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Emre CANATAN/Kahramanmaraş Mesleki ve Teknik Anadolu Lisesi /Kahramanmaraş

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Emre CANATAN/Kahramanmaraş Mesleki ve Teknik Anadolu Lisesi /Kahramanmaraş

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It was an activity that students enjoyed doing.

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Şadiye Canatan/Ömer Faruk Arıkan Mıddle School

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Şadiye Canatan/Ömer Faruk Arıkan Mıddle School

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In this actıvıty students act a role play from others poınt of view.We chose a natıonal folk story Little Red Riding Hood.But we told the story from wolf's poınt of view.Students had enjoyable during the play they laugh a lot and also improve their emphaty skılls and perspectıve.

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Şadiye Canatan/Ömer Faruk Arıkan Mıddle School

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Şadiye Canatan/Ömer Faruk Arıkan Mıddle School

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Last week we played ''If I were others role play game'' with my students.We tried to see the life from others windows.My students both had fun and learnt.This game improve students empathy skill.

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Reading letters Natalia, Cosmina and Mirabela from C.Ș.E.I ALEXANDRU ROȘCA LUGOJ

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A wonderful surprise! Incredible emotions and feelings after reading the letters. Thank you very much

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Reverse role-playing is a twist on traditional role-play where participants switch roles or perspectives—often playing the opposite or unexpected character compared to what they normally would. It’s a way to gain new insight by experiencing the other side of a situation.It’s often used to build empathy, understand different perspectives, or challenge assumptions.In a conflict, each person plays the other’s role to understand their feelings and motivations.Enhances empathy and understanding by “walking in someone else’s shoes.”Unfortunatelly,we can observe nowdays that lack of empathy is a common characteristic of children and young adults,that is why these activities have such a great impact upon the development and growth of these social categories.

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Hi! We are students who recycles. Every day, we do our best to protect the planet, even if it’s just in small ways. We bring reusable water bottles to school, and always sort the trash—plastic in one bin, paper in another, and food waste in the compost.

Some of our friends used to throw everything in one bin, but we explained how recycling helps reduce pollution and save natural resources. Now, we’ve even started a little recycling club! We made posters for the school, labeled bins clearly, and talk to teachers about reducing plastic use in the cafeteria.

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The photograph captured a fleeting moment of chaos and joy — children scattered across the schoolyard like confetti in the wind. Some huddled in tight circles, playiong Mirror and other animated games,enjoying the warm sun,the colorfull scenary and the mesmerizing scents...

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Thank you so much,our dear friends! We had the extrordinary chance to receive and read beautiful,creative and encouraging letters from our Turkish friends! With the help of our teachers,we had the opportunity to discover that languange is not a barier when it comes to real frienship and sensitivity....

We are very grateful for the opportunity that this project has given us -we know we are apreciated and loved for our unique qualities and personalities!!

Thank you! Thank you!

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Students from C.Ș.E.I “ALEXANDRU ROȘCA”, from LUGOJ, ROMANIA, participants in the eTwinning project “We Explore Our Social Skills with Drama”, together with us, have created a series of energizing and ice-breaking games.

ZIP ZAP

Participants stand in a circle. The first person starts by saying “ZIP” and uses a hand gesture to send the energy to someone else. The receiver responds with “ZAP” and immediately chooses another person to say “ZIP” to.

From then on, the rhythm continues: each receiver says “ZAP” and passes on a new “ZIP.” No other words are allowed – only “ZIP” and “ZAP.”

The game helps improve attention, reaction speed, group rhythm, and non-verbal communication.

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Adem Temizyürek - Çağlayancerit Ortaokulu

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Adem Temizyürek - Çağlayancerit Ortaokulu

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Discovering Our Students' Creativity Through Reverse Role Play!

Together with my students, we had an exciting activity within our eTwinning project: Reverse Role Play! This creative activity not only helped develop our students' empathy but also allowed them to understand different perspectives.

In reverse role play, students stepped into roles they were not accustomed to, which allowed them to strengthen their critical thinking skills in a fun way. Before taking on their roles, each student tried to understand the emotions and thoughts of their character, contributing in a unique and meaningful way. This process also enhanced their collaboration and communication skills.

