I LOVE GAIA
Basic information
Project Title
I LOVE GAIA
Full project title
I LOVE GAIA
Category
Reconnecting with nature
Project Description
I LOVE GAIA is a film made by students. It's a fable for which they wrote the screenplay. This fiction is based on three criteria: Poetic imagination, adventure, ecology. Young people from different European regions discover a sort of “ecological Holy Grail” which will awaken the conscience of men and help them to meditate on the future of the planet, making them more respectful of their environment. Men are good by nature but become responsible by education.
Geographical Scope
National
Project Region
France
Urban or rural issues
It addresses urban-rural linkages
Physical or other transformations
It refers to other types of transformations (soft investment)
EU Programme or fund
Yes
Which funds
ERASMUS
Description of the project
Summary
The health of Gaia, our Earth, gives rise to some concerns, between ecological disasters and uncontrolled urbanization, landscapes are transforming, Nature is losing its secrets, its mysteries.
Through an imaginary tale, entitled I LOVE GAIA, young people from six European countries make the sad observation of the degradation of their environment and then share their ideas in order to awaken human conscience. Thus begins the search for a sort of “ecological Holy Grail”. It's about saving Gaia and we follow the stages of their adventure towards a magnificent epilogue.
Imagine a story and have the script written for a film allowing you to reconnect with Nature.
Each country follows the same guideline by adapting the scenes to its local landscapes. Gaia our Earth enters into communication with the young heroes through the four elements (water, earth, fire, air). The dialogue begins, the magic happens, the investigation begins. Historical figures come into play and act as the carriers of Gaia, guiding our young heroes who work to understand what is happening to them.
Construction and articulation of the film's contents according to each person's cultural representations. If the observation is apocalyptic, the scenario suggests a possible future with the search for the lost Grail. The discovery of an ancient text brings out the solution, osmosis with Gaia becomes complete.
Intercultural dialogue. Communication is borderless. Teachers promote student autonomy. The richness of the project is also due to informal exchanges, the joy of mobility or videoconferencing.
International collaboration for technical and artistic achievement.
The script and digital editing are done by the students.
We have produced a very good quality artistic short film which allows us to reconnect with nature and understand to what extent we are part of it. The end of the film is a true ode to Nature and ends in apotheosis.
Through an imaginary tale, entitled I LOVE GAIA, young people from six European countries make the sad observation of the degradation of their environment and then share their ideas in order to awaken human conscience. Thus begins the search for a sort of “ecological Holy Grail”. It's about saving Gaia and we follow the stages of their adventure towards a magnificent epilogue.
Imagine a story and have the script written for a film allowing you to reconnect with Nature.
Each country follows the same guideline by adapting the scenes to its local landscapes. Gaia our Earth enters into communication with the young heroes through the four elements (water, earth, fire, air). The dialogue begins, the magic happens, the investigation begins. Historical figures come into play and act as the carriers of Gaia, guiding our young heroes who work to understand what is happening to them.
Construction and articulation of the film's contents according to each person's cultural representations. If the observation is apocalyptic, the scenario suggests a possible future with the search for the lost Grail. The discovery of an ancient text brings out the solution, osmosis with Gaia becomes complete.
Intercultural dialogue. Communication is borderless. Teachers promote student autonomy. The richness of the project is also due to informal exchanges, the joy of mobility or videoconferencing.
International collaboration for technical and artistic achievement.
The script and digital editing are done by the students.
We have produced a very good quality artistic short film which allows us to reconnect with nature and understand to what extent we are part of it. The end of the film is a true ode to Nature and ends in apotheosis.
Key objectives for sustainability
Our first educational objective was to help participants develop their imagination by offering them a poetic theme combining image, writing, music and local culture.
They imagined the script and dialogues of the story against a backdrop of sustainable development and humanist poetry. The project approach considerably improved the personal development of the participants. The emulation between students from different countries spontaneously led to great artistic quality. As a result, the teachers were able to work with them on the technical aspects of production.
