Drawing on their study of the original play, the students created their own version. They developed the storyline, adapted the dialogue, created the characters, assigned roles, designed the scenery, and planned the staging. The guide intervened only when necessary, allowing the adolescents to take responsibility for their project and make decisions collectively.
The project required a wide range of skills, including imagination, creative writing, public speaking, organisation, collaboration, and problem-solving. Each student contributed according to their own strengths and interests. Some focused on writing, others on acting, set design, or coordinating the project. This diversity of talents enabled the group to create a shared production in which everyone played an essential role.
The allocation of roles was particularly revealing of the strong sense of community that lies at the heart of Montessori education. The students recognised one another\’s strengths and assigned characters by considering each person\’s personality, abilities, and interests. Their capacity to understand one another, listen respectfully, and value everyone\’s talents played a significant role in the success of the project.
Through this collective creation, the adolescents demonstrated that creativity extends far beyond artistic expression. It is also the ability to collaborate, bring together different ideas, and work towards a common goal. By transforming a literary work studied in class into a lively, original, and collaborative production, they embodied one of the fundamental principles of Montessori education: learning together in order to grow together.
