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[ German ]

The novel

„Something Else” by Kathryn Cave and Chris Riddell, awarded with the UNESCO prize for Children’s and Young People’s Literature in the Service of Tolerance, published at Oetinger ISBN 978-3-7891-6352-4


Something Else tries to be like the others, but everything he does shows how different he is. Then Something turns up and wants to be friends, but Something Else isn’t sure that he’s at all like him…

The story contains topics like inner and outer perception, construction of identity, defining limits and limiting others, diversity and appreciation, acceptance and tolerance. The story owns characteristics of a fable.
The novel might inherit a central role during a workshop or can rather be dealt with marginally. We use different motifs of the storyline.


The workshop

The workshop is an experimental field of research dealing with the topic of being „something else”. Its research tools are borrowed from dance, theatre and the fine arts. We literally experience „on our own”. The focus is non-verbal communication. Our work is process-orientated and inclusive due to the concept of aesthetic education.
All workshops can be arranged due to a group’s individual needs. Relating the concrete story to a partly associative content, or rather to an according workshop approach, will be intensified when watching the production’s staging. The workshop emphasizes empathy, body language, haptic sensation, construction of personality, dance and theatre as a means of expression and communication, relaxation.


Staging the production

About 120 children from 3 elementary schools in Cologne developed – in cooperation with us- during project weeks with their creativity and their culturally diverse experiences the artistic means for staging a production. Thus, the figures of the „Others” used for video projections were created by the children.

The production provides a strong language of imagery due to a non-verbal composition of dance, acting, music and video.
**A piece full of full of high spirits and sensuality, sense and nonsense, funny, moving, just something else… **

Throughout the staging, the artists as well as the workshop participants deal with their translation into an aesthetic arrangement, a theatric language. further information…


Integration in schools

We developed a collection of games specific for this topic, and in order to maintain a productive cooperation we would provide you with it. It contains games for smaller and bigger groups which can be played at a table, in a gym or on a schoolyard. For different fields of work: We gladly develop in cooperation with you a concept especially for your field of work.


Thematic cooperation

The experimental field of research also contains an interdisciplinary cooperation between you and us.
For example, how can school, art, teacher and artist be mutually inspiring? What kind of synergies emerge?
A thematic cooperation could imply an exchange of work ideas, similar to a platform that encourages to deal with and question own methods. It could also emerge within a „program”, e.g. a project week during which amongst participating in workshops and watching the performance it is also possible to work on and present issues of different thematic areas.
Even if you have way too little time and options to deal with the according aspects in every-day life and wish to do so in a workshop, we consider it a cooperation. Just contact us.


Organisation

Is there a project week about to happen at your school?
Are you planning on having a very special class trip?

A thematic cooperation between you and us or rather an integration into your class will be developed individually. It depends on the length of a workshop, thematic key aspects or rather the group’s composition and structural options.

Watching the performance will take place after the workshop is finished. The day between the last workshop day and the performance is needed for stage construction and rehearsal.
In the following you’ll find concrete organization models for orientation:

Example 1: Creglingen / Baden Würtemberg February 2013 | shows the organization for a School centre, elementary school and high school level, enabled by the School centre itself.

Where?
School centre Creglingen, elementary school and high school level
What?
Workshops for 1st grade, one 1st grade (inclusive) and one 5th grade, each of them during two subsequent days, 2 hours per day + subsequent performance
Initiator?
The school’s social worker
Funding?
Funds of the school’s social work, school’s association, local sponsors, entrance fee for the performance


The workshops took place at the school centre’s small gym. The performance took place at the school centre’s big gym. Technical equipment was partly provided by the school centre and by the local theatre association. Special technical equipment was provided by us.
All of the school centre’s children and teachers came to see the performance (grade 1 – 5) as well as local kindergartens (about 250 spectators). Thus, money was generated which helped funding the project.