The “loss of the Grail” gave rise to graphic productions of paintings and drawings symbolizing a planet in suffering and serving as an observation. The scenario then offered the vision of a chaotic future then of a magnificent quest for a secret buried deep in the hearts of men.
The second objective was to develop intercultural dialogue. Apart from joint production, we encouraged student autonomy by letting them communicate as they wish. Six languages were used. Language skills have been significantly improved.
The third objective concerned technical skills. Making a film requires method and rigor, framing and sound work. The students were actors, directors and directors. All the scenes filmed have been reworked. Cameras and video editing software were quickly mastered. All the rushes were evaluated and transformed by the students themselves.
The third objective was the most complicated. Multinational teams carried out the editing as well as the dubbing in several languages. Some partners sometimes called on professional filmmakers to train students in the use of cameras and the basic rules for organizing scenes on different shots.
We have thus encouraged the development of multiple technical and artistic skills.
They imagined the script and dialogues of the story against a backdrop of sustainable development and humanist poetry. The project approach considerably improved the personal development of the participants. The emulation between students from different countries spontaneously led to great artistic quality. As a result, the teachers were able to work with them on the technical aspects of production.
The “loss of the Grail” gave rise to graphic productions of paintings and drawings symbolizing a planet in suffering and serving as an observation. The scenario then offered the vision of a chaotic future then of a magnificent quest for a secret buried deep in the hearts of men.
The second objective was to develop intercultural dialogue. Apart from joint production, we encouraged student autonomy by letting them communicate as they wish. Six languages were used. Language skills have been significantly improved.
The third objective concerned technical skills. Making a film requires method and rigor, framing and sound work. The students were actors, directors and directors. All the scenes filmed have been reworked. Cameras and video editing software were quickly mastered. All the rushes were evaluated and transformed by the students themselves.
The third objective was the most complicated. Multinational teams carried out the editing as well as the dubbing in several languages. Some partners sometimes called on professional filmmakers to train students in the use of cameras and the basic rules for organizing scenes on different shots.
We have thus encouraged the development of multiple technical and artistic skills.
Key objectives for aesthetics and quality
The students developed some competences such as
-the opening towards the world
-the knowledge of geographical and cultural heritage of the partner countries
-the could create an artistic product , in other words it's the development of the humanistic culture. The ability to communicate and build up citizenship attitudes concerning the environment imply the enhancement of social and civic competences
So the students involved in the project had to meet regularly with teachers to define each one tasks and roles. They had to do everything by themselves, writing script, acting, shooting ...
They had to conceive the film content and act at the same time .
They put into practice the various aspects of their curricular features(ecology, environment, ITC technology, foreign languages etc.).
They were handling the new means of communication with a new aim: to elaborate a common product.
Their skills with computer were put into service to the group benefit.
They were encouraging and motivated to communicate in many different foreign languages ( English, German, Spanish, Italian, Finish ).
The students were expected to develop personal skills and competences, creativity, organisation, autonomy and foreign language communication .
They have benefited of mobilities as far as they imply in the project and they show personal initiative and motivation.
To avoid teachers' and students' demotivation, France has decided to belong to 'Club Europe' Association of Saint Jean d'Angély that had join together all the most motivated persons.
The exemplary nature of the project lies in the fact that we obtained a quality product. The educational activities involved 120 students and 45 teachers. The partnership encouraged the learning of modern languages. We chose an artistic expression while developing innovative teaching practices based on ICT. Emulation within our schools and between partner countries was very strong and we remained partners on other projects.
-the opening towards the world
-the knowledge of geographical and cultural heritage of the partner countries
-the could create an artistic product , in other words it's the development of the humanistic culture. The ability to communicate and build up citizenship attitudes concerning the environment imply the enhancement of social and civic competences
So the students involved in the project had to meet regularly with teachers to define each one tasks and roles. They had to do everything by themselves, writing script, acting, shooting ...
