Cultural Vehicles in Education - assisting the needs of vulnerable social groups

Grodzki Theatre Association

Educational Unit

Name of didactic block - Lithuania in the Middle Ages

I. A description of the activities undertaken during the unit, including comments on the reactions of the group/individual participants

1. Discussing the last artistic workshop. The teacher underlines the importance of gathering and extending the knowledge needed to prepare a play on Lithuania in the Middle Ages.
2. A short talk of the teacher on discovering historical truth about different epochs: studying the living conditions, every day life, customs, clothes, buildings and historical events. The most difficult aspect for historians is re-creating the mentality of people. A short discussion with the group on this subject.
3. Known and unknown Lithuanian legends. The participants are divided into two groups. Each group gets some texts of Lithuanian legends and information on Lithuania and Vilnius. They are supposed to divide the material between one another, skim it and share the obtained information.
4. Selecting 2 legends to study in detail ("On the iron wolf" and "On Lisdejko"). Lisdejko was an archpriest, who helped Prince Gedyminas to interpret his dream about an iron wolf - it was a sign that a town had to be founded there (Vilnius), which became the capital. Participants read the legends.
5. Sharing the acquired information on the legend about Lisdejko
6. Writing a script of a drama on the archpriest of Lisdejko. On the basis of gathered information the group, together with the instructor, writes drama scenes and add their own episodes developing the legend.

II. Was the aim of the unit achieved (the implementation of practical skills and the pedagogical aim)?

Yes, the group managed to select specific material to study and gather enough information to create a work of art on the basis of it. The task of skimming through many texts turned out to be too difficult for the beneficiaries, who read everything very carefully and could not focus on relevant information. This skill will have to be worked on. The selection of 2 legends to study organized their work and they were able to fulfill this task with ease. The exercise of thinking up other episodes to the legend about the foundation of Vilnius got three senior citizens so involved that after the class they walked home together creating and developing the story all the way.

III. Other remarks (for example on the interaction between artistic and educational elements)

Writing the script of a play on Gedyminas and Lisdejko made the group very active and highly motivated. It allowed them to use the acquired knowledge in a creative and practical way - they started thinking seriously about preparing a performance on Lithuania. This task was also very enjoyable and inspiring for the participants and certainly built up their sense of self-worth.

Cultural Vehicles in Education - assisting the needs of vulnerable social groups

Grodzki Theatre Association

Artistic Unit

Name of didactic block - Lithuania in the Middle Ages

I. A description of the activities undertaken during the unit, including comments on the reactions of the group/individual participants

1. A warm up exercise. Fencing - continuation. The first person who is invited to fence with the instructor is the best practitioner of the last class. The fencing show is supposed to remind the group of the 4 basic positions of attack and defense. The whole group applauses the show. Then the instructor invites people who were absent during the last workshop. Then the instructor does some fencing with those you have already practiced it. When he is fencing with a visually impaired lady, he helps her with sword positions comparing them to different hours on the clock. The show is finished with a fencing fight between the instructor and the best participant to great applause of the group.

2.Who was Gedyminas? - summing up information from the last educational unit.

3.Who was Lisdejko? - the group gives feedback to the instructor on the last educational class (Lithuanian legends): the information and their attitude towards it - "we were not good at it, but we laughed a lot", "the legends were deliberately mixed up and we found it hard, but we finished it"

4.Love scenes using mops. The group leader presents how to animate this kind of ‘puppet’. This humorous exercise prepares the group to act out love scenes from the legend on the archpriest Lisdejko. The participants are free to choose whether to use puppets (mops) for a love scene or whether to act with their own bodies.

5. Acting out love scenes. One pair of participants is invited to improvise a scene of a meeting between the archpriest Lisdejko with a young lady he fell in love with. Then another pair performs the scene. The rest of the group forms an audience and applauses the improvisations. The instructor praises the actors: their creativity, natural postures and individuality. He discusses some aspects of role development - choosing the right cast, using individual talents and skills of an actor, working on body language, looks, understatements and pauses. The instructor tells the group that other participants will improvise during the next theatre class.

II. How was the aim of the unit achieved (the implementation of practical skills and the pedagogical aim)?

A physically disabled lady on a wheelchair and a visually-impaired lady became more physically active during the theatre workshops. They both fenced skillfully with the instructor to a great applause of the group, which boosted up their confidence and self-belief. A mentally-disabled young man, who sometimes gets a bit behind with the activities, mastered the art of fencing very well through practicing it at home, and performed his skills in front of the group getting lots of positive feedback and encouragement.

As for historical knowledge on Gedyminas, the group recognizes well this European figure, can place him in the historical context and add some information on his connections with Poland and influence on our history.

III. Other remarks (on the group and on the interaction between artistic and educational elements)

The participants reacted with joy and openness towards all suggestions and instructions of the group leader. The exercises made them more active and secure. Some of them asked about the planned public presentation with interest, some expressed their fear. They are creative and spontaneous during classes, but a bit anxious about performing for "strangers". The instructor discussed the feelings of the group and the form the performance will take, which will be "safe" for everyone.

Summing up information from the educational unit revised the knowledge of participants. They were also invited to give their feedback on the educational class, including their reactions and attitudes towards the tasks.