Throughout the project, the creativity and empathy shown by our students highlighted how developed their social skills are, in addition to their academic abilities. The reverse role play activity was a fun and educational experience, creating an unforgettable memory for our students.

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We Voiced Our Book "The Silent Scream of Ulu Çınar" with Our Students!

We took another step in education! Our book "The Silent Scream of Ulu Çınar", which we prepared as a collaborative joint product, came to life with the talents of our students.

Our students participated in this project that we started for the voice-over of our book with great enthusiasm. Each of them brought the heroes of our story to life with their own voices and added emotion to the work. In this way, we experienced not only reading but also the art of voice-over.

The aim of our project was to both keep our literary values ​​alive and to allow our students to discover their creative aspects. The voice-over of our book brought their imagination and expression skills to the forefront.

Each of our students contributed to this project and had both an entertaining and educational experience. The voice-over process of our book brought a new breath to our school and became a source of inspiration for future projects.

We would like to thank all our students for their efforts in this special project that has a different meaning for us. "The Silent Scream of the Great Plane Tree" voice-over study is just a part of our educational journey! 🌟🎧

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Our Letters Study

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Our Letters Study

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Our Letters Study

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Our Letters Study

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Our Letters Study

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Our Letters Study

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Our Letters Study

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Our Letters Study

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Our Letter Study

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Our Letter Study

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Our Letter Study

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Our Letter Study

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Esra KARAKAYA - Çağlayancerit Secondary School - Kahramanmaraş 

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Esra KARAKAYA - Çağlayancerit Secondary School - Kahramanmaraş 

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We've all heard the famous Snow White fairy tale a thousand times...
But this time, we turned it upside down — get ready for a twist!

This time, the roles are reversed. Surprise, surprise!

The Queen, who we've always known as the villain, is now kind-hearted and full of love. Her beauty isn't just in the mirror, but in her soul too! She's Snow White's stepmother, but treats her with the warmth of a real mother.

And the Prince?
You know, that charming, noble hero who always saves the day?
Well… not this time!
This Prince is jealous, sneaky, and just a little too obsessed with his own reflection. Doing good deeds? Not really his thing. All he wants is power, attention, and that shiny throne.

When he sees how everyone adores Snow White for her beauty and kindness, he can’t stand it. So he hatches all sorts of ridiculous plans to get rid of her—poisoned apples, fake letters, trickery galore!
But here’s the twist: Snow White is not your average damsel in distress.
She’s smart, brave, and oh-so-aware of his games.
Plus, she’s got her sweet and wise stepmother guiding her every step of the way.

And how does it all end?

Forget the classic ending where Snow White wakes up, marries the prince, and they live happily ever after.

Not in this story!

There’s no royal wedding.
No “true love’s kiss.”
Instead, Snow White comes face to face with her stepmother—not to fight, but to embrace her. Because this time, love doesn’t come from a prince…
It comes from someone who’s been there all along.

And so, this fun and twisty fairy tale reminds us:

Every fairy tale can have a happy ending—but sometimes, happiness isn't found in romance... it's found in real love.

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The aim of this activity is to develop different perspectives and emphaty skills. First, we chose a well-known story 'Hansel and Gretel'. The characters were introduced by teacher. Hansel, Gretel, teh stepmother, the father, the witch, the bird are the characters of the story. Students acted the story from the stepmother's and the father's perspective. They understand better the reasons behind the stepmother's behaviours. Students share their ideas with each other.

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If I were others role play

In this activity, students played individuals in different social situations. Later, they expressed the difficulties they faced and how they felt. This activity helped our students develop their emphaty and social skills and increased their social awareness.

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ALINA MUNTEANU - C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ

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ALINA MUNTEANU - C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ

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"Process drama" is a style of theatre used in education and involves learning through the arts, by creating imaginary dramatic worlds, in which we play, learn and develop new perspectives on the world. At the same time, it can represent an immediate experience of dealing with tension, conflict, rejection, but also of seeking solutions, planning, persuading and advising.
This style is organized into stages that consist of both dramatic play and non-dramatic parts – entering and exiting the created role is what allows for a deeper perspective on the themes presented in the play. Due to its structure, process drama can integrate different didactic/educational purposes.

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Role play-MUNTEANU ALINA, C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ

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Role play-MUNTEANU ALINA, C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ

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Through this cultural-artistic activity, we want to contribute to educating children in the spirit of tolerance and respect for those around us.