Day 1 Day 2 Day 3 Day 4
08.00-10.00 WS1
10.30-12.30 WS2
13.30-15.30 WS3
08.00-10.00 WS1
10.30-12.30 WS2
13.30-15.30 WS3
08.00–22.00 set up/ rehearsal 09.00-10.00 performance
plus subsequent clean up

Example 2: Feuchtwangen / Bavaria March 2013 | shows a superior organizational structure, enabled by the city’s cultural office.

Where?
5 local kindergartens, 2 elementary schools
What?
Workshops for 7 groups, each on 2 days for 2 hours with 2 subsequent performances
Initiator?
Cultural office of the city of Feuchtwangen & Office Social City („Büro Soziale Stadt”)
Funding?
City of Feuchtwangen, Bavarian cultural ministry, foundation of Sparkasse Ansbach, cultural foundation of IHK Mittelfranken, local sponsors, entrance fee


The workshops took place in agility rooms of different kindergartens and schools. We commuted between all locations.
For the performances the city rented the city hall including technical equipment. The performances were attended by the entire staff of all participating institutions; they were also publicly available and thus generated money which helped funding.

Day 1 Day 2 Day 3 Day 4
08.00-10.00 WS1
10.30-12.30 WS2
13.30-15.30 WS3
08.00-10.00 WS1
10.30-12.30 WS5
13.30-15.30 WS7
08.00-10.00 WS4
10.30-12.30 WS5
13.30-15.30 WS3
08.00-10.00 WS4
10.30-12.30 WS2
13.30-15.30 WS6
Day 5 Day 6 Day 7 Day 8
08.00-10.00 WS6
10.30-12.30 WS7
PR 08.00–22.00
Set Up/ Rehearsal
09.00-10.00 Performance 1
11.00-12.00 Performance 2
plus subsequent clean up

Funding | Realisation

We gladly generate a non-binding cost overview for you.
Here we prepared a contact form for you to fill in.

There are several possibilities to fund the project:
So far every school’s / kindergarten’s funding association actively supported the execution of the project. There was also concrete help from the Bavarian cultural minister. Also the Ministry of Education in Brandenburg announced potential support.

We’d be glad to help you with applications for your responsible ministries.

By smartly distributing the workshops onto several institutions and involving local theatres and cultural offices, financial means can be concentrated, expenses can be saved and the project can be broadly realized for many children.

Moreover one should also take local characteristics, a school’s social line-up or a special need for the positive effects of dance and theatre into consideration when searching for potential sponsors.
Regional companies, associations and umbrella organizations should also be taken into consideration.
When you are searching for sponsors, be as creative as possible!

We compiled some links for you about foundations and other sponsors of cultural education.

The list is not intended to be exhaustive.
It rather shall point out ways and ideas about funding your „Something Else” – project for your school. [Status:May 2013]


Stiftung Mercator | Germany
PwC Deutschland | Germany, worldwide
Siemens Stiftung | Germany/ Europe, Afrika, Latin- America
Altana Stiftung | Hessen, Germany
Vodafone Stiftung | Germany
Bertelsmann Stiftung
Körber Siftung | Hamburg
Deutsche Bank Stiftung | Deutschland


Others
Liz Mohn Stiftung | NRW, Germany
Sparda Bank West Stiftung | NRW
Heinrich Böll Stiftung - Freundeskreis | Germany, international
Allianz Kulturstiftung | Germany, regional
art131 | Bavaria, Berlin
Fricke Stiftung | NRW
Sparkassen Stiftungen | regional | Förderte die Durchführung unseres Groß-Projektes in Feuchtwangen
Sparkassenstiftung | Hessen/ Thüringen
IHK Mittelfranken | Förderte die Durchführung unseres Groß-Projektes in Feuchtwangen
Landesbank Baden- Württemberg | Baden- Württemberg
Robert-Bosch-Stiftung | Baden- Württemberg
Stiftung Deutsche Klassenlotterie Berlin | Berlin
Stiftungsverzeichnis Mecklenburg Vorpommern
Landesvereinigung Kinder- und Jugendbildung Sachsen- Anhalt
Rosa Luxemburg Stiftung Sachsen Anhalt| Sachsen Anhalt
Ruth Ratter | Rheinland- Pfalz
Bremische Volksbank Stiftung| Bremen
Stiftungsverzeichnis Kinder- und Jugendkultur | Hamburg
Stiftung des Landes Niedersachsen | Niedersachsen
Stiftung Mesaar| Saarland


FAQ

How does a „Something Else” - workshop differ from any other dance or theatre workshop?

