Jules is a refugee who loves dancing.
Exercise 1
- Recommended time approx. 5 minutes
- You have some information about Jules. However, you will need more information to be able to continue the game.
- Develop Jules’s character by using a mind map.
- List, write and, if needed, draw information about Jules on the map:
- What kind of information do you think is missing about Jules? For example, where does s/he live? How old is s/he? How does s/he live? Who are the other people in Jules’s life? In other words, give her/him more substance.
Once you have completed exercise 1, you can move on to exercise 2.
Exercise 2
- Recommended time approx. 3-5 minutes
Examine Jules's dreams next:
- Which dreams of Jules do we already know about?
- What are Jules’s goals?
- What else does Jules dream about?
Examine the below list of character traits, too. Select traits that you think Jules will need to achieve her/his dreams and to overcome her/his challenges. Select at least two traits that you think will support Jules’s journey.
- creative
- calm
- tense
- funny
- curious
- enthusiastic
- hardworking
- energetic
- empathetic
- decisive
- trustworthy
- sensitive
- dreamy
- lively
- vain
- responsible
- understanding
- easy-going
- reflective
- positive
- spirited
- suspicious
- vivacious
- talkative
- unsure
Once you have discussed dreams and selected Jules’s traits, s/he is ready to start her/his journey and exercise 3.
Exercise 3
- Recommended time approx. 10 minutes
Next Jules has to face some challenges in her/his everyday life. Your task is to help Jules overcome the challenges as well as possible.
Jules’s dream about her/his own dance studio is strong. Starting a business in a foreign country feels challenging. Finding a space that is not too expensive is particularly problematic. S/he has found some suitable options and the planning can start.
1. Familiarise yourselves as a team with the following value of the Youth Strategy:
#9 Space and participation for all
- Background: Young people are underrepresented in decision-making processes which affect them although their engagement is crucial to democracy. They need access to physical spaces in their communities to support their personal, cultural and political development.
- Goal: To strengthen young people’s democratic participation and autonomy as well as provide dedicated youth spaces in all areas of society.
2. Help Jules to solve the space issue. Your exercise is to plan a dance studio for Jules using the below information.
- Jules’s fixed budget is 2,750 euros
- The rent of the first privately rented space is 1,500 euros. Jules will have to pay this from the fixed budget.
- Other fixed expenses will be 300 euros in the beginning.
- Jules will then have 950 euros left to use. Jules can use this amount for the studio.
- What other options Jules has to find a space apart from renting privately?
- What should Jules do about the space?
- Or what should s/he spend her/his budget on?
Examples of things Jules might need for her/his studio:
- mirrors 200 euros
- ballet bars 200 euros
- music system 300 euros
- lamps 100 euros
- venetian blinds 300 euros
- cleaning equipment 50 euros
- towels 75 euros
- locker 300 euros
- mats 100 euros
- exercise balls 30 euros
- training mats 150 euros
- dance shoes 250 euros
- music records 45 euros
- dressing the exterior of the studio 95 euros
- sofa sets 500 euros
- microwave oven 30 euros
- kettle 30 euros
- rhythm instruments 255.50 euros
- accessories for cultural dances 300 euros.
Once you have tackled exercise 3, you can move on to exercise 4.
Exercise 4
- Recommended time approx. 10 minutes
There are still things to do before achieving the dream.
Jules’s dance studio has operated for a while in the space you planned. Jules enjoys her/his work as the dance teacher. However, s/he needs to get extra work to make a living.
Jules decides to apply for 3 jobs. Because of her/his background, Jules faces prejudices and discrimination in applying for jobs. These are not necessarily spoken out. Jules notices them from the way people react to her/him and even from whether s/he gets a job or not, or what kind of salary s/he is offered.
1. Familiarise yourselves as a team with the following value of the Youth Strategy:
#2 Equality of all genders
- Background: Gender-based discrimination still affects many young people, especially young women. Equal opportunities and access to rights need to be ensured for young people of all genders including non-binary and LGBTQI+ young people.
- Goal: To ensure equality of all genders and gender-sensitive approaches in all areas of life of a young person.
2. Jules applies for the following jobs:
- a teaching assistant
- a shop assistant, providing cover during summer holidays
- a dance teacher, paid by the hour.
During your discussion, make a list of issues that you think Jules might come across in her/his application process. How should s/he take them? How to turn prejudices to positive things? How to tackle discrimination? What kind of salary could Jules get from these jobs?
After completing exercise 4, you can move on to exercise 5 or the wild card exercise.
Exercise 5
- Recommended time 5-10 minutes
- If you have the time, you can do the wild card exercise instead of this one.
Jules has now overcome her/his challenges and is heading to the future and her/his dreams. Your journey with Jules is nearing its end.
The value #11 Youth organisations and European programmes of the EU Youth Strategy focuses on the significance of European youth organisations and programmes in building the European society and providing opportunities for the future of young people. European programmes include programmes such as the Erasmus+: Youth and the European Solidarity Corps.
- How does Jules’s life continue from now on?
- What advice would you give Jules on her/his journey?
- How do you feel about Jules’s chances on her/his journey?
- Could Jules benefit from the Erasmus+ or the European Solidarity Corps programmes?
- If you wish, you could have a look at what the programmes cover.
- Be prepared to give a 1-minute elevator pitch to present Jules and her/his journey to the other participants.
- So, there is only one minute to give the presentation.
Wild card exercise
- Recommended time approx. 15 minutes
- Do this exercise after exercise 4, if you have the time.
- If you choose the wild card exercise, you don’t need to do exercise 5.
Jules has been doing great and her/his journey towards her/his dreams has become clearer! You are almost done! Is there still something else you could offer Jules to help her/him get closer to her/his dreams or to make them more achievable?
The value #11 Youth organisations and European programmes of the EU Youth Strategy focuses on the significance of European youth organisations and programmes in building the European society and providing opportunities for the future of young people. European programmes include programmes such as the Erasmus+: Youth and the European Solidarity Corps.
The wild card exercise allows you 5 minutes to plan a project that would offer Jules opportunities on her/his path towards her/his dreams.
- The project can offer Jules something new, too.
- Choose one of your first ideas and be brave developing your project.
- Be prepared to give a 1-minute elevator pitch to present Jules and your project to the other teams.
- So, there is only one minute to give the presentation.
After the exercise, teams come together to present their projects. All teams will comment on each other’s projects.
Conclusion of the game
- no set time for the duration
It is soon time to say goodbye to Jules. Thank you for the shared journey with Jules and the team!
Now gather together with the other teams.
At the end of the game, the facilitator will pose you some questions.
Posters linked to Jules’s values
Poster 2 Equality of all genders (pdf, 8.46 MB)
Poster 9 Space and participation for all (pdf, 13.34 MB)
Poster 11 Youth organisations and youth programmes (pdf, 1.86 MB)