a) Fairy Tales and Youth Literature

Social and Cultural Information:

Through fantasy and the enchantment of classical children’s and adolescent tales we can find

and enhance of old moral values, still permanent and essential for humanity: love, goodness, courage, generosity, solidarity, friendship, understanding, etc.

Internationally famous children’s and adolescent literature as a masterpiece of cultural development.

Annex 1: Selection of Fairy Tales and Youth literature

b) Customs and Traditions

Appendix 1

Fill in the following grid:

Which festival do you celebrate at which time of the year?

And how is it celebrated?

Appendix 2 /Grammar

Describe the activities at the festivals in different tenses, e.g. every birthday I get a birthday cake; last birthday I got a birthday cake; on my next birthday I will get a birthday cake etc…

Appendix 3/Geography

Take a map of  Europe and mark where the various customs are used

c) Buildings and Landscapes

Introduction

Landscapes have a predominating influence on buildings. As landscapes are a product of geographical situation and climate, buildings are influenced by the same conditions.

Landscapes and buildings also influence the behaviour of the population, the way of thinking, the social rules and the communication between people of different regions.

Original, untouched nature and landscapes can hardly be found in certain European countries e.g. in Germany or in the Netherlands – even if there are spots left “unspoiled” where humans did not interfere in the natural development . If one considers in comparison a country like Norway, the environment  is totally different. The relationship between human interference in nature and the population density per square kilometres can not be denied. The population density automatically leads to different  kinds of town planning and to more or less human intervention in the development of nature and landscapes.

The way populations handle their natural environment is certainly strongly related to the climate of a country but also to history, to the level of education, to industrialization, to economical influences and more.

To survive is the primary aim of human beings. This is the basis on which civilisations were and are built.

The natural environment determines what kind of houses are built.

For example, a wooden lodge or chalet in the Alps is built with trees of local forests as their wood is well adapted to the climate and the inhabitants´ needs. But the same chalet would hardly be appropriate, for example in the south of Greece, as the climate and the population´ s needs are totally different from a  colder country.

Early civilisations used to use locally found material to build their habitations. The demand for building material from regions farther away always increases when the economical situation of a country develops positively. This has also a positive influence on the development and blossoming of arts.

To encourage reflection upon the role of buildings and landscapes from an intercultural point of view is the aim of the following exercises.

Picture Box 1: Houses

Art Nouveau in   Hotel in Wales  Hotel in England  Art Nouveau in  Houses in Aveiro          Budapest                                                          Budapest          Portugal                                                                                    

Cathedral of          Cathedral of          Roman Church        Cathedral/            Notre-Dame 

Reims/France       Speyer/Germany     in Alsace/France      Burgos/Spain       Paris / France

 Mas in Provence/France  Villa in Provence      Older country house      Monsaraz/Algarv                     

                                                                  in Belgium                     in Portugal

  Chartres/France       Roman Abbey in       Houses in Mallorca      Buildings in Munich

  Gothic cathedral        Orval/Belgium

   Roman part of St.     Segovia Church        Drvenik-Veli-Croatia-houses       Wooden house in

Picture Box 2: Landscape

Provence-France        Chania – Crete     Gorges du Verdon    Landscape in Wallonia

                                         Greece                     France                          Belgium

Winter landscape    Austria – mountain   Santori in Greece    Ramatuelle in        Sein Island in

in Germany                                                                   Provence/France       Britanny /France

Tinos/Greece     Landscape in Jura/France   and in  Alsace      Belgium seaside

Sunset / Lake in Olching      Landscape in Mallorca                Landscape in Malta

European Cultural Quiz : Buildings and Landscapes

 The teacher gives the quiz to each group of learners. These have to answer each question and get one point for each correct answer. Several answers to a question can be right (there is not always only one correct answer). The sheet with the answers is passed to the next group and the teacher reads the correct answers. The points are added and the group with the most points is the winner….and gets more sweets than the other groups.

After the quiz students should be encouraged to speak about landscape, architecture and  famous buildings, etc… in their country.

Solutions:       1.a  2. b, c, d  3. b , 4. a   5. b  6. d , 7. a, b, d  8. a, b  9. a, d  10. b  11. a, b, c

                        12. b, d  13. a, b 14. b  15. b, c  16. a: Bruxelles, b: Bilbao, c:  Munich d: Frankfurt

                        17. c  18. a  19.  b, c  20. d  21. a, d  22. a, b, d  23. a, c 24. b, c, d  25.  a, b, d

                        26.  b  27. a, d  28. c  29. b  30. c

d. Arts

Introduction

In earlier days art was a useful skill, no matter whether in architecture, sculpture or painting. In Europe art began with the cave paintings of our ancestors.

