book

E.M.B. ERASMUS MINUS BULLYING
PRACTICES IN PREVENTION AND INTERVENTION IN EUROPEAN SCHOOLS
No 2014-1-EL01-KA201-001372

Edited by GYMNASIO THRAKOMAKEDONON
Responsible for the edition:
M. Kouroussi, A. Vagourdi, Coordinators of the “EMB, Erasmus Minus Bullying” Project.
Not to be sold

CONTENTS
Partner schools .................................................................................................................... 5
General information about Erasmus Minus Bullying......................................................... 11
Logos .................................................................................................................................. 13
Posters ............................................................................................................................... 15
Comics................................................................................................................................ 25
Art reviews ......................................................................................................................... 37
Poems ................................................................................................................................ 49
Scripts ................................................................................................................................ 75
Impressions and thoughts on our EMB ............................................................................. 99
For more information ...................................................................................................... 103
– 3 –

PARTNER SCHOOLS
‘T SCHOOLHUIS, Opwijk, Belgium
SREDNO OBSSHTOOBRAZOVATELNO UCHILISHTE “PEYO YAVOROV”, Varna, Bulgaria
BOTBY GRUNDSKOLA, Helsinki, Finland
REALSCHULE PLUS, Nassau- Bad Ems, Germany
GYMNASIO THRAKOMAKEDONON, Athens, Greece
INSTITUTO COMPRENSIVO “MARCO ULPIO TRAIANO”, Roma, Italy
GIMNAZJUM NR16 IM.FRYDERYKA CHOPINA, Lublin, Poland
SCOALA GIMNAZIALA CAVNIC, Cavnic, Romania
IES MIGUEL DE UNAMUNO BHI, Vitoria-Gasteiz, Spain
IBRAHIM HOSVER ORTAKULU, Cilimni, Turkey
– 5 –

PARTNER SCHOOLS
‘t Schoolhuis is a vocational school for special needs
secondary education, situated in a small municipal of
14.202 inhabitants, called Opwijk, 20 km away from
Brussels, Belgium.
Pupils are prepared for self-reliant living and a job
in a normal labour environment. Their training consists
of activities focused on learning general knowledge
and acquiring social and vocational skills. There is an observation phase of one year and
a training phase of four years.
In the training phase pupils have to make their choice out of 5 departments:
Welding, Coach-work and Car maintenance, Plumbing, House painting and Upholstering
and Gardening.
There are 96 pupils, aged 13 to 19 (94 of which boys) and 37 teachers.
Peyo Yavorov School, Varna, Bulgaria teaches 700
students aged 6 to 19. The school is the first bearer of
the green flag Eco schools in Varna region, with lots of
municipal, national and international ecological projects
and is also the winner of the annual prize of Varna
Municipality in the sphere of education for 2015.
The school team completed 6 Comenius projects,
two of which awarded with Certificates for qualitative performance by the National
agency and the Ministry of Education.
Botby grundskola is a comprehensive school for
Swedish speakers in eastern Helsinki, Finland with
approximately 500 students from preschool until form
9. Emphasis is laid on solid basic knowledge and skills
and on creating a safe and friendly school atmosphere.
The school uses the Finnish KiVa anti-bullying
programme for prevention and intervention of bullying.
The new core curriculum for basic education will be introduced in Finnish schools in
August 2016. The focus is on transversal competences and work across subjects with
special emphasis on phenomenon-based project studies.
– 6 –

Realschule Plus Bad Ems Nassau is located in the small
city of Bad Ems in southwestern Germany, which has
got a long tradition as a spa town.
Our school is attended by about 400 pupils. Half
of our children have got an immigrant background,
which enriches our school culture but makes it
challenging, too.
About 25 teachers teach students in 12 subjects and prepare them to get
apprenticeships. Students attend school from the 5th to the 10th grade.
The Erasmus project was the biggest European project at our school and the
implementation of the 6th Short Term Training Session in March 2016 was a highlight in
our school life.
Gymnassio of Thrakomakedones, is located in the
north-west of Athens, Greece, 23 km from the city
center, in a residential suburb. Our institution is a small
general secondary school of 250 students (12 – 15years)
and 25-30 teachers.The main subjects we teach are:
Greek language (modern and ancient), Maths, Physics,
History, Geography, Biology, 3 Foreign Languages (English compulsory and French or
German optional), ICT, Technology, Music, PE, RE, Home Economics and Vocational
Orientation. We have a long tradition in European projects and cultural student exchanges
with foreign schools. This is the second time our school has coordinated an EU programme.
Our school activities aim at the development of social and interpersonal skills which ensure
a positive learning environment.
The Comprehensive School "Marco Ulpius Traiano" is
located in the district of Dragona, between Rome and
Ostia, in Italy, an area with a lot of problems related to
immigration. It is fully equipped with gyms, theatre
classrooms, film club, computer labs and teaching and
audiovisual aids. It interacts with the local community
with many projects and educational initiatives, celebrations of anniversaries and events
involving families, associations and institutions.
Our school has a fairly stable workforce of 140 teachers and 1500 students.
– 7 –

Gimnazjum nr 16 im. Fryderyka Chopina is a junior
high school located in Eastern Poland, in the urban
district of Lublin called Czechów, (60.000 inhabitants).
There are 70 teachers and 860 students, (13-16 years
old). There are many afternoon classes to unearth,
develop and utilize students’ talents and interests (art,
music, choir, sport, drama). Our school offers assistance to financially and socially
challenged students in many aspects. There are special extra lessons for students who
have problems with curricular subjects. Besides, numerous activities are offered to
talented students. We also care for seriously ill and disabled children – individual lessons
are given to them.
Scoala Gimnaziala Cavnic, Romania, was founded in
the 1950s and 30 teachers offer education to more
than 400 pupils aged 7 to 14, of Romanian, Hungarian
and Roma origin. The school has classes from
preparatory level to 8th grade. Our school operates
in a small mountainous town, with approximately
5000 inhabitants. From an economical point of view,
our town is situated in a disadvantaged area because
its main industry was mining and the mine has been closed for almost 8 years now. In
the last years, the town has been turning into a touristic resort as we have long
winters, ski slopes and other facilities for practising winter sports. Starting with the
year 2010, Scoala Gimnaziala Cavnic is subordinated to Colegiul Economic Pintea
Viteazul (colegiul-pintea.weebly.com)
Miguel de Unamuno DBH is a State Compulsory
Secondary School located in Vitoria-Gasteiz (246.042
inhabitants.), capital of the autonomous community of
the Basque Country in northern Spain.
Vitoria-Gasteiz held the title of European Green
Capital in 2012. Our school is involved in several
projects to cope with student´s diversity, to welcome
new families, to protect the environment and to implement new methodological
approaches.
There are about 85 teachers and 800 students from 12 to 18 years old. We can
study in three different linguistic models, among which we can learn Basque, Spanish,
English, German, Latin or French. Our school has won some awards since it was opened
25 years ago. (“Efficiency for the Use of Water” in 2009).
– 8 –

Ibrahim Hosver Secondary School is located in the city
centre in Çilimli, Düzce, Turkey. Our city is just between
Ankara (the capital) and Istanbul (the biggest city with
15 million). There is a headmaster, 2 deputies, 30
teachers and 750 students. It consists of Primary (14
classes) and Secondary (12 classes) Schools. In each of
our classrooms there are smart boards, which enable
better learning activities for students. We teach
English as a foreign language. By participating to EU projects, our school gets a European
dimension and develops itself.
– 9 –

GENERAL INFORMATION
ABOUT ERASMUS MINUS BULLYING
The idea of EMB, “Erasmus Minus Bullying” project was inspired by the need to face
bullying as a phenomenon in our European schools, with the intention of creating a big
group of partners from the north, south, east and west of Europe. One of the main goals
of EMB was to create intellectual outputs, like the one you are now holding, that is,
teaching materials and resources for European teachers, with the active participation
and contribution of students.
Background of the book
Bullying as a phenomenon has always been present at our schools and we observed with
sadness that in some communities bullying was regarded as a natural part of school
routine, passed down from generation to generation. In recent years, teachers from all
across Europe have witnessed an increase in aggressive behaviour and social exclusion
among students, partly due to the financial crisis in Europe. That is why ten schools
across Europe joined forces to fight against this disharmony that is spreading in our
schools. Our objective is to build up school communities that enhance the values of
safety, respect and inclusion.
Main objectives of the project
The aim and need of our joint project was to develop good practices for the prevention of
bullying and clear strategies for dealing with bullying cases. In order to achieve this, we
needed new, student-centered approaches. Student involvement in anti-bullying work
was considered an effective way of bullying prevention. By encouraging our students to
take initiative, we believe we are taking serious action towards the formation of actively
and effectively functioning citizens for the Europe we are dreaming of.
Description of project activities
We divided our activities into 7 modules which included 7 project meetings. The
planning and the collaboration of the project activities was organised with the help of
the e-Twinning portal. The TwinSpace tools were used both by teachers and students for
project planning, communication and publishing of project products which include
questionnaires, lesson plans, Quizlet files, logos, songs, films, scripts, short stories,
comics, a basic bullying dictionary with activities in our ten languages and English,
regulations, etc. We also made use of a variety of ICT tools like Survey Monkey, Quizlet,
– 11 –

Blogger, Pixton and Storybird in order to publish the results of the project activities on
our own blog
(http://ourerasmus.blogspot.com),
on www.wikispaces.com (https://erasmusminusbullying.wikispaces.com),
in www.youtube.com (Erasmus Minus Bullying channel) and on TwinSpace.
Both teachers and students participated in all the 7 project meetings, which offered
training sessions/workshops both for teachers and students, planning of project
activities and production of materials for our end products: the ERASMUS MINUS
BULLYING Book you are holding, a song CD and DVDs (students' films as well as
documentation of the short-term training sessions) and the ERASMUS MINUS BULLYING
Anti-bullying Guide. Two of the project activities were visits to the European Parliament
in Strasbourg and Brussels, where we addressed international audiences with
information about the EMB project and drew the attention of politicians from many
countries to the importance of school violence questions.
Methodology
Our central approaches were learning by doing, cooperative learning and peer
education. With the help of creative teaching methods (drama, music, art, film, ICT), the
project activities aimed at helping students to understand the nature of bullying, to get a
better self-esteem and to become more active citizens both locally and globally.
Content and aims of the book
The book presents a wide part of the literary and artistic works of our students. The
whole of the intellectual outputs of EMB including materials not published here (short
films, songs, visual stories, legal aspects, lesson plans, conclusions and proposals, among
others) appear in an electronic guide (in CD form) and has also been uploaded in the
Erasmus+ European Treasure Platform. We hope that this publication will inspire and
motivate a lot of people in the field of education.
– 12 –

LOGOS
The logos were created in the 1st Module, so that each country took part in a
competition in Varna, Bulgaria, 1st short-term training session, December 2014, in order
to chose the EMB logo.
BELGIUM
BULGARIA
GERMANY
POLAND
SPAIN
GREECE
FINLAND
TURKEY
ITALY
ROMANIA
– 13 –

