YGGDRASIL project

 European culture, language and identity in a new world

Activities in the second year (planning)

In the second project year the work concentrates on the analysis and development of everyday language and the production of a bilingual teaching unit on this topic. Another emphasis is the comparison of different national and regional traditions and customs.

At the beginning of the project year students introduce themselves and bi-national pairs are formed like in the first project year (in some schools there are new project groups). There are new bi-national pairs in any case.

At a project meeting (probably in Bad Tölz or Stuttgart) in the first third of the project year the following activities are planned in detail, problems are discussed and changes made, if necessary. Students participate in the planning process. They also present first results of their work and prepare, in international groups, tasks for the work in their national project groups.

The next step is to do comparative work on national festivals. Students can use the national/regional festival calendar made in the first project year. The students deal with the descriptions of the festivals, their realization and importance. The results are put on the website. The bi-national pairs discuss these results (the teachers provide instructions).

The pictures, objects, videos of school events which were collected in the first project year are used to consolidate the work on the importance of these events for the school and the students. The students introduce  the festivals in detail and describe their importance. The results are published on the website and can be used to do comparative work in class and discussions between the bi-national pairs.

At each participating school a group of students deals with “eating habits” and “gastronomic culture”. The students do research on the eating habits of young people and adults and publish their results on the website. A small European cookery book with the recipes of typical national dishes is to be produced and each student group contributes its national dishes. This work is the basis for comparing eating habits and gastronomic culture and for a discussion of globalization in this field.

The results of the first three topics of the project work are presented to the public in exhibitions in all schools. This exhibition is also shown in other public buildings in some countries.

The topic “Analysis and Development of Everyday Language” is introduced by the viewing of the film L’Auberge Espagnole. A teachers’ team prepares key questions for the analysis of the film. The results of the key questions are discussed in the national project groups and between the bi-national pairs. The importance of multi-lingual skills is stressed in this unit.

After the film the students deal with the impact of modern communication (email, short messages, Internet) on language and compare their results with their partners and publish the results on the website. Teacher teams create extra tasks based on these results. Students and teachers create material on this topic for a carousel or group work in bilingual lessons. They develop the results from the previous work. The teaching unit is published on the website and sent to all the partner schools for further use.

At each school one student group deals with the impact of music and young people’s listening habits on their language (instructions from an international teachers’ team). The instructions, materials and results are published on the website. They form another element for the teaching unit (mentioned above). Music charts are put together in the national project groups; the students exchange and discuss them.

In the last third of the project year (teachers and students; probably in Copenhagen) the results of the national project groups are presented and the project work of that year is evaluated. If necessary, alterations in the project plan are made.  The teachers make a detailed plan of the third project year and decide who is responsible for each part of the project.

In this project year, too, some schools have a project day on “European Cultures”. The students and teachers preparing such a project day exchange their ideas and experience. The reports on the project days are exchanged and exhibited. These will vary from school to school. The Yggdrasil project is presented at the project days.

The work on the project and the results of the work are to be published in the local and regional media.