We offer you a wide-ranging concept in order to approach the topic of ‘being different’, including all its aspects like reception, tolerance, acceptance, construction of identity, etc. Content and form (artistic means) are closely intertwined. Due to a wide choice of approaches (picture book, teaching material, dance-theatre workshop, performance) it is possible to gain many different experiences.

Is the project only intended for children or is it possible for adults to participate too?

The ‘complete edition’ is made for children of age 4 to 10. Novel, teaching material and the production’s staging mainly addresses to children. But the topic of ‘being different’ is also relefvant for adults and can thus be explored during a workshop. Maybe at your next company outing?

What kind of room is needed for a workshop?

An empty room of at least 90 qm with a floor that enables moving barefooted or in socks. A classroom with tables and chairs pushed aside is not suitable since it bears of risk of accidents and also detracts from what is really important.

How many persons can participate in a workshop?

It makes sense to have a group which has at least 8 and not more than 20 participants. If there are too many people in one group it is wise to think about splitting the group.

What is the teacher’s role during a workshop?

The teachers / group leaders participate in the workshop. That means they complete the same ‘program’ as the kids / other participants do. On the one hand we want to avoid creating a spectator-situation, which would make it difficult for one or the other to actively participate. On the other hand it showed that it also enables an extraordinary way of getting to know each other for both, the group leaders and the children.
Furthermore the group leaders help out with smaller problems, e.g. going to the toilet with the kids and similar things.

What do participants have to bring with them?

Comfortable clothes, anti-slip socks / gym shoes, a water bottle.

Do I as a teacher have to prepare something for the workshop?

Our concept intends to deal on a wide range with the topic. This also implies dealing with the novel which can be greatly integrated into school or kindergarten every-day life. In advance it will be talked about how to thematically cooperate. For further information see ‘Thematic Cooperation’ and ‘Integration in schools’. Should it not be possible to do so for whatever reasons, it is still not an obstacle for having a workshop.

How long does the workshop take?

We recommend 3 to 5 days and 2 hours per day in order to process and intensify new impressions. A workshop has to take at least 2 hours.

If I want to obtain a workshop, do I have to have a performance?

No, we are also glad to provide a workshop without a performance.

If I want to obtain a performance, do I have to have a workshop?

No, it is possible to invite our production as guest performance without doing a workshop. A subsequent talk with us could complete the event.

I’m interested in the topic as well as in the workshop offer and production, but I think my class is too old for a children’s book. Is it still possible to have a workshop or a performance?

Yes, we design workshops for different age groups. For example, when we worked with children of a 4th and 5th grade, the picture book was only dealt with marginally; instead, after seeing the performance, they summarized their personal impressions and experiences in own stories – or worked as ‘theatre detectives’ in order to define elements from the workshop within the actual performance. On the strength of past experiences it showed that also older children and adults were inspired by the production’s staging.

At my school / kindergarten 2 classes / groups are interested in the workshop.
Should only these groups be able to see the performance?

No, the performance does not depend on our workshop offer and is an extraordinary theatre experience. Moreover it is possible to generate more money by having a larger audience.

Which requirements should a performance space meet?

Stage: at least 7 x 7 m, not more than 11 x 11 m, has to be possible to darken the room
Attachment device for projector (central, 7 – 11 m distance to the back of the stage)
Basically it is possible to use a gymnasium, a multifunctional room, the auditorium and similar rooms for a performance. Still it is important to note that often stage equipment and dance floor have to be organized.
If there was the possibility of using a local, fully equipped theatre or another event room including professional event technology, it would make a guest performance much easier and maybe even cheaper. Naturally, we will assist the coordination and acquisition of stage technique.