They had to conceive the film content and act at the same time .
They put into practice the various aspects of their curricular features(ecology, environment, ITC technology, foreign languages etc.).
They were handling the new means of communication with a new aim: to elaborate a common product.
Their skills with computer were put into service to the group benefit.
They were encouraging and motivated to communicate in many different foreign languages ( English, German, Spanish, Italian, Finish ).
The students were expected to develop personal skills and competences, creativity, organisation, autonomy and foreign language communication .
They have benefited of mobilities as far as they imply in the project and they show personal initiative and motivation.
To avoid teachers' and students' demotivation, France has decided to belong to 'Club Europe' Association of Saint Jean d'Angély that had join together all the most motivated persons.
The exemplary nature of the project lies in the fact that we obtained a quality product. The educational activities involved 120 students and 45 teachers. The partnership encouraged the learning of modern languages. We chose an artistic expression while developing innovative teaching practices based on ICT. Emulation within our schools and between partner countries was very strong and we remained partners on other projects.
Key objectives for inclusion
In France and Spain, the integration of children of migrants (Romania, Kosovo, Gypsies) remains an important issue with up to 80% of students in Spain in certain classes.
The context of the Italian high school is different. We must integrate students who come from the south of Veneto, a region poorer than the northwest and its rich businesses. Students are attracted to work in small companies that offer low-level and often not very secure positions, while Padua's economic system demands high-level technical professionals. The aim is to bring back interest in specialized technical training, which can give students the desire to get involved at a higher level. Environmental aspects require more and more qualifications. Schools must promote learning for disadvantaged social categories. Our project develops motivation and self-esteem through Art and mastery of techniques.
Austria and Finland are already very successful on the issue of disability and include students in the project. Italian and French teachers continue to receive training from time to time depending on the disability of the children they receive.
Dyspraxia, dyscalculia or dyslexia are more methodically treated. Schools plan programs adapted to each child
Families are becoming poorer in each of our countries. The risk of social exclusion is present. 53% of children in France.
The Lithuanian context corresponds to that of an economic enclave.
The missions of teachers are multiplying according to social imperatives. There is a need to adapt programs and teaching practices. This project gave us the opportunity to take up the challenge.
The context of the Italian high school is different. We must integrate students who come from the south of Veneto, a region poorer than the northwest and its rich businesses. Students are attracted to work in small companies that offer low-level and often not very secure positions, while Padua's economic system demands high-level technical professionals. The aim is to bring back interest in specialized technical training, which can give students the desire to get involved at a higher level. Environmental aspects require more and more qualifications. Schools must promote learning for disadvantaged social categories. Our project develops motivation and self-esteem through Art and mastery of techniques.
Austria and Finland are already very successful on the issue of disability and include students in the project. Italian and French teachers continue to receive training from time to time depending on the disability of the children they receive.
Dyspraxia, dyscalculia or dyslexia are more methodically treated. Schools plan programs adapted to each child
Families are becoming poorer in each of our countries. The risk of social exclusion is present. 53% of children in France.
The Lithuanian context corresponds to that of an economic enclave.
The missions of teachers are multiplying according to social imperatives. There is a need to adapt programs and teaching practices. This project gave us the opportunity to take up the challenge.
Results in relation to category
The first consequence was to think about projects that could be implemented directly within our schools. Plant trees, build totally energy-independent Helios mini-houses, maintain a vegetable garden and let natural herbs grow for the colonization of useful insects (Saint Jean d'Angély project). An ecological hiking route to discover the flora was created with funding from the municipality and technical advice from teachers.
Micro-forests are interesting projects when large industrial companies agree to make industrial wastelands available to us so that we can plant forests on small areas but with complete canopies. Our school worked with the college of La Crêche in Deux Sèvres and produced a report retracing the stages of the action of the students and their teachers. Financing has always involved the municipalities which supported the projects. A real collaboration is established between the cultural, the social, the political and the economic. It is a transformed vision.