Ancient Greek culture with its clear lines still influences today´s thinking. All architectural forms, sculptures and paintings seem to follow a law which we call “style” (severity and harmony). The Romans invented the arch: an important step in the evolution of world architecture. Then art mainly displayed religious themes from Christianity, Buddhism and Judaism instead of those of heroes and divinities.

From the 5^th  century two main art cultures influenced Europe: Roman and Byzantine. During  the Roman period European art came very close to the ideals of the East. Ornamental art from Ireland and England came as a new element in occidental art.

In the 13^th century a new invention in architecture, “Ogive” arches, enabled churches to be built higher bringing believers nearer to God and the picture they had of  paradise.

In the 14^th century France was Europe’s cultural centre. In the 15^th century, a new evolution, the Renaissance - the conquest of reality - developed in Florence. Each country in Europe was searching for its own truth. Nature was seen in a new way. New art schools were establishing in most European countries.

Although rejected particularly in puritan England, Baroque style reached its climax in the 17^th century.

The Age of Enlightenment dawned in the 18^th century. Traditions and conventions changed  because of the French Revolution. The population felt they were free citizens. Neo-classicism and landscape painting flourished. Romanticism created a new style. Handicraft mastery lost its importance due to industrialisation.

In the 19^th century Paris became the capital of painting. Art depended on fantasy, colours, light and shade. The new style of art was Impressionism. Art became more and more simplified; artists were looking for something new. “Art Nouveau” with its rich ornaments originated in Belgium and spread across many parts of Europe. Art became experimental. The new trend in the 20^th century called Expressionism mainly started in Germany.

 Traditional art was forgotten but a new solution came from America: the emphasis was no longer  on the “outside” but rather on the “inside”. Painted objects were partly exaggerated or extremely simplified. Cubism and Surrealism, the involvement of the subconscious as well as of  mathematic laws and of the universe brought new issues. Art was free! A new tolerance of experimentation in art has enriched our environment opening the door to a free and peaceful co-existence in Europe.

Exercises for :  Arts

Appendix 1

Example:  

      Painter                            Sculptor                        arts and crafts  

p   -   picture                                               s  -  stone                                   a  -        art work

a   -   artist                                                  c  -  chisel                                  c  -        colour 

i    -   impressionism                                    u  -  ustensile                              t   -        timber

n   -   new classic                                        l   -  lifetime                                s   -        shape

t   -    tempera                                             p  -  period                                a   -       abstract

e  -    exhibition                                           t   -  theme                                 n   -       natural

r  -     romanticism                                       o  -  opal                                    d   -       drawing

                                                                  r   -  reproduction                       c  -        cabinet-marker

                                                                                                                    r   -        rarity

                                                                                                                    a   -       ability

                                                                                                                    f   -        frame

                                                                                                                    t   -        torso

                                                                                                                    s   -       skill  

Appendix 2

The students are to make a sketch which is to depict a work of art. Which art era could it derive from (antiquity, classical antiquity, mediaeval times, modern times, modern art, pop art) ?

Teacher´s information:  short review of art history

Antiquity (pyramids, 2000 to 3000 B.C., Egypt, Tutankhamen, etc.).

Classical antiquity (Acropolis, 500 B.C., Greeks, Athens, vase-painting, etc.)

Romanesque period (Benedictines, monasteries, 11^th/12^th century, Alsace, Church of St. Trophine, Arles, mediaeval times, Normans, etc.)

Gothic period (Chartres, Notre Dame, Cathedral of Cologne, 12^th to 13^th century, new world, France, etc.)

Renaissance (perspective, Florence, Michelangelo, Leonardo da Vinci, 15^th century, Mona Lisa, etc.)

Baroque era and Rococo (Rembrandt, Rubens, Versailles, Ludwig XIV., Melk Monastery, Belvedere Palace, Austria, Holland, etc.)

Age of Enlightenment (18^th century, England, France, Revolution, Gainsborough, Voltaire, etc.)

Neo-classicisms (America, architecture, empire, Francisco Goya, etc.)

Romantic period (Turner William, C. D. Friedrich, nature, sentiments, England, breach of

Impressionism (Cezanne, v. Gogh, Paris, light, Manet, Monet, Renoir, etc.)

