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2.3 Results
Paraskevi Kanari and Georgios Potamias
Students got to know unknown areas of cinema and developed their critical thinking towards
cinematographic art.
Students got to know legends and fairy tales of their native place.
Development of the creativity and imagination of students and teachers as well.
Constructive use of students’ free time and creation of new educative stimulus.
Development of students’ responsibility with the assignment of specific tasks and keeping a
specific time plan.
Improvement of students’ communicative skills in French. Using a foreign language outside
classroom, in order to fulfill communicative needs was a realistic goal.
Approach of a different culture and mentality.
Creation of a short film based on a local legend.
Presentation of the film in local community as a meta-result of the project in the end of the school
year.
2.4 Final evaluation
The program promoted the integration of social and cognitive challenged students in two different
countries: Socially isolated students had an opportunity to work in group activities and carry out more
interesting and stress-free tasks (isolation due to personal, family or even linguistic problems, e.g.
children of immigrants with inadequate literacy).Through this intercultural pedagogical experience,
students became more “mature” by increasing their social skills. The school, a place of academic
knowledge, usually detached from social context, became an integrated part of society. The research
of local history and mythology led to an active acquisition of knowledge based on the given social
context. Finally through film making, students and educators revaluated their cultural inheritance by
discovering the best sites and traditional abandoned constructions of their island for shooting the film,
in order to choose places for the scenes of the film (old houses turned into museums, old
coffeehouses). E-learning became a social power tool that provoked educational awareness and
cultural interchange. The case study presented in this paper sets an example of how modern
innovative multimodal educational approaches, sponsored by European intercultural programmes and
combined with traditional pedagogy, can enhance cultural literacy in educationally and culturally
challenged areas.
Acknowledgements
We would like to thank the National Scholarship Fund of Greece for its support during our research.
We would also like to address our gratitude to the people of the island of Spetses for its help and
support during the film making.
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