POSTERS
The posters included in this publication were the product of students’ work in their
schools. They are the output of the 2nd Module.
In the second short - term training session in Athens, Greece, in March 2015, an
exhibition took place and one poster from each partner school was chosen to represent
it. A collage made of posters (three from each country) was also created by more than
50 participating students and teachers, who put them together on a 10x5 roll paper and
drew in between the posters, starting from where they felt they had been before the
beginning of the project, where they were in those early days and where they were
aiming to be at the end of it. A digital version of collage with photos of posters was
created, as well, on the spot.
A similar process of common work was followed in a workshop in Helsinki, Finland,
in May 2015, when the students were asked to draw their partners’ portraits individually
and then put them on the same canvas.
– 15 –

ATHENS
HELSINKI
– 16 –

BELGIUM
– 17 –

BULGARIA
– 18 –

GERMANY
– 19 –

GREECE
– 20 –

ITALY
– 21 –

POLAND
– 22 –

ROMANIA
– 23 –

SPAIN
TURKEY
– 24 –

FINLAND
– 25 –

COMICS
Comics are very popular among teenagers and the new ICT tools have enabled them to
experiment with their skills and express themselves.
In the 2nd short-term training session in Athens, March 2015, after a role play
activity, short stories were written in mixed groups and inspired many of these stories.
Another source of inspiration was the film “The Help”, USA, 2011, directed by Tate
Taylor, based on the book of Catherine Stocket, which was shown in each school after
our 1st short-term training session in Varna, Bulgaria, November 2014. Numerous other
activities based on this film were designed and organized and lesson plans were created.
The students were acquainted with Pixton platform in Athens and many stories
were written during the first year of the project, individually or in the ITC lesson.
Experimenting with writing comics about incidents of bullying, we realised that
students were more open to express themselves, were able to see events where they
were personally involved from a distance and feel guilt-free. We recommend the
activity, as an optional tool, in cases when the students involved in an incident as
victims, bullies or by-standers are willing to participate and elaborate on the matter
creatively.
– 27 –

BELGIUM
ITALY
– 28 –

BULGARIA
By Antonia
By Viktoria
– 29 –

FINLAND
Jasmine L, Finland
Andreas N, Finland
– 30 –

– 31 –
Kattis F, Finland

GERMANY
At the
next
evening ...
– 32 –

GREECE
“A VICTIM IS NOT ALWAYS A VICTIM” by Aineias Schult
– 33 –

POLAND
ROMANIA
– 34 –

SPAIN
– 35 –

TURKEY
– 36 –

ART REVIEWS
The 5th Module was followed by discussions with our students. They chose books, films,
pieces of art and short videos relating to the topic of bullying in order to create
reference lists.
Each partner school selected a representative from each category and wrote
reviews for them, which were presented in the 5th short-term training session in
Belgium, January 2016.
Given its nature, the activity spread to the whole school and involved a lot of
classes, and interacted with different subjects: Literature, Foreign languages, Art,
History.
The commenting on the collected material and the interesting discussions that
followed proved to be substantial, challenging and fruitful.
A lot of the books and films recommended were in national languages. On the other
hand, the works of art represent an international language and anyone can approach,
understand and feel it. That is the reason why we decided to print them and “speak”
with them.
– 37 –

BELGIUM
TITLE: “Bullying”
CREATOR: Matt Mahurin
COUNTRY AND LOCATION OF DISPLAY: Αrtists’ collection, California, USA
Describe the work of art giving some information for its background.
The older (taller) girl is threatening the younger girl.
You can see the older girl is the bully because she has tight fists. It seems that the
older girl has driven the younger girl with verbal aggression towards the edge of a
cliff.
The shades show that there are at least 5 bystanders
How does it relate to the issues of bullying, isolation, discrimination or violence?
This illustration leaves no doubt: you can see clearly there is a bullying action
happening here!
It is difficult not to see the anger and the consequences.
The victim is literally driven to the edge…
Describe different emotions you have when you see this work of art.
You immediately feel compassion for the young girl, and would like to save her from
falling down.
It’s hard to tell whether the older girl was forced to do this by other bullies in the
back (the shades) or that she really is the bully herself. The tight fists would define
she actually is mean.
– 38 –

BULGARIA
TITLE: “Birds of prey”
CREATOR: Petyo Marinov
COYNTRY AND LOCATION OF DISPLAY: Varna, Bulgaria
Describe the work of art giving some information for its background.
The picture represents the endless fight between the good and the evil. The young
woman shows kindness and purity. She is beautiful and humble. On the other hand,
a bird of prey is depicted which directs aggressively to the woman.
How does it relate to the issues of bullying, isolation, discrimination or violence?
The bird is ready to attack but its intention is frustrated. It makes a threat presented
by the falling stone but is not capable of any more serious actions because its beak
is stuck. The woman is protected – her hat presents this idea.
Describe different emotions you have when you see this work of art.
The picture is colourful and the images are clearly drawn. It makes you feel a bit
scared at first but then you realize there is always something stronger than the
aggressor, which can stop it.
Why did you choose this piece to represent your country? What made you like it
so much?
We chose this picture because it was made by an artist from Varna. This summer,
when he was 65, he had a big exhibition in our town, which was placed in an old
closed restaurant in the sea garden. Most of his pictures are vivid and he often uses
images of animals to show human relations.
– 39 –

FINLAND
TITLE: “The Wounded Angel”, 1903
CREATOR: Hugo Simberg (1873-1917)
COUNTRY AND LOCATION OF DISPLAY: Finland, Ateneum Art Museum, Helsinki
Describe the work of art giving some information for its background.
Two sullen-looking boys are carrying an angel dressed in white on a stretcher
between them. There is a badge over the angel's eyes and one of the wings is
injured. When the symbolist painter Hugo Simberg displayed the painting for the
first time, there was simply a long dash instead of a title. His intention was clearly to
leave room for different interpretations.
How does it relate to the issues of bullying, isolation, discrimination or violence?
We can only guess what has happened to the angel, but most probably she has
been the victim of both physical and verbal bullying. The two boys carrying the
angel on a stretcher between them could be seen as upstanders helping a friend,
but on the other hand they look very guilty and might have been bystanders
witnessing the bullying and not giving a helping hand until later.
Describe different emotions you have when you see this work of art.
We feel sad for the wounded angel and wonder what might have happened to her.
We were also wondering about the role of the two boys; they definitely look guilty.
However, there is a hint of optimism in the picture as the angel is carrying a bunch
of flowers in her hand, which could be interpreted as a symbol of recovery.
Why did you choose this piece to represent your country? What made you like it
so much?
Hugo Simberg is a well-known artist in Finland and this painting was voted Finland's
best-loved work of art in 2006. We think this painting is intriguing because there are
as many interpretations as there are viewers.
– 40 –

GERMANY
TITLE: “Pieta”
CREATOR: Käthe Kollwitz
COUNTRY AND LOCATION OF DISPLAY: Berlin – Germany
Describe the work of art giving some information for its background.
A seated, cross-legged woman envelops the body of a child. The limp child, head
tipped far back, is clutched to the figure we assume is the mother. Her features are
mostly hidden by the child's body-except we see one closed eye and her nose
nestled into his skin. Also visible are her expressive eyebrows, which silently
communicate her explosive feelings. With her strong arms-especially a strong, thick
hand-she draws the child toward her even more tightly. Her embrace is allconsuming.
The mother's muscular leg forms the base of the monolithic shape that
confronts the viewer. Most of the lines the artist uses to shape and shade the forms
are aggressive, taut and meaningful, contributing energy to the surface. As a bit of
relief from the overall grief.
How does it relate to the issues of bullying, isolation, discrimination or violence?
This etching is one of a series of drawings, charcoals, and etchings titled "Woman
with Dead Child," all produced in 1903. Kollwitz began the series with works she
called "Pieta"-Mary mourning her dead son. The subject Kollwitz focused on, the
mother mourning for the dead child, is not based on any direct life experience:
"Great piercing sorrows have not struck me yet" she wrote in her diary (The Diary
and Letters of Käthe Kollwitz, Northwestern University Press, Evanston, 1988), but
she was not to escape "great piercing sorrows" much longer. Her son Peter, who at
age seven posed for the dead child in this etching, was killed in World War I at the
age of twenty-one and a grandson, Peter, was killed in World War II.
Describe different emotions you have when you see this work of art.
It makes me get strong emotional feelings and motivates me to help …
Why did you choose this piece to represent your country? What made you like it
so much?
It´s strongly related to our history.
– 41 –

GREECE
TITLE: “On a burnt piano”
CREATOR: Vasilis Alexandrou
COUNTRY AND LOCATION OF DISPLAY: North Greece, University of Macedonia, Thessaloniki.
Describe the work of art giving some information for its background.
This piece of art is very innovative and relevant to the subject of bullying because of
the creative idea of the artist. He used the elements of a burnt piano in a music hall
after the attack of fanatic demonstrators as elements for a new piece of art, that
will show the power and the greatness of art. So, he created a sculpture, which is
now exhibited in the building of Macedonian University in Thessaloniki, North
Greece.
How does it relate to the issues of bullying, isolation, discrimination or violence?
Vandalism is a powerful form of bullying against society and its values. Breaking
your peer’s personal belongings does not differ much from the destruction of a
piano belonging to an educational establishment. It makes us think that if bullying is
not dealt with successfully in early years, it can deteriorate.
Describe different emotions you have when you see this work of art.
We felt sorrow, anger, shock, wonder. We also admired it because it reminds us
that art is not only something material but it is more a spiritual, holy element that
can inspire every person and culture all over the world. This makes us feel very
optimistic.
Why did you choose this piece to represent your country? What made you like it
so much?
The burnt piano and its story symbolizes for us the timeless and deeply
humanitarian power of art -especially music- that like a phoenix can be reborn from
its own ashes and it gives a clear message: culture and art can win over hatred,
bullying and violence.
– 42 –

ITALY
TITLE: “ Card players”
CREATOR: Michelangelo Merisi (Caravaggio) 1595 Italy
COYNTRY AND LOCATION OF DISPLAY: Kimbell Art Museum-Fort Worth (Texas)
Describe the work of art giving some information for its background.
In this painting, the players are engaged in a game of “primero”, a forerunner of
poker. Engrossed in his cards on the left is the dupe, unaware that the older
cardsharp signals his accomplice with a raised, gloved hand (the fingertips exposed,
better to feel marked cards). On the right, the young cheater looks expectantly
toward the boy and reaches behind his back to pull a hidden card from his
breeches.
What made you like it so much?
Caravaggio has treated this subject not as a caricature of vice but in a novelistic
way, in which the interaction of gesture and glance evokes the drama of deception
and lost innocence in the most human of terms
Why did you choose this piece to represent your country? How does it relate to
the issues of bullying, isolation, discrimination or violence?
Choosing a painting that can describe "bullying" was very difficult for us, because
actually there are a lot of masterpieces about this topic, but, incredible to say, none
of them are made by an Italian author! But, fortunately, there is an Italian painter
who was a very bully: Angelo Merisi (well known as Caravaggio 1571-1610): he was
a violent man and, in the last years of his life, he was persecuted because he had
killed a man during a brawl. His being a "bully" allowed him to paint his wonderful
masterpieces where he represented his desperation and sadness.
– 43 –