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EMRE CANATAN/KAHRAMANMARAŞ MESLEKİ VE TEKNİK ANADOLU LİSESİ

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EMRE CANATAN/KAHRAMANMARAŞ MESLEKİ VE TEKNİK ANADOLU LİSESİ

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Our students chose a story and reenacted the events through the eyes of different characters and had great fun.

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Esra Karakaya - Çağlayancerit Secondary School - Kahramanmaraş 

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Esra Karakaya - Çağlayancerit Secondary School - Kahramanmaraş 

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“If I Were in Someone Else’s Shoes…” — The Stage Was Ours, and the Spotlight Was On! 🎭✨

This week, our classroom turned into a real theater stage!
As part of our eTwinning project “Discovering Our Social Skills Through Creative Drama,” we set sail on an exciting new adventure:
Our role-play activity was called “If I Were in Someone Else’s Shoes” — and believe me, everyone was ready to step into someone else’s life!

My students became empathy detectives: Some became teachers, others played friends, and some took on completely different characters...
🧠 They explored different thoughts,
💖 Felt new emotions,
👀 And discovered how powerful it is to see the world through someone else’s eyes.

The result?
🎉 Laughter, heartfelt moments, and little stars shining on stage!
And I can confidently say:
They didn’t just learn — they truly lived the experience!

Throughout the process, my students:
Felt empathy deep in their hearts,
Expressed their emotions bravely,
And revealed the hidden actors within themselves!

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Hello. We took part at another collaborative story. In this story we wrote the conclusion section. The name of the story is The Great Silent Scream of the Great Plane Tree. We had so much fun while writing this story.

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Our collaborative work/Story book

Our collaborative book consists of three parts. Each partner wrote one part and our students wrote the midstory section. This activity developed students' imagination, creativity and collaboration skills.

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Hello. We played sculpture game with our students.The aim of this game is to improve students' creativity and cooperation skills. As ice-breaker activity students chose the emotion cards and tried to reflect the emotion with their movements. As a main activity, students chose both emotion and profession cards and they tried to reflect with movements and mimics like a statue. We had a great time while doing this activity.

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Impact of Reversed Role-Play Through Drama: "Snow White" from Another Point of View

As part of our eTwinning project, we chose to explore the classic tale of Snow White and the Seven Dwarfs—but with a twist! In this drama activity, students take on the roles of different characters such as the stepmother, the mirror, the hunter, or even the dwarfs, and tell the story from their perspective.

This kind of reversed role-play drama activity can have a powerful impact on children's development, both emotionally and intellectually.By stepping into the shoes of misunderstood characters (like the stepmother), students learn to see beyond labels like “good” or “bad.” They begin to understand the reasons behind others’ actions and emotions.

Rewriting the story from a new angle helps students think outside the box and question familiar narratives.

They learn to ask questions like, “What if the story we know isn’t the full truth?”
Expressing different emotions through acting strengthens emotional intelligence.
Working in groups enhances skills like communication, cooperation, and mutual respect.

Performing a role in front of others boosts self-esteem.
Exploring different characters helps children understand their own feelings and identities.
Role-playing encourages rich vocabulary, storytelling, and expressive speaking.
It also enhances non-verbal communication through gestures, tone, and facial expressions.

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“If I Were in Someone Else’s Shoes” – A Journey into Empathy and Understanding

As part of our ongoing eTwinning project, this week my students and I engaged in a powerful and thought-provoking drama activity titled “If I Were in Someone Else’s Shoes.”

The goal of the activity was to help students step outside of their own perspectives and attempt to understand the world through someone else’s eyes. Through role-play and creative expression, they explored different viewpoints, feelings, and life experiences that might be very different from their own.

It was truly inspiring to watch how naturally and sincerely they embraced the task.
During this activity, my students:
Put themselves in others’ situations with empathy and care,
Expressed their own emotions with confidence,
And discovered hidden talents—some even realized they might have a little actor within!

This experience did much more than build communication or theatrical skills—it encouraged emotional awareness, active listening, and respectful dialogue. These are essential life skills, especially in today's world where empathy and understanding are more important than ever.

Some students surprised even themselves with how deeply they connected to the roles they played. Watching them reflect on the emotions and challenges of others was one of the most meaningful moments of our project so far.