The I love GAIA project has transformed student representations over ten years. Local repercussions are observed in the continuation of the project. Since then, we have been trying to preserve our historical heritage and our natural heritage. The COVID years, however, unfortunately interrupted some promising initiatives. We understand that the challenge remains and that the fight is not over. Preparing societies for environmental change also involves mitigating the effects and educating as many people as possible in simple reflexes. Our thread will have the merit of poetically awakening consciences. He changed the school project and motivated many teachers.
Micro-forests are interesting projects when large industrial companies agree to make industrial wastelands available to us so that we can plant forests on small areas but with complete canopies. Our school worked with the college of La Crêche in Deux Sèvres and produced a report retracing the stages of the action of the students and their teachers. Financing has always involved the municipalities which supported the projects. A real collaboration is established between the cultural, the social, the political and the economic. It is a transformed vision.
The I love GAIA project has transformed student representations over ten years. Local repercussions are observed in the continuation of the project. Since then, we have been trying to preserve our historical heritage and our natural heritage. The COVID years, however, unfortunately interrupted some promising initiatives. We understand that the challenge remains and that the fight is not over. Preparing societies for environmental change also involves mitigating the effects and educating as many people as possible in simple reflexes. Our thread will have the merit of poetically awakening consciences. He changed the school project and motivated many teachers.
How Citizens benefit
We particularly targeted socially disadvantaged students. To the extent that the subsidies allocated to the project covered the entire cost, no family felt stigmatized and the students showed great involvement through their enthusiasm and spirit of initiative. We were able to objectively observe their personal transformation.
However, our students of Chechen or Indian origin were not able to benefit from mobility abroad because they did not have a passport attesting to their membership of the Union. Administrative services have sometimes been very strict in refusing the mobility of students without valid identity papers.
Parents mobilized to help with transport logistics to filming locations but also by welcoming young foreign partners. In Italy and Spain banquets were organized by families during mobility. Some families have even done reciprocal house exchanges during school holidays.
In each country we had authorization and help from town halls to carry out rushes in heritage places. The European Culture Center of Saint Jean d'Angély, a non-governmental organization, was of essential help by hosting the meetings bringing together all the partners, students and teachers within the city's Royal Abbey. The Center for European Culture provided the costumes for the film. The city's Club Europe association became a space for dialogue and sharing for all participants outside of school hours and helped us communicate and disseminate the progress of the project.
The head teachers facilitated the meetings and were also greatly involved. The Headmaster of Finland even played an important role in a scene in the film
The French departmental council provided flags, T-shirts and useful promotional items.
However, our students of Chechen or Indian origin were not able to benefit from mobility abroad because they did not have a passport attesting to their membership of the Union. Administrative services have sometimes been very strict in refusing the mobility of students without valid identity papers.
Parents mobilized to help with transport logistics to filming locations but also by welcoming young foreign partners. In Italy and Spain banquets were organized by families during mobility. Some families have even done reciprocal house exchanges during school holidays.
In each country we had authorization and help from town halls to carry out rushes in heritage places. The European Culture Center of Saint Jean d'Angély, a non-governmental organization, was of essential help by hosting the meetings bringing together all the partners, students and teachers within the city's Royal Abbey. The Center for European Culture provided the costumes for the film. The city's Club Europe association became a space for dialogue and sharing for all participants outside of school hours and helped us communicate and disseminate the progress of the project.
The head teachers facilitated the meetings and were also greatly involved. The Headmaster of Finland even played an important role in a scene in the film
The French departmental council provided flags, T-shirts and useful promotional items.