POLAND
TITLE: "The Battle Of Grunwald"
CREATOR: Jan Matejko
COUNTRY AND LOCATION OF DISPLAY: Poland, National Museum in Warsaw
Describe the work of art giving some information for its background.
In this image I can see what the battle of Grunwald in 1410 looked like. This battle
was fought between the Teutonic knights and the Polish-Lithuanian Kingdom. In this
battle The Polish-Lithuanian Kingdom won. Władysław Jagiełło was a Polish king
who commanded the army.
How does it relate to the issues of bullying, isolation, discrimination or violence?
We all know the battle is full of violence. In this event a lot of soldiers died and
above all, soldiers from Teutonic order. The Polish-Lithuanian Kingdom also suffered
a loss, less than Teutonic order. The painting shows how cruel and horrible violence
is. We can see a lot of suffering, death and fear.
Describe different emotions you have when you see this work of art.
When I am looking at this image I feel anger for these people. It's sad that people
want to kill each other, no matter what reasons. I think it was a very bloody battle.
It shows callousness and brutality of people.
Why did you choose this piece to represent your country? What made you like it
so much?
I like this image because it shows an important battle of my country, Poland. Also,
this image was painted by a Pole. This man perfectly showed us the outline of the
battle of Grunwald.
– 44 –

ROMANIA
TITLE: “The warriors”
CREATOR: Sabin Balasa
COUNTRY AND LOCATION OF DISPLAY: Military Museum, Bucharest, Romania
Describe the work of art giving some information for its background.
Sabin Bălașa’s painting takes us into a fantastic world, full of metaphors. With a
touch of romance, his creation tries “to bring the past and future together”, dealing
with topics inspired by legends and history. His art is crossed by the myths of life
and death, childhood and youth, the fear and terror of disaster and the hope for
revival, the creative human force and the mysterious power of the universe. In the
center of his creation, there lies the poetry and the fabulous, not only through the
topic addressed by the artist, but also by the way of painting.
How does it relate to the issues of bullying, isolation, discrimination or violence?
In our opinion, this painting suggests putting an end to all violent acts between
people and it is a call to peace and understanding.
Describe different emotions you have when you see this work of art.
Blue, the colour which dominated Bălașa’s creations, had a powerful significance for
the artist: “It represents us, the people who managed to get in space.” Ultramarine
blue uniformly and homogeneously spread on his canvases makes us think about a
world without ending, from another galaxy. The fantastic world he proposes is
"populated by strange beings with cold beauty", especially female characters of
inaccessible beauty.
Why did you choose this piece to represent your country? What made you like it
so much?
We believe that this painting is representative for Romanian contemporary art, a
strong urge to peace, understanding, cooperation, friendship.
– 45 –

SPAIN
TITLE: “ Cain and Abel”
CREATOR: Tiziano Vecellio-Titian
COUNTRY AND LOCATION OF DISPLAY: Santa Maria della Salute, Venice
Copyright © 2002-2016 www.titian-tizianovecellio.org
1542-44, oil on canvas, 298 x 282 cm
Describe the work of art giving some information for its background.
Titian executed three ceiling paintings (Sacrifice of Isaac, Cain and Abel, David and
Goliath) for the ceiling of the church Santo Spirito in Isola (now they are in the
sacristy of Santa Maria della Salute in Venice). These paintings are characterized by
the spiraling movement of the figures, the counterpoised poses and the strong
intersecting diagonals. In these canvases we see Titian's Mannerism at its height.
How does it relate to the issues of bullying, isolation, discrimination or violence?
The artwork clearly show the fight for the power, the envy, the violence among
peers, as they were brothers.
Describe different emotions you have when you see this work of art.
It makes us think that violence has always existed, from ancient times… and it really
made us feel a bit pessimistic…will all this finish? It also made us think of Religions
that forgive this kind of sins, how, in a way, cannot they be part of the problem. “ I
can be guilty, I am human…so I can be forgiven”
Why did you choose this piece to represent your country? What made you like it
so much?
Because it represents the fight in its most absolute cruelty
– 46 –

TURKEY
TITLE: “Family picture”
CREATOR: Primary School Student, Mehmet
COYNTRY AND LOCATION OF DISPLAY: Turkey
Describe the work of art giving some information for its background.
Teacher wants Ss to draw a picture and Mehmet draws a happy family picture but
he doesn’t draw the mouth and arms of his dad, as his dad used to swear and beat
his mom.
How does it relate to the issues of bullying, isolation, discrimination or violence?
Daily life events reflect our psychological mood.
Describe different emotions you have when you see this work of art.
We got so sad and speechless when we saw this picture and read the story about
that.
Why did you choose this piece to represent your country? What made you like it
so much?
We chose it because it shows what is inside of us.
– 47 –

POEMS
Poetry writing is incorporated in all educational systems. The language of poetry is
eloquent, familiar and effective, in the sense that playing with words can give many
messages. In the 5th short-term training session in Opwijk, Belgium, January 2016,
students attended a workshop on poetry writing. Further from traditional approaches,
they were acquainted with various techniques: acrostic, eleven-word-poem, haiku,
shape poem, tanka, tetractys, limerick. They were also provided with vocabulary of
emotions in English, to be used freely.
During the workshop, participating children were divided into multinational groups
and wrote poems together. A presentation followed. One of the students was reading
the poem aloud while the rest of the group were showing the words written on sheets
of paper. The creative output was filmed with mobile phones.
Back in their countries, the techniques were presented to their fellow-students.
They were invited to write poems in their native language or in English, and some were
also inspired by a visual stimulus (photographs or works of art). There was great support
by teachers of Literature and English.
In some countries, booklets of poetry were made and short-listing of poems for this
publication via voting was implemented.
In the 6th short-term training session in Bad Ems, Germany, March 2016, the poems
were presented in versatile, creative ways (displays, reiteration, video presentation with
the writers, animation).
We were surprised by the momentum of the participation, given the fact that
poetry does not seem to be a favourite means of expression in our days. This
strengthens our argument that poetry is inspirational, it can soothe spirits and souls and
it should be used in the educational process with emphasis.
We recommend poem writing to be an annual activity as a competition entry on the
International Anti-bullying day or as a part of an Anti-bullying festival.
– 49 –

BELGIUM
– 50 –

BULLYING
Always kicking,
Always hitting,
If you don’t take part
You’ll be the bulls eye
Always dirty words,
Asshole! Stupid! Ugly!
Eyes full of tears
Who did it?
Not me! Not him! Not her!
Nobody did!
Where is this bully now ???
Kelly Laenens.
PESTEN
Altijd schoppen,
Altijd slaan,
Als je niet meedoet
Ga je er aan,
Altijd vuile woorden,
Smeerlap! Stommerik! Sul!
Ogen vol tranen
Wie deed het?
Ik niet! Hij niet! Zij niet!
Niemand deed het!
Waar is die pester nu ???
Kelly Laenens.
– 51 –

– 52 –

NEED HELР
Терзая се всеки ден
Обичат ли ме в къщи
Ридая нощем
Моите приятели до мен ли са?
Още ли ги имам?
Защо съм сам?
Aвтор: Анонимен
BULGARIA
Nightmares
Every night and
Each day.
Do they love me at home?
How to be sure?
Escape or stay?
Lots of friends
Pity to feel alone.
Author: Anonymous
Стоп на агресията
Stop to the aggression
Доброто винаги побеждава злото.
Лошото ти забрави и
Доброто в очите погледни.
Aвтор: Силвия Стоянова – IIIб клас
The goodness always
Wins over the evil.
The evil you forget
And look in the eyes of goodness.
Author: Silvia Stoyanova – 3rd grade
– 53 –

Не обиждай,
Не лъжи,
Не изнудвай,
Не кради.
Недей да си помисляш ти
За миг да бъдеш лош дори,
Защото насилието не помага,
А само вреди налага.
Не обиждай,
Не лъжи,
Не изнудвай,
Не кради.
Добър човек бъди
И за лошо не мисли,
Че ще пострадаш ти,
А не го искаш. Нали?
Нека спрем насилието!
Aвтори: Антония Николова и
Виктория Петрова – VI а клас
Do not offend,
do not lie,
do not extort
do not steal.
Do not even think
For a moment to be a bad person
Because violence does not help
but damages does.
Do not offend,
do not lie,
do not extort
do not steal.
Be a good person
without bad thoughts
otherwise it will hurt you,
And you do not want it?
Authors: Viktoriya Petrova and
Antoniya Nikolova – 6th grade
– 54 –

Когато вляза в час
И видя аз един от нас
Унил,нещастен и сломен
Тогава нещо се пречупва в мен!
Желая аз да ви помоля,
Не тормозете вий децата моля
Защото чувствам се щастлива
Усмихнати приятели да видя.
Автор
Боряна Иванова -Vа клас
When I come in the class
And I see one of us
Dejected, miserable and broken
Then something breaks in me!
I want to ask you,
Do not harass children, please
Because I feel so happy
When I see my friends smiling.
Author
Boryana Ivanova -5th grade
– 55 –

Tryck någon ner,
du når aldrig toppen.
Tär på någons själ,
du blir själv aldrig hel.
Genom att bara stirra på andra,
ser du aldrig dig själv.
By pushing somebody down,
you won't reach the top.
By treating poorly somebody's soul,
you won't be healed.
By focusing only on others,
you won't ever see yourself.
Mathilda von Koskull, Finland
FINLAND
Kyla, elaka ord leder till sorg.
Värme och vänlighet till glädje.
Sorg föder mera sorg.
Glädje mer glädje.
Valet ärditt.
Coldness, mean words lead to sadness
Warmth and kindness to joy.
Sadness leads to more sadness.
Joy to more joy.
It's your choice.
By Alex Hittinen
Smile
That lady you smiled to on the bus was
feeling sad
and you made her smile.
The neighbor from next door was having a
really bad day
and a simple ”Hi” made him feel a bit
happier.
The old lady you stopped and talked to for
a while was feeling lonely
and this made her day.
So smile and be polite, it’s a simple and a
free way
to make someone’s day a bit better.
Wilma Engström, Finland
– 56 –

Lonely and alone
Only by myself
No one around
Every day all the time
Left out by people
Yearning for company
Ira & Mette 8B, Finland
Poems inspired by
Illustration by Tove Jansson
The Groke
Fear
too sad
lonely and cold
Why is everyone afaid?
Pity
Evelinn and Sara, 8B Finland
Scared
and terrified
I’m always lonely
I just need someone
HELP!
Viktor, Anton and Touko, 8B Finland
Feeling weak
Always be brave
I will stand up for myself
Tell everyone you are strong
Have faith in yourself
Aida and Pooja 9B, Finland
– 57 –

Ensamhet
Där står trädet för sig självt
Mitt ute på min äng
Alla står och tittar på
Ingen vill dit framgå
Någon borde dit gå fram
Bjuda ut sin hjälpsamma hand
Loneliness
There is the tree
Standing all by itself
Everyone's watching
No one wants to go there
Someone should step forward
And offer her a helpful hand
By Mathilda von Koskull and Jemina Palkonen
– 58 –

GERMANY
What is love – An acrostic
Liebe ist ein Gefühl
Immer für den anderen einzustehen
Egal, was passiert
Bei einander zu bleiben
Ein Bündnis im Strudel der Zeiten
Love is an emotion
Always vouch for the other
No matter what happens
Sticking to one another
An alliance in the maelstrom of the times
– 59 –