Art Nouveau (20^th century, Belgium, ornaments, Victor Horta, architecture, Gaudí, Spain, etc.)  

Expressionism (Germany, Klee, Kandinsky, Switzerland, fantasy, experiments, Nolde, Norway, Edvard Munch, Russia, etc.)

Cubism (form, surface, cone, sphere, cylinder, Spain, France, Picasso, etc.)

Surrealism (René Manritte/Belgium, Giorgio de Chirico, Giacometti, Alberto/ sculptor, Sigmund Freud, Salvator Dalí, etc.)  

Modern Art (20^th century, Giorgio Morandi, Kurt Schwitters, America, Jackson Pollock, pop art, Andy Warhol, etc.)

Appendix 2

Biographies

Michelangelo  Bounarroti

(1475 – 1564)

Michelangelo was born  1475  in the small  village  of  Caprese near Arezzo in Italy.

His Father placed him in the workshop of the painter Domenico Ghirlandaio. Two years later he studied at the sculptor school in the Medici gardens. His patron died in 1492;  two years later Michelangelo fled Florence and settled in Bologna. 1495 he went to Rom. 1498 –1500 he created the marble sculpture Pietà in Saint Peter´s Basilica. The highlight of Michelangelo´s early style is the gigantic marble sculpture “David” created after returning to Florence. He surpassed all modern artists, but also the Greeks and Romans, by infusing formal beauty with powerful expressiveness. Michelangelo was given two commissions by Pope Julius II in 1505. The most important one  was for the frescoes of the Sistine Chapel ceiling and the tomb of Julius II. Michelangelo´s activity as an architect only began in1519. Between 1519 – 1534 he worked for the commission of the Medici tombs. In the 1520s he also designed the Laurentian Library. In 1541 he finished the altar wall of the Sistine Chapel. Michelangelo died on February 18, 1564.

Rembrandt Harmenszoon  van  Rijn

(1606 – 1669)

Rembrandt  was born   in  Leiden in the Netherlands on July 15, 1606. He was a miller´s sun. Rembrandt began his studies at the Latin School and at the age of 14 he was enrolled at the University of Leiden that he left to study art. At the age of 22 he already had his first pupils. Rembrandt moved to Amsterdam where he painted portraits for the “society”. An exceptionally example from his period is the Portrait of Nicolas Ruts (1631). He painted numerous dramatic masterpieces such a “The Blinding of Samson (1636). Saskia van  Uylenburgh, his wife gave  birth  to  4  children; but only the last one survived. She  died in 1642. Hendrickje Stoffels, engaged as his housekeeper and his mistress, was the model for many pictures. His penchant for ostentatious living forced him to declare bankruptcy  in  1656. These problems affected in no way Rembrandt`s work.. Hendrickje died in1663 and his only sun Titus died in 1668 – he was only 27 years old. Rembrandt died on October 4, 1669 in Amsterdam.

Caspar David Friedrich

(1774 - 1840)

The most important romantic-landscape painter, was born in1774 in Greifwald  in Germany. He studied at the Academy in Copenhagen from 1794 – 98. Then he returned to his home country,  Germany and settled in Berlin. Friedrich won a Weimar Art Society prize in 1805 for his pen and ink drawings. In 1807 he was commissioned by Count Thun to create an altar piece for his castle in Teschen Silesia, which Friedrich titled “Crucifixion in Mountain Scenery”. At the Academy Exhibition of 1810  the Prussian crown prince bought 2 paintings and 2 more in 1812. Friedrich was given a teaching position at the Dresden  Academy in 1824 where his work influenced many future German artists. Friedrich`s work consisted mostly of expressive and dramatic landscape with emotional undertones.

Friedrich died on May 7, 1840  in  Dresden.

Claude Monet

(1840 – 1926)

French painter, initiator and leader of the impressionist style. He spent his youth in Le Havre/France. In 1859 he studied in Paris. Monet´s devotion to painting out of doors is illustrated by one of his most ambitious early works “Women in the Garden”. During the Franco-Prussian War 1870 – 71 he took refuge in England: he studied the work of Constable and Turner. From 1871 – 1878 he lived at Argenteuil near Paris where he painted some of the most famous works of the Impressionist movement. From 1890 he concentrated on series of pictures in which he painted the same subject at different times of the day in different lights (“Rouen Cathedral”). In 1899 his attention was focused on the famous water-garden he created at Giverny, which he used as the theme for the series of  water-lilies paintings.