Physical or other transformations
It refers to other types of transformations (soft investment)
Innovative character
For around twenty years, school programs have dealt with sustainable development by theorizing about a balance to be found between the environmental, social and economic pillars. However, we could see that our students were immersed in an educational eco-catastrophism which ended up tiring of them. Indeed, too much sustainable development pedagogy can harm the cause of sustainable development and end up putting off learners. Furthermore, the political action of the last decade hardly corresponds to the commitment necessary to respond to the urgency of the problems raised. Our project is innovative because far from making it a political subject, we have offered a working framework offering artistic and poetic expression generating cohesion and social bonds. We allowed the expression of a message of hope perfectly formulated by our students. This imaginary tale is anchored in reality. This beautiful philosophical parable places humans at the center of the action and tends to prove that part of the answer belongs to them.
Recontacting Nature generated motivation and improved self-esteem. The students turned out to be good actors because they understood that the overall success of the project depended on the quality of their work. They thus experienced a community of heart and action. This is the best a teacher can dream of. The intercultural dialogue offered by the European project has induced emulation and self-improvement. The most surprising thing is to see how much the teachers got into the game too. Reconnecting with Nature is a permanent state of mind. Everyone felt privileged to participate in this project.
The innovative aspect also lies in the technical prowess of making the film over two years. The eight key European skills have been respected.
Recontacting Nature generated motivation and improved self-esteem. The students turned out to be good actors because they understood that the overall success of the project depended on the quality of their work. They thus experienced a community of heart and action. This is the best a teacher can dream of. The intercultural dialogue offered by the European project has induced emulation and self-improvement. The most surprising thing is to see how much the teachers got into the game too. Reconnecting with Nature is a permanent state of mind. Everyone felt privileged to participate in this project.
The innovative aspect also lies in the technical prowess of making the film over two years. The eight key European skills have been respected.
Disciplines/knowledge reflected
The film was made in several stages. Literary artistic and scientific disciplines were involved.
The writing of the scenario proposed a first joint sequence under the direction of La France, up to the first GAIA demonstration.
Afterwards, each country imagined the sequel as it wished by offering writing work to the students and then directing work.
The writing of the scenario and the production of the storyboard are carried out jointly, but the production of Rushes is done by each country according to a common method. Some parts may be filmed during the meetings.
After training the students in the use of cameras and sound recording, the production of the rushes from each country was finally sent to Italy and France who carried out the editing. Austrian, French and Italian music teachers provided the sound and music for the film. All the pieces of music chosen are royalty free.
The subtitling was the most complicated technical part. It was computer science professors (Finland, Austria, Spain) who orchestrated the work during a meeting of all the partners in Saint Jean d'Angély at the Royal Abbey.
Digital video editing, which does not necessarily respect the chronology of rushes, has made it easier to share tasks.
The finalization was carried out together over three full intensive days of work.
In order to exchange ideas, we used instant messaging to communicate.
In addition, Italy and France proposed developing a private CMS (Content Management System) type collaborative site. This site made it possible to centralize written documents and low quality rushes.
It also contained a handbook, a calendar and a discussion forum.
The film was produced by France in high definition quality in the form of DVD and on YOUTUBE.
The writing of the scenario proposed a first joint sequence under the direction of La France, up to the first GAIA demonstration.
Afterwards, each country imagined the sequel as it wished by offering writing work to the students and then directing work.
The writing of the scenario and the production of the storyboard are carried out jointly, but the production of Rushes is done by each country according to a common method. Some parts may be filmed during the meetings.
After training the students in the use of cameras and sound recording, the production of the rushes from each country was finally sent to Italy and France who carried out the editing. Austrian, French and Italian music teachers provided the sound and music for the film. All the pieces of music chosen are royalty free.
The subtitling was the most complicated technical part. It was computer science professors (Finland, Austria, Spain) who orchestrated the work during a meeting of all the partners in Saint Jean d'Angély at the Royal Abbey.
Digital video editing, which does not necessarily respect the chronology of rushes, has made it easier to share tasks.
The finalization was carried out together over three full intensive days of work.
In order to exchange ideas, we used instant messaging to communicate.