GRIEF - Haiku
Trauer der Tränen
Lippenbekenntnis für nichts
die Herzen brechen
Grief of tears
Lips for nothing
break the heart
Limericks
Es liebte Juliane aus Miehlen
Den Tom, doch nur eine von vielen
War sie für ihn – schlimm
Doch dann traf sie Tim
Und beide begannen zu spielen
© www.irelande.com
It loved once Juliane from Guadeloupe
Boy Tom, but just one of a big group
She was for him - bad
But she didn´t get mad
And met Mike who cooked good soup
– 60 –

Ξύπνησα
Ξύπνησα μια μέρα και ήλπιζα
πως δεν θα είναι εκεί,
μα μόλις πήγα, με περίμεναν.
Προσπάθησα να τους αποφύγω,
αλλά με πρόλαβαν.
GREECE
Awakening
I woke up one day with the hope
not to see them.
They were waiting for me, though.
I tried to foresee that and run away
but they reached me.
Με έβρισαν, με κλώτσησαν,
με έριξαν κάτω
και έφυγαν γελώντας.
They swore, and kicked
and put my back on the ground.
And they left laughing
Ξύπνησα μια μέρα και ήλπιζα
πως δεν θα είναι εκεί,
μα μόλις πήγα με περίμεναν.
Με αγωνία προσπάθησα να φύγω,
μα με πρόλαβαν.
Μια μέρα όμως πήγα εκεί, ανήσυχος εγώ,
και μόλις με έσπρωξαν,
τους ρώτησα γιατί.
Και το γιατί μου αυτό τους ξεκουφαίνει ακόμα!
Δεν είναι πια εκεί!
Δημήτρης Παπαγεωργίου, Τάξη Β3
I woke up one day with the hope
not to see them.
They were waiting for me, though.
In despair was my try to escape them
but they reached me.
One different day, I was there again,
with a startle.
But with this and with that,
after punches,
I asked why.
This why is deafening them.
They are not there any more!
Dimitris Papageorgiou, Class B3
– 61 –

Νίκη
Νιώθει αναποφάσιστος.
Παλεύουν ο αμήχανος κι ο θαρραλέος
εαυτός του.
Τα πάντα γύρω άγνωστα
και κανένας σύμμαχός του.
Κανείς δεν ξέρει τι θα γίνει
στην πάλη αυτή,
αν θα το υπομείνει ή θα αμυνθεί.
Εκείνη τη στιγμή ξεπροβάλλει η Ελπίδα,
τα φτερά της Νίκης και η Ελευθερία.
Στο τέλος τη Νίκη διαδέχεται η Χαρά,
γιατί με κούραση και πίστη
κέρδισε πραγματικά.
‘Ιλια Πορίκη, Τάξη Α3
Εμπνευσμένο από το αρχαίο γλυπτό
Νίκη της Σαμοθράκης
Victory
He feels uncertain
His embarrassed and courageous self
are in fight.
Everything around unknown
and nobody on his side.
Who knows what becomes in this fight?
Will he be patient or will he defend?
Then Hope arises, Victory’s wings
in tandem with Freedom.
And joy succeeds victory’s time,
cause labour and faith the prize define.
Ilia Poriki, Class A3
Inspired by the sculpture of Victory
(Niki of Samothraki)
– 62 –

My school life with Danny
My school life is tiring and I’m always alone,
I can’t keep doing everything on my own.
I want a friend to help me with my sadness,
I want a partner to be here when I face shyness.
But when I try to make friends,
I feel dead tired.
And when I am in class,
I feel as if I’m fired.
Come on teachers, help me now!
I feel so unhappy if I’m always out.
My greatest fear is being made to look funny,
and I’m always in panic when around there’s
Danny.
He always bothers me and I get disappointed.
After him I am constantly annoyed.
But I made a decision to seize the day.
I’ll talk to Danny without delay.
I’m ready to face my fears.
I’m ready to stop the tears.
Maria Xanthopoulou, Class A3
Inspired by the book “Kosmodromio”
by Helen Katsama, Patakis publications
The girl
Alone in a corner
She is supposed to be at school
Bending over, holding her knees
And her mind is full
“ Don’t find me, please!”
Alone in pain
Her mind travelling far away
She is supposed to be at school
But it’s only her body
Her heart is flying and her mind, too.
Is she a victim?
Here is the voice of her “friend”
“The photo was uploaded”
Sadness is overwhelming her
Embarrassment is coming again and again.
Footsteps approaching
Raising her eyes she sees a smile
Somebody found her-a boy from the club!
“Stand up, it’s EMB time”
”We are not in school, we are on cloud number
nine”.
3/2/2016
EMB CLUB: Cleopatra, George, Ilectra, Ilia, Irini,
Katerina, Marianthi,Panagiotis.
Inspired by the painting “the girl” by J.Moralis,
exhibited in the Greek National Gallery
– 63 –

Il pugno
ITALY
The punch
In una bella giornata di giugno
Io ricevetti un bel pugno
Da un certo odioso bullo.
Io adesso ho un occhio nero
Lui invece va in giro fiero.
Ha fatto l’errore più grande del mondo
Ma non la pensa così nel suo cuore
profondo.
Costretto dalla sua immensa rabbia
Non capisce di essere in gabbia.
Intelligente è quanto un genio
Eppure mi minaccia in cerca di premio.
Non accetta che io lo voglia aiutare,
proprio io, per il suo problema familiare.
Se continua a picchiarmi,
io dovrò ribellarmi!
On a beautiful day in June
I received a punch
From a certain obnoxious bully.
Now I have a black eye
But he goes around proudly.
He made the biggest mistake in the world
But he does not think so in the deep of
his heart.
Forced by his immense anger
He does not understand to be caged.
He is smart like a genius
but threaten me in search of reward.
He doesn’t accept I want to help him
for his family problem.
If he continues to hit me,
I will have to rebel!
By Fagiolini, class 3C
La vittima
Dolore…
Assenza di ogni colore
Paura…
Annuncio di triste sventura
Solitudine…
Strano senso di inquietudine
Sparire…
Per smettere di soffrire
By Antonini, class 3C
The victim
Ache…
Absence of any color
Fear…
sad misfortune ad
Solitude…
Strange sense of unease
Disappear…
To stop suffering
– 64 –

Sono qui per terra…
Tu pensi di aver vinto la guerra
Nei tuoi occhi scorgo soddisfazione
Eppure tu ignori quale sia la mia intenzione.
Mi rialzerò e tu dovrai scappare.
Niente e nessuno mi potrà fermare.
Senza parole, senza violenza
Ti dimostrerò il potere dell’indifferenza.
La tua arroganza
e la tua prepotenza
verranno sconfitte.
Non ci saranno più vittime afflitte.
I'm here on the ground ...
You think you've won the war
In your eyes I see satisfaction
Yet you ignore what my intention is.
I will get up and you must escape.
Nothing and no one can stop me.
Without words, without violence
I'll show you the power of indifference.
Your arrogance will be defeated.
There will no longer victims afflicted.
By Ricotta, class 3C
– 65 –

Non mi capiscono
Non mi conoscono
Parlo e non mi ascoltano
Mi guardano come un diverso
Se mi avvicino loro se ne vanno
Nel loro gruppo posto non mi fanno
Il mio silenzio per loro non è danno
E, senza tregua, alla solitudine mi
condannano
They do not understand me
They do not know me
I speak and they do not listen to me
They look at me and think I’m nothing
If I approach them, they go away
There is no place for me in their group
My silence for them is no harm
And, relentlessly, to the solitude they
condemn me
By Piccari, class 3C
– 66 –

Bullying
POLAND
Bullets can hurt, epithets hurt too
Unacceptable is beating, calling out at school
Letting bother is not very kind
Larger sin is not helping them try
Your conscience is saying “You have to help”
Is it mute or are you deaf? No, you’re only afraid
Neither bully no others will stop
Good friends shall help, so you must react!
Bruno Olesiński
Class 2 d
Bullying
Be yourself
Understand everybody around you
Love your friends unconditionally
Like a free bird
Yearn for every moment without bullying
Important is to be kind to everyone
Nice people can do more
Go on, friend!
Maria Mielecka
Wiktoria Haręziak
Class 2 i
– 67 –

Bully
Behind your back they are saying things you didn’t even know
Unpleasant, ugly, fat or bad - it makes you feel alone
Leaving you with all these words, they aren’t heroes, no
Lies also make you sad so don’t be a liar and don’t moan
Your little things make the world, so make love not war.
Zuzanna Gryz
Class 2 i
Bullying
Behind the skin, flesh and bones
Under the visible nice spirit grows
Lonely
Listen! I’ve heard someone
Yelling inside. Rejected soul
Is waiting for someone to fill the hole
Now! We can change all the mess
Gradually into great happiness!
Adam Szerafin
Class 2 d
Bad day at school, you want to hide
Under a table when he’s next to you
Like me you want to dance
Like me you want to cry
You will never be happy again ‘cause one
Idiot will always bully you but remember that you are
Nice and you can be better than him
Good friends can help you.
Jakub Piech
Class 2 d
– 68 –

Respect
Your friends
For your peace
And for your happiness
Friendship
Is confidence
That makes you
Feel like a winner
Believe!
ROMANIA
Respecta-ti
Prietenii
Pentru linistea ta
Si penru fericirea ta
Prietenia
Este increderea
Care te face
Sa te simti invingator
Crede!
Truth is better than a lie
Respect is special anytime!
Unhappiness destroys my world,
Sadness is killing me
Touch my soul with love, peace and happiness!
Don’t hate me because I’m shy
Love me because I’m different
I’m not a toy
So don’t make me feel like a fish out of water.
Nu ma uri pentru ca sunt timid
Iubeste-ma pentru ca sunt diferit
Nu sunt o jucarie
Asa ca nu ma face sa ma simt stingher.
Anger is not a solution.
Different people are special.
Miracle is in your friends,
In you, in everybody.
Respect yourself, respect the others.
A lot of people can be your friends.
Trust yourself!
Inhibition should not be a definition.
Other people are like you.
Nobody is perfect.
Furia nu e o solutie
Cei diferiti sunt speciali.
Miracolul e in prietenii tai,
In tine, in toti ceilalti.
Respecta-te, respecta-i pe altii.
Multi pot fi prietenii tai.
Ai incredere in tine!
Inhibitia sa nu te defineasca
Ceilalti oameni sunt ca tine.
Nimeni nu e perfect.
– 69 –

ESKU HANDIA / THE BIG HAND
SPAIN
Eskuhandiakharrapatuta
beldurbortitzbatekeraso
gauezesnatuta
beldurrezeguneanzehar.frightened during the day.
Egunenbateanagertuko da
eskubarruanargi-izpi bat
taenbatahauemangodugubukatutzat,
besteirtenbiderikbada?
eutsi, ezetsi eta jarraitu.
Denborarekin, eskubarruan
ahulduez.
Irtenbideaez dago sufrimenduan,
baizik eta esperantzan.but in hope.
Jakindezatela
biktimak eta beldurtutakoak,
betibukatukobaitiraizaten
eskuhandiakaskatutakoak.
Locked away in the big hand
a stron fear´s bothering me
awake in the night
One of theses days a sunray
will appear inside the big hand
and this storm will be calm again
Is there any way to scape?
never give up, keep going.
By the time we won´t get weaker
Inside the big hand
we won´t find scape in suffering,
Let´s let victims and frightened
ones know, they´ll end up being
the ones the big hand won´t grab
anymore.
By: Irene Serrano
– 70 –