In his final years he was handicapped because of decreasing eyesight but he painted until the  end.

Vincent  van  Gogh

(1853 – 1890)

Vincent van Gogh was born on March, 30, in 1853 at Groot Zundert in the Netherlands.

Today he is one of the most popular Post-Impressionist painters. His works are characterized by expressive colours and energetic application of impasto paint. Vincent and his younger brother Theo were very close all their lives. In 1873 Vincent and his brother started a correspondence which lasted till Vincent ´s death. In 1876 Vincent went  to Margate as a teacher in a school. In 1877 he returned to the Netherlands and became a bookkeeper. In 1880 he moved to Brussels and decided to become an artist. In 1885 he painted “The potatoes Eaters”. In 1886 he moved to Paris with his brother Theo and discovered the Impressionism. In 1888 he moved to Arles, into the Yellow House where he painted nearly 200 pictures like “Sunflowers”. In 1889 he committed himself to St. Remy mental asylum. In 1890 he moved to Auvers and sold his only painting during his lifetime for 400 francs. In 1891 he shot himself and died alone in his little bedroom. His brother Theo died 6 month later. 

Pablo Picasso

(1881 – 1973)

Pablo Picasso was born in South Spain in Malaga. He spent the first 10 years of  his life in Malaga. He studied art with his father at the Art Academy of  La Corua in Galicia. In 1900 he moved to Barcelona. It was his “blue period”,  recognizable by the blue tones in his paintings (1901-1904)

In 1905 Picasso moved to Paris and met George Braque. In 1907 he painted “Les Demoiselles d´ Avignon”. This is considered to be one of his most important works in 20^th century art. In 1909 Pablo began to develop his cubism style. Picasso had his first exhibition in  the U.S. Photo-Section gallery in New York (1911). In 1915 he met his wife Olga who was a dancer and in 1936 he  met the famous photographer Dora Maar in Paris. She is well known as a friend,  model and “muse” of Picasso. Their relationship of nearly 9 years coincided with the dark period spanning the years of the Spanish Civil War and the Second World War. In 1937 Nazis were attacking Europe. Picasso responded with his great anti-war painting “Guernica”. During the 1940´s Françoise Gilot became Picasso´s mistress. Jacqueline Roque, whom he met in 1953 and married in 1961 was the last companions to be portrayed in his art. Picasso was one of the few artists to be appreciated and celebrated during his lifetime.

Wassily Kandinsky

(1866-1944)

Born in Moscow, Kandinsky spent  his early childhood in Odessa. Kandinsky could play  the piano and cello. In1886 he chose to  study law and economics. He enjoyed success not only as a teacher but also as a writer about spirituality. In 1895 Kandinsky attended a French Impressionist exhibition where he saw Monet`s “Haystacks at Giverny”. He thought that the painter had no right to paint in such an imprecise manner to. At the age oft thirty he left Moscow and went to Munich to study life-drawing. Kandinsky`s work moved in a direction that was of much greater abstraction than  pioneered by the Impressionists. He began exploring his own ideas of painting. As a founder of abstract art, his work was exhibited throughout Europe from 1903 onwards. Kandinsky was the  co-founder of the almanach “The Blue Rider” in 1912. In 1933 Kandinsky left Germany and settled in Paris. Miro and Arp visited his studio. The paintings from these later years were again the subject of controversy. Kandinsky continued painting almost  until his death in June 1944.

Jackson Pollock

(1912 – 1956)

American painter. He studied 1929 – 31 in New York City, mainly under Thomas Hart Benton but he was more influenced by the Mexican muralists especially Siqueiros. From 1938 to 42 he worked on the Federal Art Project in New York City. Influenced by surrealism and also by Picasso, he moved toward a highly abstract art in order to express feelings rather than illustrate them. His experimentations led to the development of his famous “drip” technique in which he energetically drew or dripped complicated linear rhythms onto enormous canvases. He sometimes applied paint directly from the tube and he also used aluminium paint to achieve a glittery effect. His vigorous attack on the canvas and his devotion to the very act of painting led to the term ”action painting.”  Pollock had become a symbol of the new artistic revolt, abstract expressionism when he was killed in an automobile accident. His paintings are in many collections, including museums in New York, San Francisco, Dallas and Chicago.

