8 STORIES FOR CREATIVITY: SOCIAL INCLUSION THROUGH THEATRE

"<< Background >>In the 21st century some competencies are becoming more important than others. Nowadays employee should have competencies which could be used in various contexts and would allow flexibility to adapt to changing conditions. Such trend is visible not only in Lithuania, but in all European Union. In 2019 the research conducted in Lithuania revealed that in employers’ opinion graduates need stronger skills in ability to make decisions (84%), analytical thinking (77%) and creativity (59%). According to employers’ confederation, one of the most needed/wanted skills - employees’ creativity. The general objectives of our project was to establish and develop by the partners ""the 8 basic stories"", which were adapted to their country or region by primary and secondary school pupils with the aim of promoting inclusion and preventing early school leaving, through creativity and theatre<< Objectives >>General objective was to use the technique of DRAMATISED IMPROVISATION as a tool to encourage divergent thinking, imagination, fantasy and above all, creativity. The teachers applied this technique so that the students became familiar with the story and its interpretation, and through the dramatization and rehearsals, we achieved the integration of the students in the work group and developed the scheme of teamwork and the assumption of new roles that arise from staging the stories. It concludes with the final staging of the story in front of the rest of the class, getting the group to act and ""play the theatre game"", which places the actors in an intermediate position between reality and fantasy, and it is because of this peculiarity that, through theatrical improvisations, a rupture of the fixed links between classmates is produced, which generates in the group a need to restructure new socio-affective alliances that are momentary, but can also be lasting<< Implementation >>Activities:1. Established the 8 stories and 8 main values by the project partners, developed in the project, which were adapted to their region or country by the primary and secondary schools’ students, with the aim of favoring inclusion, through creativity and theatre.2. Created DRAMATIC IMPROVISATION TECHNIQUE, with the aim of familiarizing students with interpretation and include 80 different tips based on the developed techniques 3. Based on the inclusion by race or social origin, the teacher and the group of students adapted the chosen story, which was the one that the students interpreted and that had as an objective this social inclusion and a play was staged and performed4.International Training for teachers was organized in Spain<< Results >>R1 - MAPPING OF VALUES DEVELOPED AND STRUCTURE OF THE STORY DEVELOPED AND INTERPRETED R2 - DEVELOPMENT OF THE TECHNIQUE OF IMPROVISATION AS A BASIS FOR CREATIVITY R3 - STRUCTURE OF THE 8 STORIESOur final results included: 1.- Promotion of inclusion through creativity and theatre. This was achieved by paying attention to the diversity of students within the same classroom and having the appropriate support to respond to heterogeneity. This helped to promote self-esteem, achievement, respect and a sense of belonging to the social group. 2.- Dramatization, which is, therefore, an ideal vehicle for the advancement of creative expression and, above all, for dealing with a great variety of situations and contexts, providing the student with resources to face up to unexpected and complex situations. 3.- Working from theatre and the dramatization of these stories rich in values, we achieved through its staging social inclusion, improving and changing attitudes that integrate the students, and also block the way to bullying and school absenteeism. 4.- By awakening students’ creativity through art and theatre in the educational field, we achieved an important component for the development of creativity."