Otro día más
llorando a solas,
algún día quizás,
de este infierno las llamas
se extinguirán.
Necesito huir
al instituto no quiero ir
necesito parar de sufrir
quiero mi felicidad revivir
y cómo un fénix resurgir
entre las llamas de este infierno.
Another day,
crying alone
maybe one day
the flames of this hell
will disappear
I need to escape
I don’t wanna go to high school
I need to stop suffering
I want my happiness to rise
and rise like a phoenix
through hell’s flames.
Poem by Sheila Olivenza
– 71 –

She Ella
She feels Se siente
Alone and she Sola y no
Never talks to anyone Habla nunca con nadie
Cries Llora
Appears Aparece
She appears Ella aparece
Sees her crying La ve llorando
And she feels sadness Y el siente tristeza
Empathy Empatía
Sunshine Sol
Like a Como un
Ray of Sun Rayo de sol
Appears to help her Aparece para poder ayudarla
Goodness Bondad
Now Ahora
Happy, different Feliz, diferente
Thanks to her Gracias a ella
She goes ahead and Ella sale a delante
complete Completa
Poem by: Patricia Pascual
– 72 –

TURKEY
Societies want peace, people want peace
No more war
But always a race for peace
Let the guns be quiet, stop the running tears and crying hearts
Peace makes the world colourful and grows new flowers.
New flowers get green with new friendships
Friendship is like a light
And our world shines with that light
There is always friendship everywhere
Which gives love everywhere.
That’s the world which everyone wants
– 73 –

My dear friend,
who conquers the hearts of the people
when I am away and who gives me energy to live.
I feel my existence when I am with you,
but when I am alone, then I am nothing.
It is you who makes me have my self-esteem, my dear friend
My dear friend,
That you are with me always,
When I am ill or healthy.
Our friendship is always forever.
– 74 –

SCRIPTS
In Module 3 students wrote scripts for a short film. In the 3rd short-term training session
in Helsinki, Finland, May 2016 the scripts were exchanged at random, so that each
partner school was assigned to make a film on a partner’s script. The films were
presented in the 4th short-term training session in Vitoria, Spain, November 2015.
Many of them were based on real cases of bullying in our schools. The students
were asked to provide positive solutions to sometimes complicated matters and in all
cases the solutions were imaginative or surprising and relieving. The scripts are
characterised by versatility of techniques and approaches and through them we can see
the diversity of cultures in Europe but also the way these cultures intersect and interact.
Script writing, in many cases, seems to be a perfect method of learning by doing,
cooperative learning and peer education. During the activity in some schools, the basic
idea was presented by a student, the plot was written step by step in team work, and by
trial and error, (concerning what sounds natural and is heard in our schools or the
potential time needed for the film which would follow), the script was completed.
The end products (the films) can be viewed on the Erasmus Minus Bullying YouTube
channel: ERASMUS MINUS BULLYING.
– 75 –

BELGIUM • ABS-ANTIBULLYING SPRAY
(original script for the film ABS-Antibullying Spray, made by Belgium)
Commercial “ABS” (Anti-Bullying Spray)
Scene 1: a group of pupils is bullying one girl or boy
Voice over: (kind of a deep, old male “god-like” voice, type Morgan Freeman…)
DO YOU SUFFER FROM BULLYING TOO?
Scene 2:
Scene 3:
a macro shot of the aerosol ABS: a hand holding the aerosol coming closer and
closer to the screen to close up
TRY NEW “ABS” AND GET RID OF YOUR BULLYING PROBLEMS IMMEDIATELY!
the bullied girl or boy uses the aerosol extensively (the spray should be visible)
Scene 4: the bullied girl or boy walks into the schoolyard. The bullies all come forward to
greet her/him super friendly
Voice over: angry!: DO YOU BELIEVE THIS BULLSHIT ???
Scene 5: the group of pupils all turn around and are staring in wonder to the camera….
(open mouths)
Voice over: THERE ARE NO MIRACLE CURES FOR THIS PROBLEM!
WE ALL NEED TO FACE IT AND STOP IT RIGHT NOW.
LIVE TOGETHER, WORK TOGETHER, PLAY TOGETHER!
DON’T WAIT FOR A MIRACLE CURE: STOP BULLYING NOW!
Scene 6: the group of pupils shows they understood the message and got aware. They
are happy and show it. They turn away from the camera and walk away arms
around each other's shoulders.
Written by Erasmus students of ‘t Sschoolhuis of Opwijk
– 76 –

BULGARIA • YOU ARE ONE OF THEM
(original script for the film When Colours Meet, made by Greece)
FADE IN: ext. A PICTURE OF A FAIRY-TALE PALACE.
A small circle window appears from the center of the flash; it enlarges gradually and reveals a
picture of a modern school (for 2 seconds).
ext. SCHOOL YARD – MORNING
GREEN PUPILS go to school, some in small groups, others in pairs and only ONE BLUE GIRL
individually. The GREENS greet each other, gather with their classmates in bigger groups and
discuss the school news.
Int. SCHOOL YARD – FRONT DOOR – MORNING
A GREEN PUPIL (aged 13-14) turns back at the door and waits for his friends to come closer.
GREEN PUPIL - 1 (BOY) Hi, boys!
GREEN PUPIL - 2(BOY) Hi! What’s up? How was the football match?
GREEN PUPIL - 1(BOY) Haven’t you heard? We won the match yesterday… (the last words die
away)
GREEN PUPIL - 3 (GIRL) (Talking to her friend) Wow! Where did you buy that charming
scarf?!It’s so cool!!!
At that moment a BLUE GIRL (aged 13-14)approaches the green girls.
BLUE GIRL Hi girls! Can you tell me where the room of the 7th grade is?
GREEN PUPIL 3 (GIRL) and 4(GIRL) look at her indifferently and slightly haughtily for a
moment and go into the school.
The BLUE GIRL asks another group of pupils.
BLUE GIRL Excuse me, are you from the 7th grade?
GREEN PUPILS 4(BOY) and 5(BOY) examine her from top to toe at a glance, and passing her by,
enter the school overproudly, one of them catching her slightly with a shoulder.
The BLUE GIRL remains alone.
Ext. INSIDE SCHOOL – CLASSROOM of 7th GRADE – ON THE NEXT DAY
Note: 2nd day; classroom door of the 7th grade opens.
Int. IN THE CLASSROOM – END OF THE LESSON, BREAK
GREEN PUPILS sit at their desks in pairs. At the back of the room, in the column by the wall,
the BLUE GIRL sits alone separated two desks away from the rest of the pupils. The school
bell rings.
Pupils close their books, put them in the bags and say Good-bye to the teacher.
PUPILS Good-bye, teacher!
– 77 –

BOYS jump and start running around. GIRLS gather in groups and talk and laugh. The BLUE
GIRL comes closer to the nearest girls and tries to start a conversation.
BLUE GIRL Hey girls, when do the class majorettes train?
Pupils totally ignore her. Some of them make bored faces and continue talking. Nobody
answers and pays attention to the BLUE GIRL as if she doesn’t exist.
GREEN GIRL 1 What will you say about that? (shows her bracelet) My mum said such bracelets
are in fashion now.
GREEN GIRL 2 Ah! Mine is more beautiful!(shows her bracelet) It is the same as that one
from the magazine!
BLUE GIRL (silently)They ignore me. What should I do?... (And she goes out in the corridor).
The BLUE GIRL stays to the wall. GREEN PUPILS pass her over heartlessly.
A group of girls, headed by a STUCK UP, BOSSY GIRL (the most popular girl in class) goes out of
the room. The other girls run after the STUCK UP GIRL like an escort and try to walk closer and
attract her attention. The STUCK UP GIRL goes past the BLUE GIRL with her nose in the air. She
doesn’t even notice the BLUE GIRL.
STUCK UP GIRL Come on, girls, let’s go!
The OTHER GIRLS pay no attention to the BLUE GIRL, too.
OTHER GIRLS (talking to each other) Oh, it’s again her! Hum, blue!
They turn their heads away and hurry after the STUCK UP GIRL. The BLUE GIRL is left alone.
After lessons she goes home with sad eyes (close up) and her head down, pulling her bag.
GREEN PUPILS go home in groups, with cheerful teases, tossing their bags.
Ext. MUSIC ROOM – THIRD DAY – MUSIC LESSON
Int. MUSIC ROOM – DESKS - A PIANO IN THE CORNER
MUSIC TEACHER (a woman in her 40s) stands in front of the board.
MUSIC TEACHER Today we are learning a very popular song (says the name of the song, it’s
according to the country which will make the film).Does anybody know it?
GREEN PUPILS look down one by one and remain silent. A few seconds silence. The MUSIC
TEACHER asks pupils in succession.
MUSIC TEACHER George, do you know this song?
GEORGE (in confusion) No, I don’t.
MUSIC TEACHER Anna, do you know this song?
ANNA (shaking her head) Neither do I.
MUSIC TEACHER Barbara?
BARBARA Only a part of it, I’m sorry…
MUSIC TEACHER (looking round the pupils and her eyes fall on the BLUE GIRL).
– 78 –

And what about you, the new girl?
BLUE GIRL (With a trembling voice) I know this song…
MUSIC TEACHER Can you sing it?
BLUE GIRL Er, I could try... Can I use the piano?
Int. MUSIC ROOM – A PIANO IN THE CORNER
The BLUE GIRL goes to the piano and sits on the chair. Her fingers run across the keys and
she starts playing and singing… A melodious and resonant voice pours in the room. Everyone
is astonished: GREEN PUPILS look at her with their mouths and eyes open.
GREEN PUPIL 1 (BOY) (pulling his chair closer to the BLUE GIRL) Wow! Great!
GREEN PUPIL 2 (BOY) (leaning over his desk towards the BLUE GIRL) Perfect!
GREEN PUPIL 3 (GIRL) (pulling her chair closer, too) Excellent!
GREEN PUPIL 4(GIRL) (leaning towards the BLUE GIRL) Heavenly! She plays brilliantly!
GREEN PUPIL 5(GIRL) (resting her head on her hands, her eyes looking up) And she sings like an
angel!
After the song has ended the GREEN PUPILS remain still for a moment…. After the lesson they
start to come to the BLUE GIRL one by one.
GREEN PUPIL 1(BOY) (offering snack) What about some snack?
GREEN PUPIL 3(GIRL) Hey! Will you come with me in the school yard?
STUCK UP GIRL Do you want to join my group for the school performance?
BLUE GIRL (to everybody in embarrassment, with a big smile) Yes, of course, I do!
GREEN PUPILS and BLUE GIRL go out of the Music room together.
Ext. SCHOOL – NEXT WEEK
Quick flash, against the background of the popular song from the main scene. No words.
Int. SCHOOL YARD – MORNING
The BLUE GIRL comes to school with other GREEN PUPILS (both girls and boys). They talk and
laugh.
Int. CLASSROOM – LESSONS
The BLUE GIRL sits together with another girl, close to the rest of her classmates. The girls help
each other with the exercises in the textbook.
Int. SCHOOL CORRIDOR / DANCE ROOM – BREAK
The BLUE GIRL has her breakfast. GREEN GIRLS offer her some biscuits, some GIRLS show her
fashion magazines.
The BLUE GIRL rehearses with STUCK UP GIRL’S group for school performance. She sings and
they dance.
– 79 –