In addition, Italy and France proposed developing a private CMS (Content Management System) type collaborative site. This site made it possible to centralize written documents and low quality rushes.
It also contained a handbook, a calendar and a discussion forum.
The film was produced by France in high definition quality in the form of DVD and on YOUTUBE.
Methodology used
Writing a scenario of this type, where several countries were involved, forced us to think about interlocking situations intended to construct the whole.
The story board proposed complex situations. When the participants found themselves in Lithuania they spread out a set of photo vignettes on a table, drawing a tree structure of key scenes filmed in each of the countries. In each country, the initial scenarios had to be synchronous and lead to a specific encounter with the scenario of another country. We then witness several parallel adventures where the plot becomes clearer little by little.
The investigations imagined by our adventurers will lead them to Finland, as a symbol of a recontacted Nature but also as a sort of ecological setting conducive to hearing the message of Gaia.
This message heard at the end of the film by our heroes is an old Hindu legend.
We asked the students to make a large parchment written with their hands and then we cut it into several pieces, as many as there were participating countries.
The senarion involved each country discovering one of the pieces of the parchment and then a mysterious force leading them to Finland for the meeting of all the parties triggering the messages from Gaia which delivers the long-awaited secret. The shots, framing and lighting were carefully prepared in advance. The final scene brought together 82 actors. The technical aspects of framing and editing required hours of specific learning. It was the teachers who prepared the educational sequences, sometimes with the help of an image professional.
The method can be summarized as follows: proposal, design, validation, implementation.
The story board proposed complex situations. When the participants found themselves in Lithuania they spread out a set of photo vignettes on a table, drawing a tree structure of key scenes filmed in each of the countries. In each country, the initial scenarios had to be synchronous and lead to a specific encounter with the scenario of another country. We then witness several parallel adventures where the plot becomes clearer little by little.
The investigations imagined by our adventurers will lead them to Finland, as a symbol of a recontacted Nature but also as a sort of ecological setting conducive to hearing the message of Gaia.
This message heard at the end of the film by our heroes is an old Hindu legend.
We asked the students to make a large parchment written with their hands and then we cut it into several pieces, as many as there were participating countries.
The senarion involved each country discovering one of the pieces of the parchment and then a mysterious force leading them to Finland for the meeting of all the parties triggering the messages from Gaia which delivers the long-awaited secret. The shots, framing and lighting were carefully prepared in advance. The final scene brought together 82 actors. The technical aspects of framing and editing required hours of specific learning. It was the teachers who prepared the educational sequences, sometimes with the help of an image professional.
The method can be summarized as follows: proposal, design, validation, implementation.
How stakeholders are engaged
At the local level, it was the educational establishments which directed the operations and ensured the dissemination of the work through the press. The importance of European projects gives visibility to our small towns and propels them into a wider European cultural circle. The multidisciplinarity of the project involved overall 30 to 40% of teachers from partner schools. They are the ones who contributed to the aesthetic success of the project and its technical realization.
The municipalities granted subsidies, but above all they gave access to local heritage buildings for the filming of scenes in the film (Castles, Abbeys, Roman ruins, libraries, museums). They officially welcomed all the delegations without exception. These official relationships have been essential for the I Love GAIA project.
A European project was even born on the occasion of the official twinning of two cities, Austrian and French.
At the departmental level, local authorities regularly convened the press and provided T-shirts and promotional goodies.
At the national and European level, the Center for European Culture is a unique NGO in France which has given us the benefit of its notoriety by promoting the I love GAIA project throughout Europe.
The major international meetings took place in its premises located in the Royal Abbey of Saint Jean d'Angély. Large festive banquets for young people were organized there. The premiere of the film was shown on the big screen at the Center for European Culture. Companies from France, Austria and Italy sponsored the project. The film credits mention our benefactors.
Thanks to the Socrates program, our project took shape. France coordinated the project from Saint Jean d'Angély in Charente Maritime. All of our grant requests were granted.