We’re looking forward to continuing our journey of learning through creative drama, and we’re proud to be part of a project that helps us grow not just academically, but emotionally and socially as well.

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“A Summer Morning: From Our Shared Story to a Shared Dream”

Collaborating on Zumpad, students and teachers from different countries came together to create a story that goes beyond a simple holiday journey—it stands as a beautiful example of intercultural communication and solidarity. Ceylin’s exciting journey and new life in Istanbul became richer with every unique voice and perspective contributed by our partners. This collaborative text not only enhanced our language skills but also demonstrated the power of creating together.

By transforming this story into a magazine, we aim to share our experiences, creativity, and the spirit of international cooperation with a wider audience. Our magazine will feature Ceylin’s story alongside reflections from our partners about the writing process, cultural insights, and their thoughts on the project. This way, readers will not only enjoy a compelling story but also appreciate the value of bridging cultures and working together toward a common goal.

This project is a concrete example of how eTwinning’s digital collaboration opportunities can lead to creative and meaningful outcomes. This magazine will continue to inspire future projects and showcase the power of borderless learning and sharing to the world.

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In our project, the role play activity “If I Were in Someone Else’s Shoes” helped us explore empathy and social skills in a fun and engaging way. By stepping into different characters, we experienced their feelings, thoughts, and perspectives firsthand. This game not only filled our sessions with laughter but also allowed us to understand each other better and improve our communication skills. With every role change, we discovered new worlds and realized the power of seeing through someone else’s eyes. Through this project, we learned that sometimes, just taking one step in another’s shoes can change the world!

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STORY 2 -OUR COLLABORATIVE PRODUCT -MAGAZINE WORK "HELLO ISTANBUL", WAS INTRODUCED IN A MAGAZINE BY TEAM CȘEI ”ALEXANDRU ROȘCA” LUGOJ

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STORY 2 -OUR COLLABORATIVE PRODUCT -MAGAZINE WORK "HELLO ISTANBUL", WAS INTRODUCED IN A MAGAZINE BY TEAM CȘEI ”ALEXANDRU ROȘCA” LUGOJ

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�� HELLO ISTANBUL

A Journey of Firsts, Friendship & Finding Home

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Web-based app for making ebooks in the classroom. Teachers can get started for free and invite students to join their library. Add text, images, audio and video and easily publish your books online.

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STORY 2-OUR COLLABORATIVE PRODUCT -MAGAZINE WORK "HELLO ISTANBUL", WAS INTRODUCED IN A MAGAZINE BY COSMINA LIVADARIU AND ALINA MUNTEANU, FROM C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ, ROMANIA

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STORY 2-OUR COLLABORATIVE PRODUCT -MAGAZINE WORK "HELLO ISTANBUL", WAS INTRODUCED IN A MAGAZINE BY COSMINA LIVADARIU AND ALINA MUNTEANU, FROM C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ, ROMANIA

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�� HELLO ISTANBUL

A Journey of Firsts, Friendship & Finding Home

Ceylin, an 18-year-old girl from Izmir, travels alone for the first time to the magical city of Istanbul. After losing her phone and nearly missing her flight, she bravely faces the adventure ahead. Welcomed by her friend Gizem, Ceylin explores the soul of Istanbul — its sounds, sights, and stories — and falls in love with it.

Inspired by the city’s beauty and energy, she dreams of studying at university there. With courage and a little help from her friend, she convinces her mother to support her dream.
Now, Ceylin is living happily in Istanbul — free, proud, and full of plans for the future.

Written by students from Kanuni Ortaokulu and Çağlayancerit Ortaokulu, TURKEY

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Creative Drama Meets Reverse Role Play: Experiencing "Little Red Riding Hood" from the Wolf’s Perspective!

Creative drama is a powerful tool for teaching and developing social skills. This week, our students explored the classic tale of Little Red Riding Hood through a reverse role play, experiencing the story from the wolf’s point of view. This creative drama activity helped strengthen their empathy, perspective-taking, and communication skills.

🎬 What did we do?

We switched the roles of the classic characters to see the story from different viewpoints.

By acting out the wolf’s perspective, students tried to understand his motivations and feelings.

Our students used creative ways to express their emotions and thoughts.