Int. SCHOOL FRONT DOOR – END OF THE LESSONS
The BLUE GIRL goes out of the school with other GREEN PUPILS (both girls and boys). They all
run and laugh, tossing their bags.
A circle window appears from the center of the flash, it gradually fades in and reveals a picture
of the fairy-tale palace from the very first shot.
Written by Nataliya Stoyanova and the EMB Club of Peyo Yavorov, Varna
– 80 –

FINLAND • RONAN IS SAVED
(original script for the film Ronan Is Saved, made by Romania)
Background:
Before you start working with this script, you should watch the short film about a boy who is
being bullied, Ronan's Escape, which you can watch on Youtube. You will also find activities
based on the film among Erasmus Minus Bullying lesson plans in Twinspace.
The idea behind this script is to save Ronan from committing suicide. We picked out three
scenes to work with, and the students in class 7D were divided into groups to brainstorm
and come up with good ideas how they could change the scenes so that bullies and
bystanders act in a different way and become upstanders instead, or that Ronan himself
acts differently to stop the bullying.
All the three scenes start in the same way as in Ronan's Escape, but then there is a twist in
the plot ...and Ronan is saved!
The script is not very detailed, so feel free to add any dialogue or other details that support
the positive outcome of the scenes.
Scene 1
Ronan is sitting at a table eating his school lunch all alone as always because no one wants to
sit with him. A couple of boys are playing football on the grass. One of the boys is a real bully
and he decides to shoot a ball at Ronan's head.
Ronan sees the ball coming straight at him. He catches the ball.
– Good Ronan! That was awesome! a girl called Sally shouts out loud.
– The best catch I have ever seen! another girl says.
The boy who shot the ball at Ronan comes over to him.
– Hey I’m sorry I shot the ball at you, I don´t know what I was thinking about. Do you wanna
join us and play football?
Ronan looks very surprised but nods silently.
Scene 2
Ronan and his class are having a PE lesson and they are having a relay race. When it's
Ronan's turn to run, the boy from the other team bends down to pretend he's tying his own
shoe laces but instead he unties Ronan's laces. But Ronan notices at the last moment that
his shoelaces are open and then he takes off his shoes and leaves them behind.
The race starts and Ronan and the boy are neck to neck until the last 20 yards when Ronan
boosts to the victory!!
At the finish line the girl called Sally from Ronan's team says:
– Good job, great work Ronan!
Then she turns to the boy who called Ronan a looser and says:
– Well, he wasn't a looser after all.
Then everyone cheers on Ronan for the victory.
– 81 –

Then Sally asks:
– Wanna be friends and hang out with me and a few other ones?
Ronan looks surprised and gives Sally a little smile.
Scene 3
Ronan is on his way home in the school bus and the bullies throw pieces of paper at him.
One of the bullies takes his backpack and starts throwing it around among the other
students.
– You can’t get it, HAHAHAHAHAHAHAHAHHAHAHAHHA!!!, says the bully.
– Give it back!!!, shouts Ronan.
– Never!!!! says another bully.
– You're such a looser, says a third bully.
– Stop that right now!!!, Sally shouts angrily. You are the loosers and real idiots.
The bullies are silent and look ashamed and embarrassed.
Sally takes the backpack and brings it to Ronan.
– Why did you help me? Ronan asks.
– I like you!!!! Sally says.
– What?!?! You like me?
There is a big smile on Ronan's face!
Written by 7D Class of Botby Grundskola, Helsinki
– 82 –

GERMANY • I WON’T PUT UP WITH ANYTHING
(original script for the film Never Again, made by Bulgaria)
Scene 1 –
Lukas Psst! Quiet? Do you see that creature over there ?
Lara? – What ?
Lukas – The victim!
Lara But this is Philip.
Luke Oh, Lara, he´s our perfect victim, and indeed a very ugly victim ..This is a ... um
... Stinki Philip. ...– victim of the year!
Scene 2 – The satchel
Philipp Hey, my bag!
Luke Pass it to me, Lara!
Philipp But that's mine!
Luke Not anymore, Stinki Philip.
Philipp What? I´m just Philip ...
Luke Yes, you're a stinky Philip, stinki Philip!
Philipp I do not want to play this game. Please give me my bag again.
Luke Well, because I'm such a gentleman – you'll get your bag again
Luke throws everything from the satchel on the road ......
Lukas But only the bag!
Luke throws the bag to Philip
Lara Oh, There is dog excrement and Philips exercise book is in it ...
Scene 3 – At school
All Good morning, Mr. Kamp
Teacher Does anyone know where Philip is morning? None? Lara,did you want to say
something?
Lara No, Mr. Kamp
Teacher. Ok, Let´s start with the dictation. Open your exercise books.
Luke Philip has already put it out at the bus stop..
Teacher Is everything all right, Luke?
Scene 4 – The excuse
Teacher Good morning, Philip. So, where do you come from?
Philip I ... uh ...
Luke makes a sign that he should be quiet.
Teacher You must know where you're coming from so late.
Philipp ... ... uh ... from home. I've slept too long ..
Scene 5 – Go away!
– 83 –

Philip comes. Luke turns in his way.
Lukas You won´t pass this way!
Philip Ey,! Stop this nonsense, stop!
Luke Stop it! Stop! I've been told that you do not pass!
Philip wants pass his way, but Luke pushes him down on the floor.
Luke Do not come too close. I do not want to smell like you.
Scene 6 – The rumor
Luke Did you know that they do not have a shower?
Lara Who?
Luke Well, the stinker family. They can not afford it.
Lara Really?
Yes Lukas and therefore they stink like that. Because they can not wash
themselves. All stink, the father, the mother and smelly Philip. Really victims!
Lara I don´t believe you.
Lukas I'm telling you the truth.
Scene 7 – Tears
Lara Does that mean that you do not have a shower?
Philip shrugs.
Luke said that. You now have one or you do not have?
Philip shrugs.
So we have one. So if you want to wash yourself time,
You can definitely do that with us.
I have told my mom that you have no shower. She did not believe me. I didn´t believe Luke
first, too..But then' Ive thought that if there are people homeless,then there may also be
people without a shower.So tell me – you have one or you do not have?
Philip shrugs.
You know, that with the stinky Philipp ...
Philip begins to cry.
Do you want a handkerchief?
Luke comes.
Luke Hey, Lara, stay away from that!
Lara But he is crying.
Luke apes
But he cries
Because he is a crybaby!
Stinki Philipp is crying so much, no one is with him in touch
Stinki Philipp is crying so much, no one is with him in touch.
Lara Lukas, that's not funny if one cries!
Luke apes
– 84 –

It's not funny if one cries. if I would stink like him, I would cry, too.
What´s going up, now ? Do you want to get married now?
Lara What a nonsense!
Luke Ei ei ei, what do I see? A couple in love.
Scene 8 – Getting up
Philip at home. Philipp lying in bed. The alarm clock rings.
Mother Philipp Off! Get up!
Philip I can not. My head hurts. I'm not feeling well..
Mother Come on. I have to go to work soon. And you have to School.
Philipp stupid school! I will not go there. NEVER AGAIN ...
Written by Jan Radenmacher (translated by EMB kids of Realschule Plus Bad Ems, Nassau)
– 85 –

GREECE • MANOLIS’ CASE
(original script for the film Manolis’ Story, made by Spain)
1st Grade Junior High School
In the school yard
Manolis to a boy: Hey, you! You like playing the boss, right? (there are bystanders)
The boy (politely): Why don’t you mind your own business. I’m an elected president. They
chose me.
Manolis on his way out of the scene and carefree pushes someone: look where you are
going!
Continuing his way, he sticks a pad on a girls back, with the word “silly”.
In the classroom
Manolis pushes a pen case so that it falls down.
Different classmates: 1. What on earth are you doing?
2. Will you ever stop?
3. For God’s sake!
4. Hey, mate! Show some respect.
Manolis smiles cunningly
The teacher enters, the lesson starts, Manolis throws wrapped papers to other pupils
Teacher: Manolis this is the last time. Once more and you are out.
Manolis: Leave me alone. Everyone deals with me. I haven’t done anything.
A girl raises her hand to answer something
Manolis: Look at that nerd!
The girl: Did you hear how he called me, Miss?
Teacher: Enough is enough, Manoli! Please, leave the classroom and wait for me in the
office.
Manolis: (to the girl) We’ll have “a talk” in the break. (he walks out kicking the door)
During the break
Manolis walks past the girl and drops the sandwich she is eating without a word. He goes
away proudly.
2nd Grade Junior High School
In his study home
Manolis is watching a video against bullying.(as screen with a title could be enough). He
looks
different. Older /kind of not extreme looks /more mature /sceptical.
Talking to himself: Is that possible? This is too bad. Was I doing the same?
In the school yard
Manolis is giving out party invitations.
– 86 –

Students 1&2 are tearing the invitation in front of him
Student 3: no thank you (condescending smile)
Student 4 is discretely throwing the invitation in the litter bin.
The rest are slowly leaving the scene.
In the school toilets in front of a mirror
Manolis: Well, finally I must admit I’ve done a lot to them…
On his way out of the toilets, someone is tying his shoelace and another one pushes Manolis so
that he falls over the first student’s back.
The student with the laces whose back suffered: take it easy, man!
Manolis is staring not knowing what to do/ a victim’s face now
The guy who pushed him: Hey, mate, it was only a joke
Not a word comes out from Manolis’ mouth
THE SCHOOL YEAR GETS BY IN A VERY LONELY AND DIFFICULT WAY FOR THE EX-BYLLY
NOW A VICTIM
3rd Grade Junior High School
School opening day in Greece: to show this on video you need a priest and a zoomed shooting
with many students. If not you can write on the screen SCHOOL YEAR OPENING DAY
A group of students:
1.Damn! It’s him again!
2. Here he is!
3. (whispers)
In the school toilets
Manolis alone looking at his reflection in the mirror: Do I deserve such a big revenge? They
are a crowd. How can I apologize now? To whom?
Nick (the new student) is coming in
Nick: Hey, mate! What’s up. You are always alone. I’m new here of course, but it doesn’t
take time to see that…
Manolis: Leave it. It’s a long story.
Nick: Come on, say something!
Manolis: I’ve treated them too badly. I deserve it.
Nick: What are you talking about, mate! Nobody deserves such behavior!
Moments of silence
Manolis: Look. I have done them a lot. In A class I was very abusive, stupidities,yes, they
were, but when I realized that I was too annoying, it was also too late. In B class it
was a nightmare for me. I’m in their black list. Thank God you came!
Nick: Look, here is my phone number. Call me at weekend if you feel like. We can hang
out and talk maybe.
Manolis: Ok, we could go for basketball, too!
Nick: Yeah, why not?
– 87 –

