Primary Education  ·  Cycle 3.1  ·  Writing, illustration and publishing

The RAMS project ‘Creating an Illustrated Book’, led by the publisher and illustrator Claudine Furlano (Zoom Editions), will take place at the Lënster Lycée International School (primary section). This creative residency is aimed at Cycle 3.1 classes.

Over the course of several weeks, the artist will develop a new publishing project with the students for the Post-Z-Book collection, which consists of small illustrated books of around twenty pages that can be sent by post. The students will explore various narrative and visual approaches centred on the themes of nature and sustainability. The project will combine factual information with a narrative and poetic approach accessible to children. This will be an opportunity for both the pupils and the teachers to make the connection with the theme of ‘sustainability’ included in this school year’s lesson plan.

The children will gain an insight into the process of creating a book: the birth of an idea, the development of a story, the creation of illustrations and the various stages leading to the book’s completion.

Secondary Education  ·  Year Groups 5eP  ·  Sound and painting

The RAMS ‘Sonic Canvas’ project, led by multidisciplinary artist Catherine Lorent, will take place at the Lënster Lycée International School (Secondary). This is a research and creative residency aimed at two 5eP classes and one CIP (Classe d’Initiation Professionnelle) or COP (Classe d’Orientation Professionnelle) class.

The project will explore the links between experimental painting, sound creation and DIY technologies. Through the use of canvases fitted with sound sensors, microphones and simple electronic tools, students will explore the relationship between the act of painting and the production of sound.

The artist and participants will explore the materiality of the medium of painting whilst inventing a sound language linked to gesture and movement.

Secondary Education  ·  Years 3e and 4e  ·  Photography

The RAMS project ‘Regarder lentement – Le temps à l’œuvre’ (Looking Slowly – Time at Work), led by photographer Neckel Scholtus in partnership with the Lycée des Arts et Métiers, is a creative residency focusing on the documentation and interpretation of the conditions and uses of the school space.

A significant part of the work will be devoted to the photographic documentation of the school’s renovation works, conceived as a photo-essay highlighting the transformations of the school and the transitional phases of its spaces. Using camera obscuras and digital photography, the students will combine different photographic styles and explore the complementarity between traditional and contemporary practices.

At the end of the residency, an exhibition will be organised within the school to showcase each participant’s personal publications. These publications will be conceived as individual editorial works reflecting the exchanges, perspectives and experiences of each participant during the residency, in dialogue not only with the students but also with the teachers.

Secondary Education  ·  4e Classes  ·  Short film

The residency project ‘Dëst ass net däi Liewen’, led by director and screenwriter Geneviève Mersch and the National Audiovisual Centre (CNA) in partnership with the Lycée Michel Rodange, is a research residency focusing on the film adaptation of the novel by author Claudine Muno. The project will be carried out with Year 4 pupils enrolled in Luxembourgish language optional classes.

As Claudine Muno’s narrative is set in a secondary school in Luxembourg City, the collaboration with the Lycée Michel Rodange will enable director Geneviève Mersch to work within a school, in direct contact with students similar to the world and characters depicted in the novel.

Through this project, the students will play an active role in developing a film script and will discover the various stages of filmmaking in Luxembourg. The dialogue with the pupils will provide an opportunity to find out their impressions and how they have interpreted the novel. Which scenes and characters have made an impression on them, and why? How do they feel about the spoken language used by the young protagonists in the novel and in the screenplay currently being written? The pupils’ practical contribution will focus mainly on writing the dialogues. In this way, they will be able to infuse the characters in the forthcoming film with their own language and perspective.

Primary Education · Ages 9–10 (P4) · Visual Arts and Scenography

The RAMS project ‘Aus der Zäit’, led by visual artist and scenographer Stephanie Ribeiro Barbosa, will take place at the Gaston Thorn International School. During this research residency, the artist will explore the concept of time and reconnecting with oneself alongside students aged 9 to 10 from three P4 classes.

Through visual art, installation and the design of sensory spaces, the artist is interested in how a work of art can convey feelings, suggest narratives and evoke an emotional experience without resorting to speech or text. The residency will feature observation and perception exercises, physical and sensory activities, artistic experimentation and moments of co-creation. During these co-creation sessions, the artist will offer the students an experience different from their everyday school life, making space for slowness, lightness, hope and contemplation.

The project will evolve based on the exchanges, experiments and objects brought in by the students. Together, the artist and the children will create a form that resembles them and reflects their relationship with emotions and space.

Primary Education · Cycles 2.2 and 3.2 · Textile Art

The RAMS project ‘Costume des Emotions’, led by costume designer Johanna De Santis from Atelier Spatz, will take place at the Schoul Uewerkuer (Oberkorn Primary School). During this research and creation residency, three classes from Cycles 2.2 and 3.2 will be involved in the process of creating costumes for adults.