💡 Through this activity, our students:

Experienced the importance of empathy firsthand.

Discovered how understanding different perspectives enhances communication and social relationships.

Developed their self-expression and active listening skills.

Practiced teamwork, collaboration, and taking responsibility.

Creative drama encourages students to use their imagination while contributing to the development of crucial social skills. With this activity, our students not only rediscovered a classic story but also expanded their inner worlds and learned to navigate social interactions more thoughtfully.

Social skills are a lifelong journey, and creative drama is one of the most colorful and effective guides on that path!

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“If I Were in Someone Else’s Shoes…” — And We Took the Stage!

This week, as part of our eTwinning project “Discovering Our Social Skills Through Creative Drama,” I had the pleasure of guiding my students through a very meaningful activity: the role-play “If I Were in Someone Else’s Shoes.”

In this activity, my students put themselves in others’ shoes — trying to see life through different eyes.
They approached others’ thoughts, feelings, and perspectives with empathy.
And I can say with confidence:
🎭 They learned a lot and had so much fun!

Throughout the process, they:

✅ Experienced empathy firsthand,
✅ Expressed their emotions freely,
✅ And discovered that there might be an actor inside each of them! 🎬

Some of my students truly shined on stage — this activity became a turning point for many to discover their talents.
Once again, I witnessed how powerful and lasting social skills development can be through drama.

As a teacher, I couldn’t be prouder.
This project is not just strengthening social skills, but also boosting confidence, self-expression, and empathy.

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At our school, we organized a super fun creative drama activity called the “Statue Game” to raise awareness about peer bullying! Our students used frozen poses like statues to express different emotions and professions, showcasing their creativity while learning in a playful way why bullying is wrong. Each statue told a story, and everyone became a star actor in their own role!

Thanks to this game, our students had the chance to better understand their feelings and take a fun journey into the world of various professions. Filled with laughter, surprised looks, and lots of applause, the activity strengthened team spirit and showed how important solidarity is against peer bullying. With this creative drama, we both learned a lot and had a great time!

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This story, which we created together with our partners, has become a meaningful work that brings together perspectives and creative ideas from different cultures. The story, shaped by the contributions of each participant, is more than just a narrative, it represents a beautiful example of collaboration and co-creation. The thoughts and imagination shared throughout the story process increased the originality and richness of the resulting work.

The story we wrote within the scope of this project allowed the participants to develop their literary skills and experience the power of co-creation. This work, which blends different cultural elements, emphasizes both individual development and the importance of solidarity in achieving common goals. Thus, the story has become not only a written text, but also a concrete indicator of international cooperation and understanding.

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The story we created together with our partners is a meaningful work that brings together diverse perspectives and creative ideas from different cultures. Shaped by the contributions of each participant, the story represents more than just a narrative; it is a beautiful example of collaboration and collective creativity. The thoughts and imagination shared throughout the storytelling process enhanced the originality and richness of the final work.

This story-writing project allowed participants to develop their literary skills and experience the power of creating together. The blend of different cultural elements highlights the importance of solidarity in both individual growth and achieving common goals. Thus, the story stands not only as a written text but also as a concrete representation of international cooperation and mutual understanding.

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The story created by the students is easier to be understood if it can be seen-so here is the animation of our story!

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EMRE CANATAN/KAHRAMANMARAŞ MESLEKİ VE TEKNİK ANADOLU LİSESİ

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EMRE CANATAN/KAHRAMANMARAŞ MESLEKİ VE TEKNİK ANADOLU LİSESİ

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In this activity, three groups were formed. Each group wrote a different part of the story. Our students wrote the conclusion part of the story. It was an activity they enjoyed doing.

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EMRE CANATAN /KAHRAMANMARAŞ MESLEKİ VE TEKNİK ANADOLU LİSESİ

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EMRE CANATAN /KAHRAMANMARAŞ MESLEKİ VE TEKNİK ANADOLU LİSESİ

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Thanks to this game, our students had fun and had the opportunity to empathize with each other. In fact, they realized how much body language tells.