People come in and give five to Nick but ignore Manolis. On their way out, the same is
repeated. High-five with Nick-Manolis as if invisible
Another day in the school yard
Nick is popular among many. Manolis kind of comes closer.
One of the many: Get lost, piggy (fat guy)
Manolis shies away
Nick:
Why are you all doing this? What’s wrong with you, guys?
Student 1: You can’t know what he’s done to us.
Student 2: in the 1st grade he was very annoying.
Student3: He was a pain in the …
Nick:
I know very well. HE told me! He knows very well, too. Don’t you see he
is different? Can’t you see he has regretted it?
Student:
He hasn’t said so?
Nick:
Who to? 30 or a hundred people??
Student (puzzled): I don’t know…
Nick:
What I Know is that he deserves a second chance.
They all look different/kind of pensive/ regretful. One tries to stick a pad on Manolis back and
another one says: Drop it! Let’s give him a chance.
FINAL SCENE
A group is playing with a basketball. The scene is cool. They are chatting, laughing.
Manolis is passing by
Nick: (after quick glances at the rest): Hey, Manolis, we need a 5th one. Do you wanna play?
Manolis looks at the others, one says: come on in!
They play
The bell rings. On the way in, they all give five, Manolis included!
NOTE for the teachers only
The script was written by 4 members of the EMB class, built on the idea one of them had,
based on a real situation he has witnessed (not resolved yet-we are in the second school
year and without any newcomer by-stander…), without the rest knowing the identity of the
ex-bully now victim.
We’ll be in close contact to see if the witness takes any initiative in favour of “Manolis” after
the script writing, besides other things we do at school because we were aware of the
situation before it came up as a script.
Written by Stavros Stogias and the EMB Club of Thrakomakedones Highschool, Athens
– 88 –

ITALY • UNDER THE OCEAN
(original script for the film Under the Ocean, made by Finland)
1 FIRST SCENE.
UNDER THE SEA
There are no fishes, just a bunch of garbage at the bottom of the ocean and a group of corals.
A big and dangerous shark called BYL LU is swimming in the sea and is complaining about his
life.
BYL LU:
How hard is my life!!!! I'm the most terrible animal in the sea...but I'm alone and
so bored and sad...
The shark continues to swim...Suddenly a sweet voice breaks the silence
VIC TIM: Under the sea, under the sea nobody beat us and eat us in fricassee!!!!!!
The shark gives up swimming and smiles showing all his theet!
BYL LU: at last somebody to eat!!!And before eating I want to scare him....
The shark hides himself behind a group of corals then the little, nice and helpless fish comes
...he is still singing the happy song and swims around. The shark appears very quickly and
screams .
BYL LU:
where are you going? Don't you know that it's my area? How you dare come here
without my permission? Now I must to punish you....
The little fish is shocked and the shark pretends to think (music from the movie “ the shark”).
BYL LU: Ah, I have just tried the solution... I'll eat you!
The frightened fish cries.
VIC TIM: Why ? I did nothing to you!!!!
BYL LU (with a big grin on his face) it's your fault! I love attacking and eating unprotected and
poor fish. They're tastier!
Vic starts to run away and Byllu tries to keep him but Vic Tim is faster then him.
The two fishes go away of the scene.
2 SECOND SCENE
FRED NI'S HOUSE: on th right some algas and on the left an anchor
Fred Ni is a very big and blue whale and he is reading a pirate's book.
The little fish enters very very fast and cries.
VIC TIM: help, help me there is a big shark who wants to eat me!
FRED NI: Don't worry my little old friend I'll help you of course...
The two animals go away of the scene.
3. THIRD SCENE
AGAIN UNDER THE SEA
The big whale faces the shark and the little fish is behind the whale.
FRED NI (in a nice way) Why are you picking on this weak fish ?
BYL LU (very sad): I'm alone and nobody wants to be my friend!!!! The biggest fish avoid me
and the smallest one are afraid of me .
– 89 –

FRED NI: I'm as big and strong as you but I've a lot of friends because I'm nice and kind to
everyone!!!! Try and you'll be pleasantly surprised!!! Come with us and you'll never be
alone!
BYL LU (after thinking for a few seconds): You're right! I believe you and I promise to try. So
I'm sure to be happy and not alone anymore!
They held fins, go away and the voice out of the scene says: and they lived happily ever
after.MUSIC Happy
Written by Class 4A of Marco Ulpio Traiano Primary School
– 90 –

POLAND • THE NEW SCHOOL
(original script for the film Hard Days for a Newcomer, made by Turkey)
Scene 1
The principal’s office. The woman about 50 enters the office and meets the principal Mr.
Kowalski. They talk and she puts some papers on his desk. She leaves the office.
Scene 2
Kasia (a new girl) who has just moved to Lublin starts her first day at school. She’s short
and alittle bit plump. She is wearing an old fashioned dress and thick glasses. The biology
lesson starts. The teacher- Mrs Flis - introduces Kasia to her class.
T(teacher): Let me introduce our new student, Kasia Nowak, to you. Last year Kasia went
to junior high school in Cyców.
Ss(students): Oh country girl, country girl!
S l: Have you fed your piglets yet?
S2: Have you collected the beetroots?
S3: You didn’t have enough time to change your clothes, did you?
T: Stop it, stop it, be quiet!
Kasia’s face gets red. She sits at the desk.
Scene 3
In the school hall. The break starts. Kasia wants to talk with her classmates but they
ignore her.
Scene 4
Kasia goes to school and hears her classmates talking behind her back.
S l: Look at her. She’s wearing the same scruffy dress.
S2: Have you seen her mobile? My dad had this model about 15 years ago. HA-HA-HA!
During Chemistry lesson the teacher asks Kasia to solve a chemical equation.
S3: Did she have any chemistry lessons in her village school?
Ss: HA-HA-HA!
Kasia goes to the board and she does the task very ąuickly. She gets an excellent mark.
S l: If she doesn’t have any friends then she spends time with books.
Ss: HA-HA-HA!
Kasia is proud of herself but she’s very sad at the same time: "Another day has passed
and I still have no friends"- she thinks and starts crying. "What shall I do? "
Scene 5
The next day. In the school corridor Kasia approaches Marysia.
K: I know that you laugh at me and you don't want to speak to me.
M: Come on, you're oversensitive.
K: My mum and I are poor because I'm ill and we spend all our money on medicines.
M: Really? What’s that? Can you tell me?
– 91 –

K: I suffer from acute myeloid leukemia.
M: OMG, how can we help you? Is there anything we can do for you?
Kasia doesn’t say anything, just turns her back and walks away.
Scene 6
Marysia texts all her friends about Kasia.
Scene 7
The next day the students meet before lessons and decide to help Kasia.
S l: Let’s collect some money for her.
S2: It's a good idea.
S3: We can make posters and display them at school.
S4: I will post the information on Facebook and other people will join the action.
Scene 8
Two days later. Kasia comes to school and sees posters and her classmates collecting
money.
T: Kasia why didn't you tell me that you're ill?
Kasia bursts into tears and runs to the toilet. The teacher tries to stop her. Kasia locks the
door.
T: Kasia, please open the door!
K: Go away! I don't want to talk to anyone!
T: What do you mean?
K: I'm not ill, I just wanted people in class to like me and stop laughing at me.
T: Come here my love. I think you should go home and calm down. I'll talk to you mum
and to the class.
Teacher talks to the students.
T: Your behaviour led to this horrible situation. You didn't accept Kasia because she's
poor.
(Students are quiet)
She just wanted to be one of you. You didn't give her a chance. You let me down.
Scene 9
Kasia comes to school after 3 days.
S l: I'm sorry.
S2: Forgive me please.
S3: Sorry.
K: I'm really happy you wanted to help me and you reacted so quickly. Take all your
money you have collected and let's bring it to the hospice for children.
And they did so. They became friends for ever.
Written by Aleksandra Portka, student of Gimnazium nr.16 Im. Fryderyka Chopina, Lublin
– 92 –

ROMANIA • A NEW BEGINNING
(original script for the film Bully…But Not Too Much, made by Italy)
Scene 1: Jack’s room
Jack: Mom, do I have to pack all my things?
Mom: Yes, Jack, you have to. We’re leaving.
Jack: But mom, how could I leave my room, my garden, my friends, my school? How could I
leave all these behind?
Mom: Jack, my darling, since your father died so sudden we haven’t had any support from
anybody.
Jack: I understand, mom, but still…
Mom: Jack, we are moving to your grandmother, it’ll be ok, you’ll see.
Jack: Ok, mom. Be as you say.
Scene 2: the yard in front of Jack’s house
Jack: Ben, buddy, I’ll miss you so much
Ben: I’ll miss you too!
Scene 3: in front of the new school
Mom: Relax, Jack, it’ll be fine.
Jack: I’m so nervous, mom. I don’t know anybody here.
Mom: You’ll make friends quickly, you’ll see.
Jack: I guess you’re right.
Mom: I’m always right, my darling. Head up and be brave!
Scene 4: in the classroom
Mark: I don’t like you being here.
Jack: I’m sorry for that.
Mark: Why are you so cheeky?
Jack: I’m sorry, I didn’t mean it that way. Mark hits him and Jack gets to hospital.
Scene 5: in the schoolyard, 2 weeks later
Mark: Will, you’re a jerk!
Will: You’re a jerk too!
The two children start fighting and Mark falls down. Jack helps Mark to get up from the
ground and to clean his clothes.
Mark: Thanks, Jack!
Jack: Don’t mention it. You’re my mate, aren’t you?
Since that day, Mark and Jack have been good friends.
Written by EMB students of Scoala Gimnaziala Cavnic
– 93 –

SPAIN • TELL AN ADULT, TELL YOUR FAMILY
(original script for the film Timo Needs Help, made by Germany)
(Dialogue between an aunt and her cousin)
– Hey Aunt Rachel, could we sit down and talk for a while?
– Of course Michael! I’ve got some time to spare. What’s up?
– Well, I’ve kind of got a problem…
– It’s okay Mike, you know I’m always here to support you and help you with your problems.
– Thanks. Do you remember the girl I was dating for a couple of months?
– Oh, Annie? She seemed like a really nice girl in general. I’d heard she was doing well in her
studies too.
– Well, when we were in the relationship, we sent each other a couple pictures, which, well
to be honest, didn’t leave too much for the imagination…
– Huh, well I guess it’s normal between kids these days.
– Anyway, a coupleof weeks ago, I noticed that things were generally not going too well
between us, and I thought that breaking up would be a good idea, and that’s when it all
started: She didn’t take to it very kindly at all, and she thought that it would be a good idea
to send the pictures of myself to a bunch of people from school. She then came to her
senses, and deleted the photo from her own phone, but by that point everybody I know
already had the pictures. Now I keep getting messages on my phone, and it’s just people
commenting on how my body looks, or telling me that I’m an idiot for sending those
photos. All of this is really hard to cope with, and I feel like I can’t take it anymore.
–`Oh Mike, I’m not sure what we should do, but I have a couple of ideas. To start with, let’s
talk about what you’ve done. You have to remember one thing: Every single message, or
piece of data, whether it’s a video, a photo, an audio clip, is always going to be on the
Internet. It’s simply not safe at all to show people on the Internet something you wouldn’t
show them in real life. Now, I’m going to talk with the school head, and see what he thinks
we should do. I’m sure he’ll help us track down some of the people that are harassing you,
and he’ll be able to punish them, at least if they’re from your school. If it really gets out of
hand, we’ll have to call the authorities, and see what their advice is.
– Thanks for the help.
– What you’ve done today is very brave Michael, I know it’s not easy to talk about personal
issues like this to somebody from your family, but just so you know, you’ve taken the most
important step in getting rid of any type of bullying or harassing: seeking help. Just
remember that whatever you’re going through, there’s always going to be family, friends,
teachers... here to help and support you, no matter what you’ve done.
Marta and Liam. B.1.B
Written by Liam and Marta, students of the EMB Club of IES
Miguel de Unamuno Highschool, Vitoria
– 94 –