The students will take part in all stages of the artistic process, focusing in particular on textures, materials, colours, shapes and how an emotion can be visually expressed through a costume. As part of this project, the children will explore their emotions in a creative, playful and non-verbal way, transforming them into artistic objects. Textile art and costume-making thus become a means of translating abstract emotions into visible and tangible forms.

With “La Poésie du Papier”, illustrator and writer Ane Erézué led a co-creation residency inviting children to explore the four elements – air, water, earth and fire – through the visual arts, writing and sound creation.

Over eight weeks, the four Cycle 4.2 classes discovered paper as a genuine creative medium. Starting with work on textures, colours, transparencies and shapes, the students gradually produced collaborative artworks inspired by nature. At the same time, they wrote poems, recorded their voices and created soundscapes. The whole project was brought together in an immersive installation presented at the closing exhibition.

One of the key challenges of this residency was to guide the students towards a more abstract artistic approach. After an initial period of hesitation, the children gradually learnt to move away from figurative representation to explore the sensations, materials and emotions associated with the four elements. This development shows that they had truly taken ownership of the artistic approach proposed by the artist.

The project culminated in an exhibition opening organised entirely by the students, the teachers and the artist. The children played an active role by presenting the works, guiding visitors in several languages and sharing the creative process that led to the exhibition.

Key stages of the residency:

• Exploring the artistic world of Ane Erézué
• Experiments with textures and the four elements
• Creating collaborative artworks
• Writing poems and making sound recordings
• Creating an immersive installation
• Exhibition opening and guided tours led by the students

The RAMS ‘Macadam’ project, led by choreographer Jennifer Gohier (Cie Corps in Situ) at Lycée Bel-Val, is a choreographic research residency where dance and skateboarding come together.

The artist worked with four 5e AD classes, exploring the following question: how can movement, balance and falling become artistic material? Skateboarding was used as a symbol of freedom, rebellion and identity, thus becoming a means of expression through which the students traced their own ‘line on the tarmac’. Together, the students and artists explored what this symbol meant to them: a space for self-assertion, freedom, or perhaps even creative instability.

The residency took place in two stages:

• an initial research phase led by the company, focusing on exploring new patterns of movement;
• followed by a phase of exchange and mediation, during which the pupils actively took part in experimental workshops.

Open rehearsals allowed the whole school community to observe the creative process.

The residency concluded with a presentation of the work, showcasing the collective journey and the exchanges between the artists and the pupils.

Discover the creative process in the following video:

With ‘Murmures’, choreographer Giovanni Zazzera and the Z-ART company offered a research residency exploring the links between movement, sound and technology. At the heart of the project, the interactive installation ‘Touch Me’ transforms the movements of the dancers and students into sound, turning the body into a true instrument of expression.

Over a four-week period spread between November 2025 and March 2026, the artists took up residence at the Lënster Lycée International School to develop their work whilst involving three classes in the research process. The workshops invited pupils to experiment with movement, explore their sensations and discover the various stages involved in creating a contemporary choreographic work.

One of the distinctive features of this residency lay in the reciprocal influence between the artistic research and the interaction with the students. The students’ personal stories, movements, imaginations and the diversity of the profiles encountered – particularly within the class that brought together young people from migrant backgrounds as well as students with special learning needs – fuelled the team’s artistic work and enriched their reflection on ‘Murmures’.

The residency gradually extended beyond the scope of the workshops. Thanks to the artists’ daily presence at the school, the students were able to observe rehearsals, chat informally with the artistic team and follow the project’s progress. This immersion helped to make the residency an experience shared by the entire school community, extending far beyond the participating classes alone.

Initially, the final performance did not include the presence of students on stage. However, as the weeks went by, the quality of the collaboration and the group’s commitment led one class to spontaneously join the dancers during the performance on Francophonie Day. This development perfectly illustrates the dynamic of co-creation that developed throughout the residency and the way in which the project evolved through its interaction with the school environment.

The RAMS ‘Keng Méck, keen Schockela’ took place at the Gaston Diderich Primary School in Belair. It was led by the Bombyx collective, composed of Pascale Noé Adam (director), Gianfranco Celestino (choreographer) and Nathalie Noé Adam (set designer).

This was a research residency: the artists developed their next production aimed at young audiences and, as part of this, involved three Cycle 3.2 classes in their research process.

The residency lasted a total of five weeks. During the workshops led by the artists, the children explored the theme through dance, theatre and the visual arts. During their science introduction lessons, they explored these discoveries in greater depth with their teachers by taking a closer look at the world of insects.

At the end of the project, the three classes presented a small exhibition to their parents and classmates, showcasing the work they had carried out with the artists. In May, the classes attended the performance of the Bombyx collective’s final show at the opderschmelz Cultural Centre.