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.

With ‘Que Tun?’, the interdisciplinary company Kopla Bunz organised an immersive creative residency centred on the universal question: how do we live together?

For five weeks, the artistic team set up shop at the heart of the Lallenger Schoul, transforming a classroom into a genuine space for research and creation. This daily presence enabled students, teachers and the entire school community to discover the creative process behind a live performance at the very heart of its development.

The residency supported the creation of the play ‘Que Tun?’, a work blending theatre, dance and music centred on the concepts of cooperation, communication and the fragility of human relationships. The students participated in this artistic exploration according to their age groups:

• Cycles 1 and 2: exploration of movement and emotions,
• Cycle 3: work on set design,
• Cycle 4: reflection on dramaturgy.

Beyond the workshops, the artists continued their creative work directly within the school. Rehearsals were open to other classes, giving students the chance to observe the show’s development and discover the various professions within the performing arts. This gradual immersion fostered a practical understanding of the creative process and encouraged students to contribute to the artistic work through their questions, observations and suggestions.

The residency concluded with an open rehearsal of the almost final version of the show in the classroom, followed by a discussion with the participating classes. This moment gave the students the opportunity to see how the project had developed since their first workshops and to observe how some of their ideas had been reflected in the final production.

What kind of freedom does knowledge afford? And how can we share knowledge without losing our own voice?
These questions were at the heart of the Hypatia – The Highest Note residency, led by the Artemysia Théâtre company with the artists Raffaella D’Angelo, Joanna Bertrand and Ashton Laffineur.

This research residency took a hybrid form: alongside the work of refining the staging of the play – which had already been presented as a work in progress – the Theatre Option class at the Lycée Aline Mayrisch in Luxembourg was actively involved in the artistic process.

The aim of this residency was to make the play more accessible to a young audience, whilst retaining its depth and thematic richness.

Through a series of workshops led by the artists, the pupils explored the concepts of freedom of thought, equality and critical dialogue. They examined the historical figure of Hypatia of Alexandria, a philosopher and astronomer who defended knowledge and reason, ultimately paying the ultimate price for her beliefs.

The residency concluded with a two-part performance:
first, a presentation of the students’ reinterpretation of the play, followed by a second performance by the artists.

Find out what the participating students had to say:

As part of the project “The Birth of a Clown,” the goal is to develop a clown character in collaboration with the children, giving it a unique personality and transforming this birth (creation) into a clown theatre play. The costume, makeup, as well as the physical and character traits, gradually take shape through theatre games and improvisation. Guided by Joel Del Toe, the children will go through the essential stages of creating a new clown character. They will gain a deep understanding of the work and ideas behind this unique art form. They will not only discover the different types of clowning but also their origins, intentions, and what lies behind them, as well as how much the actor and their clown resemble each other.

Joe Del Toe is a professional clown. In 2017, he completed his therapeutic clown training at the Tamala Center in Constance, Germany.

Lilian Mombach is a visual artist. She creates paper sculptures inspired by the issues of migration, exploring themes of language, emotions, and belonging. She seeks to engage the public in an immersive experience with art, encouraging them to interact with her works. Her goal is to demystify art and create new experiences, aiming to positively impact the public’s lives through her creations.

As part of the project “You Are Not Alone,” Lilian Mombach aims to explore with the students the challenges and feelings they encounter. Adolescence is often a time when it is difficult to express feelings, marked by many life questions and decisions. The goal is to highlight the challenges and emotions these young people currently face and use drawing and modeling techniques to materialize these questions through papier-mâché.

The project conveys the message that by materializing and showcasing challenges and feelings, it is possible to feel less isolated, to recognize shared experiences, and, above all, to perceive others’ emotions through their representations. Moreover, “You Are Not Alone” also emphasizes the importance of environmental awareness and recycling, values reflected in the choice of materials for this project.

De mars à mai 2025, la Compagnie Jucam a mené une Résidence d’Artiste en Milieu Scolaire (RAMS) à l’école fondamentale du Ärenzdall, dans le cadre de sa nouvelle création La Danse calligraphiée de l’alphabet. Cette œuvre originale mêle danse contemporaine et théâtre pour raconter la naissance de l’écriture à travers le corps d’une danseuse-calligraphe, dont les gestes font naître les lettres comme des personnages poétiques.

Imaginée initialement comme une résidence de création, la RAMS s’est peu à peu transformée en un espace de recherche et de co-création, au contact des élèves du Cycle 4. Ce glissement, porté par la metteure en scène Renata Neskovska et la chorégraphe Annick Pütz, a permis d’adapter le projet au contexte scolaire tout en maintenant une exigence artistique forte.

Pendant onze semaines, les élèves ont exploré les grandes thématiques du projet à travers une série d’ateliers mêlant calligraphie, théâtre, musique et mouvement dansé. Ils ont inventé, dessiné, écrit, chanté et mis leur corps en jeu pour retracer, à leur manière, les origines de l’alphabet. Les décors ont été réalisés pendant les cours d’éducation artistique, en collaboration avec les enseignants, et un membre de l’équipe pédagogique s’est  chargé de la technique lors de la présentation des résultats des ateliers avec les élèves.

Au fil du temps, une véritable dynamique de groupe s’est installée entre artistes et enseignant·e·s, qui ont co-construit le projet en s’adaptant mutuellement. La résidence s’est progressivement transformée en un véritable travail d’équipe, enrichi par les retours, les interprétations et les idées des élèves.

L’événement de clôture – mai 2025
La résidence s’est conclue par une Werkschau, présentée par les élèves devant leurs familles et l’équipe éducative. À travers une performance poétique mêlant voix, mouvement et jeu théâtral, ils ont emmené le public dans un voyage sensible retraçant l’invention des signes et des sons. La classe de C4.2, en particulier, s’est distinguée par son énergie et son engagement, répétant intensivement malgré une fin d’année bien chargée.

Ce moment partagé a été vécu comme une véritable réussite par tous les participant·e·s. Élèves, artistes et enseignant·e·s ont exprimé le souhait de renouveler l’expérience d’une RAMS, dans un futur proche, si le contexte le permet. Un moment de bilan sera encore organisé en fin d’année scolaire, à l’aide d’un formulaire commun.

La  RAMS de la Danse calligraphiée de l’alphabet a pleinement rempli sa mission : initier un projet de création tout en favorisant la participation active d’un jeune public, dans une démarche mêlant expression artistique, apprentissage collectif et rencontre vivante. Une résidence où la naissance des lettres a croisé celle de l’imagination.

It is through the theme of football that the Eddi van Tsui Company aims to unite the students and guide them through the various stages of creating a multidisciplinary performance.

This artist residency in a school environment will take place during the 2024/2025 school year.

More information will be available shortly.