felénél a három csoport előadása összekapcsolódik, mindhárom csoport bemutatja saját előadását a másik környezetében, és a találkozások (vendégpremierek) után az adott előadásban tapasztalt és feldolgozott társadalmi problémákat tárgyalják meg a darab adaptációja révén. Így mindhárom bevont célcsoport megismeri a másik célcsoport által felismert és feldolgozott problémakört. A darab közösségi feldolgozása alatt folyamatosan működtetünk egy úgynevezett "Helyi Érték-pontot", amely a lokális problémák feltárását, egyéni, individuális megtárgyalását teszi lehetővé a célcsoportnak. Egy úgynevezett "Helyi Ifjúsági Civil Kamera" modul révén a darab kapcsán megbeszélt problémaköröket filmes adaptációk révén vizsgálunk globálisan, a három érintett település fiatalságának együttes szemszögéből. Ennek megfelelően minden konzorciumi tagnál 2-2 szakmai megvalósító, az iskoláknál 2-2 megvalósító, valamint a színházi nevelési módszertan, az ifjúsági civil kamera és a helyi értékpont szakmai modul működtetését is 2-2 szakmai megvalósító segíti. Projektünk célja az innovatív színház-pedagógiai nevelés révén a résztvevő tanulók korai iskola elhagyásának csökkentése, a hátrányos helyzetű tanulók felzárkóztatása, a tanulók integrációja, és a köznevelési intézmények közötti átmenet segítése. Az adaptáció a következő területek megoldására koncentrál: o családokat érintő szolgáltatások, különös tekintettel a gyermekekre o köznevelési innovatív módszerek, ezen belül: • korai iskola elhagyás csökkentése, • hátrányos helyzetű tanulók felzárkóztatása, • tanulók integrációja, és a o társadalmi felzárkózás és befogadás, ezen belül: • marginalizálódott társadalmi csoportok társadalmi-gazdasági integrációja, A program színházi nevelési előadásai azokat a diákokat szólítják meg, akik számára a legkevesebb színházi előadás születik: a 10-15 éves korosztályt, akik a kamaszkorba érkezvén először kérdezik meg önmaguktól, kik is vagyunk, s hol a helyünk a világban. Helyszínenként 30-40 fő bevonásával kalkulálunk, így összesen 100 fő részvételére számítunk, akik személyesen vesznek részt a projektben. Kontrollcsoport: ugyanilyen korú és létszámú csoport, de nem azonos környékbeli iskolákból, akik nem vesznek részt a projekt kínálta szolgáltatásokban. A fenti célok megvalósulásához az alábbi feltételeket teremtjük meg: • a korosztálynak szóló irodalmi művek (regények, novellák) adaptációs munkájának elvégzése; • a drámamunka tervezésére és irányítására képes drámatanár(ok) foglalkoztatása, ill. a produkcióban résztvevő társulati tagoknak a drámapedagógai továbbképzése; • a különleges színházi körülményekhez illeszkedő játszási rend (bérletrendszer) kialakítása az iskolákkal együttműködve; • az előadások és foglalkozások „hasznosulásának” nyomon követése különféle hatásvizsgálati módszerek kialakításával. A Balatonszemesi Latinovits Zoltán Művelődési Ház és Könyvtár, a Balatonboglári Varga Béla Kulturális Központ és a nagykanizsai VOKE Kodály Zoltán Művelődési Ház is komoly kulturális, köznevelési múlttal, a térségben hiánypótló szakmaközi funkcióval bír, és a tanórán kívüli informális oktatás, nevelés, illetve az egész életen át tartó tanulás helyi bázisaként működik. A konzorciumvezető Latinovits Művelődési Ház vezetése szimbolikusan is jelentős: a színészkirály otthonában, Latinovits stílusteremtő, a maga korában innovatív színházi módszertanának szülőföldjén most a TIE (Theatre in Education) Soproni Petőfi Színház közreműködésével Balatonszemesen továbbfejlesztett programját szeretnénk adaptálni a projekt célcsoportjára, és kiterjeszteni a három település iskolásaira. (Hungarian)
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In the framework of the “theatre go to house” programme, four performances in the previous four years, with the participation of artists from the Petőfi Theatre of Sopron at the Latinovits Zoltán Cultural House in Balatonszemes: the novel Dúvadnevelde, Nothing, Luke and Jon, Excuse me, Scarecrow! and 35 kilos of hope were processed by elementary schoolchildren, and these home performances were associated with the theatrical comprehension and processing of the play’s problem with the toolkit of drama work. During teaching time and beyond, the school’s educational and educational programme was integrated into the world of theatre, and at the same time made the theatre part of the natural learning process, a field of understanding of the world and ourselves. The innovation