Revision of Activities The proposed activities should be linked to the curriculum. For example, we should refer to subject areas in which teachers may implement the activities (i.e. Literature classes, Art classes, History classes etc). Other suggestions? The proposed activities should focus on collaboration and art-making, and NOT just discussion. The proposed activities should be more creative and more composite. They should include more than one forms of art-making.

Ideas for activities (Forms of collaborative art-making)

Theatrical play (i.e. During language lessons)  The students develop group scenarios about marginalisation, oppression, exclusion etc.  In these scenarios, the students should narrate feelings of powerlessness, fear, tension, excitement, freedom, strength, weakness, and loneliness.  The students choose music that represents these feelings.  The students (in groups) dramatise their scenarios.  The students use postures, gestures, and movement to give shape with their bodies to expressions of power, oppression, and resistance.

Forensics: Mock trials As part of theatrical play, students may organise mock trials in their groups. Trials may refer to issues of violation of human rights. The teacher may give to students a newspaper article about a real case of violation of human rights and racism. Students may play the roles of lawyers, judges and witnesses. Students should develop argumentation for the case.

TV Reportage (i.e. During English lessons) Students may collaboratively produce radio and TV reportage to cover real ‘news’ about issues concerning human rights violation, exploitation, and exclusion. Students film or record their reportage. Students project their reportage to their classmates.

 Photography (i.e. During Geography lessons)  Documentaries (i.e. During History Classes) Suggestions for topics: - Human rights violation - Exclusion of immigrants and minorities - Europe and European citizenship

Storytelling (i.e. During literature classes) Students should engage in activities of storytelling, which is build on lived experiences. Story-telling on the basis of life narratives. According to the develop group stories, students may create their own poems, drawings, songs etc.

Post-implementation discussion: reflection Have students answer the following questions: Write a short description of your collective piece of art. Explain why you chose the images, words and symbols you did. What does this piece of art mean to you? What does this piece of art make you think about? What is something you learned about yourself from making this piece of art and working collaboratively? What is something you learned about others during the process?