Vocabulary list 1

Admission ticket, cloak room, bag, head scarf, apparel, guided tour, cicerone (person to guide you through an exhibition), head phones, audio device, price list, group ticket, camera, silence, to book, cash register, money, museum shop, talk, alarm, catalogue

Further vocabulary for the topic “Arts”

Art print, model, muse, to produce, to found, career, studio, academy, period, movement, Subject, theme, to create, colour, impasto paint, to discover, lifetime, painting, expressive, century, to celebrate, to appreciate, chronological, epoch, era, light, shadow, alarm, stone, marble, opening day, culture, skill, visual artist, craft objects, art critic, art trade, art scene, work of art, philistine, cabinet-maker, architecture, form, surface, cone, cylinder, sphere , guide, ticket, forgery, technique, picture-frame, expressiveness, realistic, harmony, catalogue installation, performance, oil, etc… 

      J. Pollock                P. Picasso                  M. Rothko                P. Mondrian

      1912-1956              1881-1973                 1903 – 1970             1872 - 1944

J. Miró:  1893 -1958         S. Dali : 1904               F. Marc  : 1880-1916

W. Kandinsky : 1866-1944     M. Buonarotti : 1475 - 1564    C. A.  Coypel – 1728

E. Monet – 1886       G. Klimt – 1905          P.  Klee – 1879-1940       T. Gainsborough –

                                                                                                  1729-1840

G. Morandi – 1890-1964  C.D. Friedrich –1774-1840   P. Picasso 1881-1973   E. Kirchner 1880-1938

T. Lautrec 1864-1901   P.Picasso  1881-1973    P. Cézanne 1839-1906     S. Dali  1904-1989

W. Turner 1775-1851     D. Ingres    1780-1867       J. Millais 1829-1896        P. Kopen  1007-1012

    V. van Gogh                 L. da Vinci                     E. Manet                         V. van Gogh                                 1853-1890                       1452-1519                    1832-1883                        1853-1890

          A. Warhol      1962- /        P. A. Renoir  1841-1919        P. Gauguin  1848-1903

                                     Hans Arp   1953                                                A. Giacomatti   1960

                      Hans Arp    1953

Photos of exhibitions and more

(copyright: Hanna Häusler-Strahl – Hélène Sajons.)

 Toulouse Lautrec  -        A coffee shop in a                     Art and Ikebana Exhibition

Exhibition in Munich         Munich museum                       

              hand made carpet                                               atelier

   painting for adults / VHS(Adult Education Centre)                             pottery  

                   sculptors                                                  Modern  Art  Museum /Munich

                                                                          EU – project exhibition at the Cultural Centre

                     in Olching/Germany 

e. Do´s and Don´ts

Introduction

There are many possibilities for faux-pas, unintended and especially without knowing, when you get in contact with another culture. Therefore it is very important in our growing unity of Europe, that everybody observes possibilities to avoid faux-pas. Everybody can get into a situation when one feels that there is something wrong, but you don’t know why (what?).

Basically, the teacher speaks with the students about being in such a certain situation. The students are supposed to talk about incidents when they were involved (or others) into an awkward situation. What has gone wrong? Where was the faux-pas? Were there religious, cultural or verbal misunderstandings?

Example:

An invitation at 7.00 pm: If necessary, the teacher helps (see frame (box?) below). The students should answer spontaneously.

An invitation has arrived. A lot of questions arise: Where? What time? For a meal or just for drinks? Is the invitation for a visit to the restaurant or to a private house? Should one arrive on time, earlier or any time? Who knows? What is to wear and what is to be taken along.? Flowers e.g.: Do you hand them over wrapped or unwrapped? With the stem up or down? Which flowers are to be chosen? Which flowers are inappropriate? Is something to be brought at all?

What would the table topics be? (In Germany you don’t talk about the holocaust.) Religious or political discussions would be out of place. Table manners, compliments to the hostess are also issues to be discussed. In southern Europe dinner time is long after 7 pm, in northern Europe, 7 pm is dinner time.

Exercises

Suggestions for other situations :

f. Idioms and Proverbs

Introduction

Proverbs are succinct and pithy sayings in general use expressing commonly held ideas and beliefs.  Proverbs are part of every spoken language and the same idea is often  found  in different languages. The biblical “ an eye for an eye” is found in many variants in Europe and the English proverb “A bird in the hand is worth two in the bush” has equivalents in many other European languages.