of our project is that by expanding the method, using a new problem-solving novel, through community theatrical performances and understanding/interpretation sessions, we try to adapt and extend the method through the three local cultural centres to young people in the neighbourhood, separate and then jointly set up the diagnosis of local problems, as follows: A classroom presentation is set up in each of the three locations, focusing on problems in different areas, focusing on local problems and working with the specific target group. Halfway through the project, the presentations of the three groups are linked, all three groups present their own presentations in the other environment, and after the meetings (guest premises), the social problems experienced and processed in the given performance are discussed through the adaptation of the piece. Thus, all three target groups involved are familiar with the issues identified and processed by the other target group. During the community processing of the piece we operate a so-called “Local Value Point”, which allows the target group to explore local problems and individually and individually discuss them. Through a so-called “Local Youth Civil Chamber” module, we examine the issues discussed in connection with the play globally through film adaptations, from the combined perspective of the young people of the three affected settlements. Accordingly, at each consortium member 2-2 professional implementers, 2-2 implementers at schools, as well as the theatre educational methodology, youth civil camera and the local value point professional module are supported by 2-2 professional implementers. The aim of our project is to reduce the early school leaving of participating pupils through innovative theatre-pedagogical education, to catch up with disadvantaged pupils, to integrate pupils and to help the transition between public education institutions. Adaptation will focus on addressing the following areas: O Family-related services, in particular for children o innovative methods of public education, including: • reducing early school leaving, • catching up with disadvantaged pupils, • integrating pupils, and their social inclusion and inclusion, including: • socio-economic integration of marginalised social groups, The theatre educational performances of the program address the students who have the least of theatre performances: the 10-15 year olds who arrive in adolescence ask themselves for the first time who we are and where we are in the world. We calculate with the involvement of 30-40 people on site, so we expect a total of 100 people to participate in the project in person. Control group: a group of the same age and number of people, but not from schools in the same neighbourhood who do not participate in the services offered by the project. In order to achieve the above objectives, we create the following conditions: • carrying out the adaptation work of literary works for the age group (novels, short stories); • the employment of the drama teacher(s) capable of planning and directing the dramatic work, and the training of the members of the production in dramapaedagoga; • setting up a play system (rental system) in cooperation with schools, adapted to special theatre conditions; • monitoring the “usefulness” of lectures and occupations by developing different impact assessment methods. The Latinovits Zoltán Cultural House and Library of Balatonszemes, the Balatonboglári Béla Varga Cultural Centre and the Voke Kodály Zoltán Cultural House in Nagykanizsa also have serious cultural and public educational history, an inter-professional function in the region, and it acts as a local base for informal education, education and lifelong learning. The leadership of the consortium leader Latinovits Cultural House is also symbolically significant: in the home of the actor king, in the home of Latinovits style-creating and innovative theatre methodology, we would now like to adapt the improved program of the TIE (Theatre in Education) Soproni Petőfi Theatre in Balatonszemes to the target group of the project and to extend it to the schoolchildren of the three settlements. (English)
8 February 2022
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Balatonszemes, Somogy
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Identifiers
EFOP-5.2.4-17-2017-00008
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