Scene I
Narrator:
Zanaib:
Narrator:
TURKEY • REAL FRIEND
(original script for the film What Are Friends For, made by Poland)
In England there was a School named Beverly High School. In that school there
was a girl named Zainab. She was really pretty and beautiful and this made her
really proud. She had all the students hovering like bees around her.
Saima, get my notebook from my bag. And you Atif, Get some fries for me. And
Elina copy the notes for me. Saima, Elina, Atif: Sure!! Why not! After all what
are friends for?
She was really smart and acted as a decent girl in front of teachers and so
teachers thought of her as a good student. But they were widely mistaken.
Scene II
Narrator:
Saif:
Zainab:
Saif
Narrator:
Teacher:
Saif:
Zainab:
Elina:
Zainab:
Elina:
Zainab:
Zainab:
One day Zainab comes to school and finds out that there is a new boy in her
class. His name was Saif. He was very handsome and friendly. Soon all the
students started hovering around him, leaving Zainab alone. He became very
popular in just a few days and this made Zainab jealous.
Do you need help doing the maths problems??
Get lost! I am far better than you in maths and you know it! Don't just show off!
(Thinking): I was just trying to help her..
Soon Saif became the favourite of teachers also.
Saif can you get the notebooks from my table?
Sure mam! I will be glad to.
Hmmpp!! He is just buttering the teachers so that they stop liking me. What an
awful boy!!
OH No! Don't say so.He is nice.
Keep quiet! Are you with him too??? I don't want friends who don't want me.
Butbut Zainab listen
Keep quiet and get lost! Never come again Atif and saima (together): You are
being mean to her. She is your friend.
So you too?? Get lost! I don't need any friends! (crying and running out)
Scene III
Narrator: The teacher assigns all the students with a project. She says the best one will
be rewarded. The next day ..
Atif: Hey Saif! What have you done for the project?
Saif: Important places of Bahrain .
Saima: Sounds Interesting!
Elina: I can't wait to see it!
Saif: Thanks guys for motivating me soo much!
– 95 –

Narrator: Hearing all these Zainab couldn't resist She was burning with anger. She finally
decided that she has to be the one who will get the prize.
Zainab (thinking): I don't care what people tell I know mine is the best! I am going to
win the prize anyhow. And I can do anything for it!
Narrator: So Zainab came up with a wicked plan to spoil Saif's project. She blotted saif's
entire project with ink.
Zainab: (thinking) Now I am sure to be the one winning the prize.
Narrator: The teacher enters the class.
Teacher: Class take out your projects
Saima: I am sure saif's will be the best!
Elina and Atif: We agree.
Teacher: Saif, your project?
Saif: Here it is mam..
Teacher: What pile of rubbish is this? Is this the way you submit a project. Get out from
the class and I will make sure that you get a D for project.
Saif: But bbuutt. Mam I .. I.
Teacher: Keep quite and follow my orders.
Saif: Ok mam.. (sobbing)
Teacher: Zainab your project?
Zainab: Here it is teacher.
Teacher: Very good! Very neat! Give a big hand for the winner.
Narrator: That day after school .
Elina, Atif, Saima (murmuring): I am sure Zainab spoilt the project.
Zainab (passing by): I love the way my hair bounces. Ah! My head is aching.
Elina, Atif, Saima: It serves her right.
Narrator: That day by the time Zainab reached home, she had high fever and by the
evening she had Chickenpox.
Zainab: Yuck! I look gross!
Mother: Zainab, sleep and take rest. And no going to school for 2 weeks.
Zainab: (feeling sad) I am feeling soo lonely. No one is going to come and see me. I
have no friends.
Mother: Zainab!! Some one has come to meet you.
Zainab: (feeling excited): Who ? Who is it??
Saif: Its me Saif! I just came to know that u are unwell and so just thought of
dropping in. I have got some flowers and the notes of science and english.
Zainab: Oh Saif! Thank you soo much! I never thought you would come to see me.
Saif: What are friends for?
Zainab: Thanks. Actually I want to tell you something .
Saif: What?
Zainab: Actually I I was the one who blotted ink on your project and got you
embarrassed in front of teacher. But I have realized my mistake and I am really
sorry!
– 96 –

Saif:
Zainab:
Narrator:
That's ok. Dont worry please. But its good that you yourself confessed
otherwise I would have felt really bad. So Friends??
Yeah (smiling) Friends.
And since then Saif and Zainab became true friends and were never separated.
Written by Beyzanur Çakmak and Sema Ulcay,
students of Ibrahim Hosver Secondary School, Cilimli
– 97 –

IMPRESSIONS AND THOUGHTS
ON OUR EMB
Through the Erasmus+ project I learned a lot about the differences in the countries from the
far north to the far south or east of Europe, but I also learned that the problem of ‘Bullying’
is existing everywhere, without differences. It makes clear we urgently need to undertake
actions to stop this!
It was for me an unbelievable experience to travel to Spain and Germany and to work
with people from my age from all over Europe. I will never forget that I was given the
opportunity to do this by my teachers and my school! I have met interesting people
everywhere and I’m sure I have made friends for life.
I am also proud to have contributed to do something to stop bullying in our schools.
Arno, student in 5 TBA, ‘t Schoolhuis, BELGIUM
__________
The topic of the project is a problem of the present day and I believe we could cope with
bullying with its help. We have done many activities at school which were interesting and
amusing. It was great fun filming the video “Never again” where I played the role of “the bad
guy”. We all felt like real film stars.
I was lucky to visit Bad Ems, Germany and our partner school there. We took part in a
variety of activities and experienced some unforgettable events. I liked the visit to European
Parliament in Strasbourg.
I am really grateful to all participants in the project for the great time I had in Germany
and in Bulgaria while being hosts of our partners.
__________
Dimitar Paskov – 7th grade – BULGARIA
I've had the amazing opportunity to be part of three different meetings. All of them have
been very different but I think that's a good thing. It's interesting to see how different
countries are arranging the meetings with such a big variety. The anti-bullying activities have
been instructive and rewarding and I've met so many great people along the way.
Onerva Hautala, student at Botby grundskola, Helsinki, FINLAND
__________
– 99 –

The participation on this project makes our school community confident to benefit from our
common work´s result in our daily work against bullying. We are sure to improve our social
climate and achieve better results in our quality of learning. For all students and teachers being
involved actively in the project it was impressive and let us work more motivated to be
successful. Students, teachers, parents and the whole administration worked together as a
strong community and were proud of contributing to a remarkable item of our school history.
__________
D. Schmidle, teacher, GERMANY
I participated in the two year EMB project from the beginning and till the end of it. I had the
chance to work with amazing people who gave me life important lessons. They taught me
how easy it is to make new friends and how to transform these new relations into strong
bonds. They taught me to cooperate with new people and how the more devoted you are to
a task, the greater and the more important the output will be. For me, these people are my
family and they will always have a place in my heart.
Stavroula Thomopoulou, high school student of grade 3, GREECE
__________
This book represents our desire to change the situation, our desire to give pupils a better
chance. In these pages we have given voice, together with our children, to the strong
commitment and the sense of responsibility that we share with them day by day.
Driving the little ones and containing the oldest, supporting the weak and restraining
the impetuous ...
Talk, confide, trust and think ...
Pride, effort, satisfaction, listening and availability were all there, to take a stand and
say, with the ink of our pens: STOP BULLIES! WE HAVE NO FEAR!
__________
Teachers of the Italian school
Our project Erasmus Minus Bullying turned out to be an interesting opportunity to develop
students’ and teachers’ passions and interests. It gave us a great chance to improve our
language proficiency and computer skills. Moreover, it was a wonderful lesson on tolerance -
the project involves representatives of different countries, cultures and religions. It was such
an enriching and unforgettable experience to see people from all over Europe united against
violence, actively and creatively expressing their feelings in art, music, film, drama,
literature. We had a wonderful chance not only to discover Europe, but also the truth about
ourselves and our capabilities.
__________
Jolanta, teacher, POLAND
– 100 –

In a world of violence, of hatred and oppression, Erasmus Minus Bullying project comes to
stop this phenomenon in our European schools. It was a pleasant and productive way to
change a negative reality that is unfortunately neglected and almost accepted by the
European authorities.
We worked hard to create intellectual outputs, to involve our students and to share our
ideas in schools. Every meeting was a challenge itself, a new experience a real opportunity to
change, to learn, to share. We did the first step from a long way, but we already did so much in
our work. Our constructive labor should continue, as we still have thinks to say, ideas to share.
Schlezinger Maria Mirabela – Scoala Gimnaziala Cavnic, ROMANIA
__________
My impression about this project is very positive. We worked on many topics, so we now
know more about them; and each country worked hard for each meeting, like us here
(activities, lectures, excursions …). I think it was also great because we met new people
from different countries, we tasted new dishes, visited new places and heard different
languages. I hope people outside the project will enjoy our hard work and will get all this
information about bullying. And of course, and from the heart, I hope it will help people
who suffer this kind of violence.
__________
A student's impressions, SPAIN
These two years have meant hard work both for students and teachers. We've realised that,
although we may have various backgrounds or belong to different cultures, we all have the
same bullying problems in Europe. We hope all the material we've been working to produce
will be helpful to deal with bullying and assist all those who are bullied, in our schools or
anywhere else.
__________
Teachers' impressions, SPAIN
With the help of this EU project, I developed myself both personally and academically. I
learned many social, cultural and educational things from other EU partner countries. I
advise every student to take part in this kind of project and benefit from it positively. On
behalf of my friends, I want to thank all the teachers who did a lot on this project and who
caused us (students) to participate to this project.
__________
By Salih Tinaz, 8 / A Class, TURKEY
– 101 –

BELGIUM
marcdemaegdt@gmail.com
BULGARIA
lanaindor@yahoo.com
pepi_nikova@abv.bg
Yavorov_varna@abv.bg
FINLAND
gun.Sandholm@edu.hel.fi
annika.savander@edu.hel.fi
GERMANY
schmidldavid@aol.com
schulleiter@rs-be.de
Paula.Runge@aol.com
GREECE
aineias11@yahoo.gr
kourousi@sch.gr
mail@gym-thrak.att.sch.gr
ITALY
cristina.gerosa73@gmail.com
dirussocarla@gmail.com
giovannacarr@tiscali.it
anna.ingenito75@libero.it
POLAND
1jolagajda@gmail.com
szkola@g16-lublin.eu
ROMANIA
stoicabog@yahoo.com
FOR MORE INFORMATION
Marc De Maegdt
Daniela Lazarova
Penka Nikova
Peyo Yavorov School
Gun Sandholm
Annika Savander
David Schmidl
Paul Arzheimer
Paula Runge
Arianna Vagourdi
Mania Kouroussi
Gymnasio Thrakomakedonon
Cristina Gerosa
Carla Di Russo
Giovanna Carretone
Anna Ingenito
Jolanda Gajda
Gimnazjum nr 16 im. Fryderyka Chopina
Bogdan Stoica
SPAIN
coordinatorerasmus@iesmigueldeunamuno.net IES Miguel de Unamuno
TURKEY
lylylm81@hotmail.com
LINKS
http://ourerasmus.blogspot.com
https://erasmusminusbullying.wikispaces.com
www.youtube.com (Erasmus Minus Bullying channel)
TwinSpace (Educational platforms for members)
Muhammet Bozkurt
– 103 –