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ŞADİYE CANATAN/ÖMER FARUK ARIKAN MIDDLE SCHOOL

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ŞADİYE CANATAN/ÖMER FARUK ARIKAN MIDDLE SCHOOL

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OUR STUDENTS STARTED A STORY BY USING THEIR IMAGINATION AND CREATIVITY. AND OUR OTHER PARTNERS COMPLETED OUR STORY AND CREATE AN ANIMATION WITH THIS STORY.THIS WORK DEVELOPED OUR STUDENTS' IMAGINATION AND CREATIVITY SKILLS.

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ŞADİYE CANATAN/ÖMER FARUK ARIKAN MIDDLE SCHOOL

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ŞADİYE CANATAN/ÖMER FARUK ARIKAN MIDDLE SCHOOL

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Guess what ıs my professıon?

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Şadiye CANATAN/ÖMER FARUK ARIKAN MIDDLE SCHOOL

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Şadiye CANATAN/ÖMER FARUK ARIKAN MIDDLE SCHOOL

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We played a sculpture game with the students. The sculpture game develops students' creativity and communication skills. They learn about different professions and emotions. It helps develop critical thinking skills.

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Playing the sculpture game with our students made them think and had fun. It was a good game to develop their social skills and increase their creativity.

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Alina Munteanu & Alina Miron to C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ

Guess my emotion, guess who I am?

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ALINA MUNTEANU& ALINA MIRON -MIRROR GAME-SEN C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ

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ALINA MUNTEANU& ALINA MIRON -MIRROR GAME-SEN C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ

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The Mirror Game for children is a fun and simple activity that promotes focus, coordination, empathy, and teamwork.

Benefits:

Develops observation skills

Encourages self-control and body awareness

Builds social connection and empathy

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This is an interesting and relatively simple game,but for S.E.N.students it was a real challange because it was difficult for them to coordinate and to make the moves very slowly in order to be able to mimic them.

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MUNTEANU ALINA-C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ, ROMANIA

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MUNTEANU ALINA-C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ, ROMANIA

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The students had a great time having fun together!
The players were divided into teams.
In each round, a team sculptor must represent a word or phrase without speaking or writing.
Teammates guess within a time limit.
The student animates the emotion or profession on the card by freezing it like a statue.

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MUNTEANU ALINA, MIRON ALINA-C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ, ROMANIA

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MUNTEANU ALINA, MIRON ALINA-C.Ș.E.I ”ALEXANDRU ROȘCA” LUGOJ, ROMANIA

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Students from C.Ș.E.I ”ALEXANDRU ROȘCA”, from LUGOJ, ROMANIA, participants in the eTwinning project, ”We Explore Our Social Skills with Drama” together with us, have created a series of energizing and ice-breaking games.
MIRROR
Participants, grouped in pairs and seated face to face, will try to imitate each other’s movements, as if they were looking at their reflection in the mirror. During the exercise, the facilitator will ask them to change roles (in turn, each of the partners will propose the movements that the other will imitate).
!!! For better synchronization between colleagues, it is recommended that the movements be performed more slowly, so that they can be anticipated by the partner. It is also recommended not to lose eye contact, and that the movements be made from the waist up!
Purpose: focusing attention and practicing nonverbal communication

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Esra KARAKAYA - Çağlayancerit Secondary School - Sculpture Game

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Esra KARAKAYA - Çağlayancerit Secondary School - Sculpture Game

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We played a very creative and enjoyable Sculpture game with our students. The students chose one of the profession cards and one of the emotion cards and formed a group and tried to reflect that profession and emotion with their movements, gestures and facial expressions. They looked like statues while doing this and we had a lot of fun. The students came up with very different and interesting predictions and they were very effective. Our more introverted students were especially able to be enterprising and express themselves beautifully.

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We played a fun sculpture game with our students! This game provided a great opportunity for us to showcase our creativity and have fun together. Each of our students created sculptures in different shapes using their imagination. We both had fun and discovered the importance of teamwork. The creative sculptures that emerged reflected not only physical but also emotional expressions. Moments full of smiles, laughter and creativity created an unforgettable atmosphere in our classroom! One of the main goals of our project is to explore our social skills through creative drama. Thanks to the sculpture game, our students had the chance to practice important skills such as communication, developing empathy and cooperation. Each sculpture reflected the ways our students expressed their feelings and thoughts. What we learned throughout the game were not only fun moments, but also valuable experiences that supported our social development. Such activities increase our students' self-confidence and contribute to strengthening friendships!