The implementation of the project was also facilitated by the involvement of academic services who provided good advice.
The municipalities granted subsidies, but above all they gave access to local heritage buildings for the filming of scenes in the film (Castles, Abbeys, Roman ruins, libraries, museums). They officially welcomed all the delegations without exception. These official relationships have been essential for the I Love GAIA project.
A European project was even born on the occasion of the official twinning of two cities, Austrian and French.
At the departmental level, local authorities regularly convened the press and provided T-shirts and promotional goodies.
At the national and European level, the Center for European Culture is a unique NGO in France which has given us the benefit of its notoriety by promoting the I love GAIA project throughout Europe.
The major international meetings took place in its premises located in the Royal Abbey of Saint Jean d'Angély. Large festive banquets for young people were organized there. The premiere of the film was shown on the big screen at the Center for European Culture. Companies from France, Austria and Italy sponsored the project. The film credits mention our benefactors.
Thanks to the Socrates program, our project took shape. France coordinated the project from Saint Jean d'Angély in Charente Maritime. All of our grant requests were granted.
The implementation of the project was also facilitated by the involvement of academic services who provided good advice.
Global challenges
Faced with the urgency of the environmental situation, we attempted an innovative project that is not boring and brings hope and optimism. Beyond artistic creation, we must then educate young people about environmental issues through a local issue, with the support of scientists and professionals. For example, the Saint Exupéry high school in La Rochelle participated in the COP 27 of high school students which took place in Bordeaux, we produced short videos which proposed local solutions for environmental problems such as heat islands in urban areas in Aquitaine, forest management in Haute-Corrèze, coastal erosion in the Basque country, the question of water in Deux-Sèvres or even the retreat of the coastline on the Ile de Ré and the Ile d 'Oléron. 160 high school students from New Aquitaine presented their pleas after several months of work on regional environmental issues. Three round tables allowed them to finally confront their ideas with elected officials, scientists and invited journalists. The discussions are grouped around major themes, such as “What society are we building?”
Because the challenge is also societal.
Because the challenge is also societal.
Learning transferred to other parties
The project's pedagogy is based on collective work, while developing individual imagination and stimulating creativity. Teacher support consisted of helping students structure their thinking towards a global vision.
Our methodology was transferred to four establishments who asked us for advice on the production of filmed plays requiring specific camera and sound techniques.
The European Culture Center was inspired by our project to highlight the heritage of the royal abbey and promote its activities. So an Escape Game was imagined.
This project inspired another ERASMUS project entitled I.M.A.G.I.N.E (Imagination and Motivation through Art and Game in Interaction with your Nearby Environment) for which we imagined an interactive game for discovering several cities via a phone application. It was necessary to write scenarios, learn specific photography techniques and organize specific seminars to train participating learners in the use of Qrcode.
We were asked by a college to help them create film credits and musical accompaniment.
The storyboard technique is transferable to all video creations. However, the most important thing remains the coordination work which is an essential element. It is necessary to formalize the method and demonstrate rigor, particularly for all types of outdoor activities.
Our methodology was transferred to four establishments who asked us for advice on the production of filmed plays requiring specific camera and sound techniques.
The European Culture Center was inspired by our project to highlight the heritage of the royal abbey and promote its activities. So an Escape Game was imagined.
This project inspired another ERASMUS project entitled I.M.A.G.I.N.E (Imagination and Motivation through Art and Game in Interaction with your Nearby Environment) for which we imagined an interactive game for discovering several cities via a phone application. It was necessary to write scenarios, learn specific photography techniques and organize specific seminars to train participating learners in the use of Qrcode.
We were asked by a college to help them create film credits and musical accompaniment.
The storyboard technique is transferable to all video creations. However, the most important thing remains the coordination work which is an essential element. It is necessary to formalize the method and demonstrate rigor, particularly for all types of outdoor activities.
Keywords
Ecology
creativity
Collaboration
Inclusion
engagement