 Many idioms and  proverbs make use of hyperbole and colourful pictorial expressions. Folk proverbs are commonly illustrated with homely imagery--  household objects, pets, farm animals, food  and events of everyday life that reflect the cultural background. Many common proverbs refer to old customs of that particular culture e.g. “if the cap fits wear it” refers to the medieval fool’s cap. They reflect the cultural background of the language—the superstitions, customs, weather lore or medical advice “Early to bed, early to rise /makes a man healthy, wealthy and wise”.

Every language uses idioms to express or reinforce an idea more pictorially and succinctly. Adults use idioms frequently and fluently in their mother tongue and they  are the mark of the fluent speaker. Similar sounding idioms can have a different meaning in other languages or they may exist in a totally different saying e.g.  the English “ carry coals to Newcastle”, but the Germans “carry owls to Athens”.

 Many learners try and translate the idioms of their native language into another language, often with comic results. In order to prevent misunderstandings it is important to give examples of when and how to use the idioms and to provide the equivalent in other languages, if one exists. ”. In English “that’s old hat” (meaning old news) in German would be “that’s cold coffee “. A direct translation of an idiom from one language into another often makes no sense e.g. the English idiom  “it’s raining cats and dogs”.

 Some idiomatic expressions are the same in other languages, however, most are specific to the language and culture and cannot be literally  translated . An idiom is a fixed expression and cannot be altered without altering the sense of the saying and idioms  are best learned as a single unit of language.

 Idioms reflect the cultural background of the language and country .Sometimes the same expression has a different interpretation in another language. These cultural differences are important to understand e.g.  in English “to stretch one’s legs “ meaning to take a walk, in Arabic means to lie down. The English “chicken-hearted”  would be “he was an ostrich” in Arabic. The English expression “to beat about the bush” means to be evasive, but the same expression in German means to sound things out.

Often no idiomatic equivalent exists in another language and so it is important for the teacher to explain the idiom or proverb, so that  the students understand its meaning. 

Some questions to start

What are your favourite sayings (idioms or proverb)? When and how do you use them? What sayings did your parents or grandparents use? Is there an equivalent in English or in the European language you are learning?

Can you choose one and explain it to your neighbour?

*   Body parts are often used in idioms and these are often culturally determined.. In English

     you cross your  fingers for luck, but in German you press your thumbs together for luck.

** Sayings involving food reflect the  culture of the country. They  usually  can’t be directly

     translated into another language.

g. Non -Verbal Communication and Games

Peace can only be achieved if citizens are ready to make the necessary efforts to understand and accept cultural differences . You will find in Europe differences and similarities in people´ s behaviour but also in the manner they react in certain situations or they express feelings. Even the way people are dressed can give you a piece of information about the person´ s actual situation e.g. wearing black clothes is a sign of mourning in lots of European countries.

In a foreign country it is extremely important to watch how people behave to be able to understand them and to avoid misunderstandings.

Tolerance towards cultural differences is the most significant quality to assure PEACE in Europe.

Vocabulary:

Body parts: face, eyes, mouth, chest, head , arms, hands, legs, knees

Feelings: fear, joy, grief, perplexity, exhaustion, thoughtfulness, love, hatred, horror, pride …

Exercises :

Vocabulary and games:

Games for one person: Patience

Games for several persons: Trivial Pursuit

Board games as strategy games: Chess

Card games: Bridge

Team sports: Soccer, handball, volleyball

Group games: music bands

Pictures for “people “ and “emotions”:

Feelings, behaviour in certain situations, in certain places, at a certain time.

Look at these pictures:

1. How would you describe :

    a) the person                        b) the person´s behaviour          c) the situation       ?

2. How do people behave in “official” and in “private” situations? Is the etiquette the same in each

    European country?

3. How did people behave 50/100 years ago? Compare with the actual behaviour of young people

   and older people.

4. Do people living in the North of Europe and people living in the South of Europe behave in the same

    way? Why not? What influences their behaviour?

                                      At school                 On TV                Seaside

                            At the town hall  in Crete                               

                               At the restaurant                  At the theatre

Project Exhibition in Bamberg 2004     Project group in Kaunas          At the airport

   Former time (1918)

   Grand parents in 1975               Wedding 1973            Ralph Schicha, story teller

                                                                                    German actor

      Crying child                                                      EU-Project  team in Chania   

(copyright: Hélène Sajons)

  Adult Education Centre – Olching/Germany              

This project is being carried out with the support of the European Community in the framework of the Socrates programme. The content of this project does not necessarily reflect the position of the European Community, nor does it involve any responsibility on the part of the European Community. For questions and contact: 

 eu-project@gmx.com

Latest update of this page: 2005-07-15 

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