Project Days for First-Year Students
Art and Well-Being
Project Days for 1st-year students are a two-day event dedicated to exploring art and well-being. Their purpose is to expose students to topics that are often neglected in regular classes and to encourage their creative and holistic development.
Workshop topics are designed to be interdisciplinary and take place in small groups, which allows students to actively participate and fosters the development of collaboration and communication skills.
Creativity in Various Forms
The workshops encourage students to express themselves in various fields:
- music,
- sports,
- literature,
- and crafts.
In doing so, they develop their imagination, think outside the box, strengthen their connection with their bodies, and develop manual dexterity.
Course Structure and Requirements
Every first-year student (in both the national and international programmes) participates in two different workshops, thereby completing 12 school hours of required elective content.
For the 2025/2026 school year, we have organized a diverse range of workshops:
Architecture
- A Mathematical Walk Through Ljubljana
Theatre
- Creative Exploration of Theatre
- Puppet and Theatre Workshop
- Theatre Compass – Theatre Improvisation Workshop
- Art and the Body
Music
- Musical Representations of the Number π
Poetry
- Words That Create a New World
Comics
- Graphic Novels
- From Mickey Mouse to Maus and Miki Muster
Crafts
- Crocheting and fabric dyeing
- Tapestry making
- Decorating pots using the decoupage technique
- Basics of embroidery and upcycling old clothes
- Handmade paper
- Making a school mascot from recycled materials
Students’ thoughts after the workshops:
“Very educational and interesting; it offers a view of architecture from a mathematical perspective and highlights architectural elements we sometimes overlook.”
“The workshop gave me an interesting insight into the work of a poet and further inspired me to write poetry.”
“The workshops were excellent; even though I already knew how to crochet, I learned a lot.”
“I thought the workshop was great. I really liked it because the mentors explained things clearly and helped us. The atmosphere was pleasant and relaxed, which I really liked.”
“The workshop was fun, interesting, and I learned things that will help me in the future.”
“It was fantastic. I discovered many new ways to embellish my clothes.”
Project days for second-year students
Film workshops
Every March, second-year students participate in workshops on the art of film, where they explore the world of cinema in a creative and analytical way through selected films.
During the workshops, the students learn the basics of film language while also examining the themes raised by the films in depth, analytically, and across disciplines. Students can choose from 10 to 12 films, with two workshops conducted in English and intended for students of the International School.
Film selection (2025/2026)
In 2025/2026, students chose from the following films:
- Apocalypse Now (1979, Francis Ford Coppola)
- The Warrior (2018, Benedikt Erlingsson)
- The Sailors (2018, Alex Holmes)
- Kubo and the Two Strings (2016, Travis Knight)
- Vicky Cristina Barcelona (2008, Woody Allen)
- Persepolis (2007, Marjane Satrapi, Vincent Paronnaud)
- The Hidden Factors (2017, Theodore Melfi)
- Still Alice (2014, Richard Glatzer, Wash Westmoreland)
- The Great Dictator (1940, Charlie Chaplin)
- He’s Back! (2015, David Wnendt)
The films are very diverse in terms of genre and theme, so every student can find content that appeals to them most.
Workshop schedule
The workshops take place over two days, with six hours of sessions each day. The programme is diverse and integrates various fields, enabling students to develop:
- an understanding of the art of film,
- creativity,
- critical thinking,
- and sensitivity to social issues.
Activities include:
- exploring the history of film,
- discussing historical, psychological, ethical, and environmental themes,
- writing film reviews,
- creating short films (e.g., stop motion),
- creating videos and comics,
- exploring the countries and cultures where the films are set,
- practical and creative workshops,
- collaboration with guest speakers and visits to exhibitions.
Conclusion and Awards
The workshops conclude with an individual or group project. Interested students can also enter a contest for the best essay, where the winning author is awarded a Filmski 5 package.
Students’ feedback
Student feedback confirms that the film workshops are an exceptionally positive experience. At the same time, they provide an important stimulus for the further development of film art as a field of creative and critical expression.
“Since we’ve been watching movies at school, I understand them better because we talk about them.”
“It’s great when we sit in a circle and talk about a movie.”
“I didn’t know that films use a cinematic language that can be analyzed. Now I see things I didn’t see before.”
“I used to only watch action movies. Now I watch some more challenging ones too.”
“Films tackle very challenging topics that can be discussed in depth. Movies are cool!”
Project work for third-year students
Me and Us for You
Would you like to do something good for others together?
In today’s world, where more and more people are facing various hardships, helping others is incredibly valuable. Charity and compassion not only bring hope to those in need but also enrich those who help.
As part of their required elective courses, third-year students participate in the charity project “Me and Us for You.” Each class independently selects an activity to which it dedicates 12 hours, thereby fostering cooperation, responsibility, and camaraderie among students.
As part of the project, students:
- visit nursing homes,
- collaborate with youth centres,
- assist at sporting events,
- participate in environmental initiatives,
- and carry out numerous other charitable activities.
Through the project, students not only contribute to the community but also develop a sense of solidarity, empathy, and active citizenship.
At the end of the project, they present their work in a class report and through individual reflections.
Here are some reflections from the students after completing the activities:
“What touched me the most—and also shook me a little—was the realization of just how different our lives are. Seeing children younger than us already facing challenges I can’t even imagine was a wake-up call for me and, above all, an eye-opener. The experience opened my eyes and encouraged me to reflect on gratitude for the things I take for granted in my daily life.”
“What stuck with me most were their looks, smiles, and handshakes, which spoke volumes more than words ever could. Visiting the nursing home taught me how important it is to respect the elderly and how little it sometimes takes to brighten someone’s day.”
“The feeling of doing something good for the community is wonderful. I would gladly do this kind of volunteer work again.”
