"Each of the three schools brought specific competencies to this project: The secondary school ""Lernhaus im Campus"" already had many years of experience in using dance projects to support students with a migration background and to support educationally disadvantaged students. The ""Colegio Juan Comenius"" from Valencia had already been organizing activities and lessons for some time in such a way that young people with different disabilities could also participate. The ""Escola de Dança Lugar Presente"" from Viseu was and is specialized in the cooperation with artists and teachers. The numbers of participants in the three schools were as follows: 180 students aged 13 to 18 (36 of them also in the mobilities), 21 teachers (of them also in the mobilities) and two dance choreographers. Activities and methodology There have been a total of five international meetings: - introductory workshop with the theme ""learning through movement"" with the teachers and the dance choreographers - three international meetings with the students of the three schools, during which the students carried out a five-day dance project on the theme of ""children's rights - a final workshop with the teachers and the dance choreographers on the topic of ""Integrating dance pedagogical methods into regular classes"". In the context of these dance projects, the three most important aspects of children's rights were touched upon: Fundamental rights, violence against children and young people, democracy/participation. Together with the choreographers and teachers, the students developed a choreography on these subtopics within four days. On the fifth day, there was a public performance. The topics on children's rights and the dance project were prepared and followed up by the students in their learning groups and classes. Results and long-term considerations Based on the results of the workshops and the experiences from the dance workshops, the teachers planned a manual on the introduction of dance pedagogical methods for regular classes. This manual should contain recommendations, instructions and video examples. The manual should serve as a basis for transferring the results from the workshops of the teachers of the three schools and other schools. The manual is currently unfinished. Overall, this project contributed to a stronger implementation of dance pedagogical methods, especially for educationally disadvantaged students, thus offering them a new holistic approach to learning. Each of the three schools thoroughly evaluated the content of their examination of the topic of ""children's rights."" Students continued to work on a single subtopic, depending on their focus. Among other things, this led to awareness and appropriate measures to enforce children's rights in the schools (promoting participation in very many areas of the respective schools). Furthermore, an awareness was created among the young people to stand up against discrimination and exclusion, at school and in general in society."

"Context:Just like many other schools in the EU our schools are dealing with a growing diversity of pupils. We are facing many challenges like the prevention of discrimination, the inclusion of people with a different cultural background and the inclusion of people with disabilities. We also try to encourage our pupils as much as possible to study and not to drop out of school too early. All of our schools have made great strides with dance education within our all-day school offers. Dancing offers, no matter what nationality, social background or intellectual skills, the possibility to develop specific skills and to work together.The “Lernhaus im Campus”, the “Colegio Juan Comenius” and the “Escola de Danca Lugar Presente” work together in the Erasmus plus-project “Learning through dance” since 2018. We profited from this project in many ways. With our “learning through dance” methods, we were able to improve the intercultural competences and the inclusion of pupils with learning disabilities. However pupils and teachers who were directly involved in the project benefitted the most. To transfer the project into our regular lessons, we are currently developing a handout for teachers. But we can already see that the handout will not be enough to integrate the methods for our classes on a regular basis.This is the reason why we want to keep working with our partner schools. In addition to the handout, we want to make a film for the better understanding. Furthermore, we want to involve our pupils in the implementation of the dance project even more. Aims:Our three schools would like to learn from the specific experiences of their partner school by performing the dance project with the topic of basic needs of people. Together we want to achieve the following aims:- improving the participation of learners with fewer opportunities by developing methods of dance pedagogy in regular classes: implementation of the handout in addition with the film- fighting against early school leavers and discrimination with the possibility of success for all learners including the ones with a migration background by strengthening the collaboration between teachers and artists- Support in the development of social and cultural competences through the development choreographies and the preparation of dance presentationsParticipants:Each of the schools offer specific competences for this project: The secondary school “Lernhaus im Campus” has gained years of experience in using dance projects for the promotion of pupils with migration background and for the promotion of educationally disadvantaged pupils. The “Colegio Juan Comenius” from Valencia organizes activities and classes in a way that teenagers with different disabilities can participate. The “Escola de Danca Lugar Presente” from Viseu is specialized in the cooperation of artists and teachers. The secondary school “Stad & Esch” has specific experiences to link projects and regular classes. The number of participants from each of the three schools are as follows: 240 pupils aged 13 – 18 (therefrom 144 also in the mobilities), 28 teachers (therefrom 8 also in the mobilities) and two dance choreographers.Activities and Methodology:Five international meetings are planned. An introductory workshop for teachers with the topic “motivation” as well as four international meetings with the pupils where the pupils will perform dance projects with the topic “Basic needs of humans"": Freedom – home, work – recreation, equal rights and protection, love and creativity. The pupils develop a dance choreography together with the teachers and dance choreographs and rehearse them. On the fifth day, the pupils present their performance in public. In between the meetings, the pupils will work independently on their parts of the choreography. Results and long-term considerationsThe planned film documents the central steps in the development of the choreography and the rehearsal as well as parts of the performance. This film includes recommendations, instructions and examples of how to implement “learning through dance” and motivates other teachers and schools. The film will be used as a basis for transferring the result from the workshops into the teaching staffs and further schools. Therefore, this project contributes to a greater implementation of methods of dance pedagogy and offers a new integral access to learning especially for disadvantages pupils.With regards to the discussions about the topic “basic needs for humans“, the results will be evaluated by each of the schools thoroughly. If necessary, measures will be taken to enforce basic needs of humans at the schools."