Context / background of the projectThe project 'Reporters without frontiers' examined interdisciplinary and intercultural on the one hand(a) everyday realities of young people in Europeand on the other hand(b) Europe's current problems and approaches (refugee issues, socio-economic distribution and equity issues, environmental issues, quality of life issues)To this end, transnational student teams prepared and conducted interviews with external stakeholders and prepared them for presentations.The interview partners were representatives from the fields of politics, economics, social affairs, environmental NGOs and alternative projects.The media used were photography, video, sound, text and any combination of images and text. The work with artistic-documentary means transformed abstract contexts into something tangible and offered a new, pictorial-linguistic level of reflection. The own and above all foreign languages were made practically usable, image and sound were experienced in their universality (the language of art is international).ICT was used throughout for communication and presentation.The students all lived in host families.Each TLT meeting lasted 10 days.In addition to their preparation and follow-up, the TLTs in all partner countries developed twelve photo topics on the everyday life of the students.ObjectivesThe project set itself the following goals for the participating pupils:- Continuing to expand the knowledge of the history, political-social, economic and geographical facts of all partner countries.- Extending active language competence in English in everyday and technical contexts- Creating a favourable communication atmosphere in a foreign language- Raising awareness of and becoming aware of one's own and other cultures - Strengthening general communication skills in the context of European Citizenship- Experiencing and appreciating different European lifestyles and cultural contexts in everyday experience with host families- Fostering and strengthening creativity and constructive criticism in the context of transnational teamwork- Becoming aware of and relativising one's own points of view in the context of transnational teamwork- The learning of journalistic research, documentation and presentation forms in teamwork across cultural borders.- Expanding cultural competences and cultural openness in a European dimension- Strengthening self-confidence and self-awareness in a European dimension- Active, reflective handling of photo, video and sound artifacts- Active, reflective use of the Internet and social mediaThe project set itself the following goals for the participating teachers:- Improving their pedagogical concepts and applying new teaching methods within the framework of exchanging ideas with European colleagues.- To expand their knowledge of the theory and technical and creative practice of photography, videography and sound work in audiovisual-linguistic contexts.- Strengthening the European dimension of their teaching- To sustainably increase the motivation of the teachers involved through the cooperative European work on the project.Number and profile of participating institutionsThere were five schools involved in the project:IES Ángel de Saavedra (Córdoba / Spain): continuing, general education, publicFjölbrautaskólinn í Breiðholti (Reykjavík / Iceland): Secondary school, general education, publicGymnasio Mesovouniwn Me Lykeiakes Takseis (Kefalonia / Greece): Secondary school, general education, publicLycée privé Paul Claudel d'Hulst (Paris / France): Secondary school, general education, privateAdolf-Reichwein-Gymnasium (Heusenstamm / Germany): Secondary school, general education, publicDescription of the main activities carried outTLTs were prepared, carried out and followed up in all partner countries involved. According to the principle 'More value for money', more teachers and students took part in the project than was provided for in the application form.TMs took place in Heusenstamm, Paris and Reykjavík (for the evaluation, planning and adjustment of work processes, results and products).Achieved results and impactThe results achieved are in line with the objectives set out above. Only the organisational details had to be slightly readjusted in order to fully achieve the planned objectives.If relevant, long-term benefitThe long-term benefit consists in...a) the sustainable expansion of competences in accordance with the objectives described aboveb) the awareness of the problems addressed in the project among external stakeholdersc) the usability of a proven and transferable project structure in new contexts of content

<< Objectives >>· Getting to know oneself as a European and global citizen· Realisation of democratic-constructive possibilities for action in transnational contexts· Expanding knowledge of current global crises· Expanding verbal & visual communication skills· Practising transferable problem-solving procedures· Experiencing self-efficacy in creative processes· Practising how to deal with contemporary culture· Experiencing creativity as a survival resource<< Implementation >>In the classroom in each country...· Familiarisation with the concept of documenta15 with learners and teachers· Familiarisation with the themes addressed by d15· Discussion of various contemporary artistic positions on social and socio-political issues· Addressing the creative process and its transferability to all areas of lifeIn transnational discourse...· Long-term practical artistic work· Curation & realisation of the final exhibition<< Results >>Expanding the knowledge of learners and teachers...- on current positions in contemporary art- on acute social and socio-political issues and those relating to environmental/climate protection- on the profitable use and general validity of creative processes- regarding their soft skills (emotional, linguistic-communicative, organisational)- to develop exhibits and an exhibition concept with a transnational claim- Reflection and documentation in the form of a catalogue

“Art and Space in the City” is a dynamic project launched by five European countries (Finland, France, Germany, Greece and Italy) around three main subjects : Arts, Maths and English. It is an interdisciplinary project which consisted in working on art and space in our European cities. As art invigorates public space and as cities reflect and reveal our societies, we aimed at developing the skills and encouraging the sensitivity and imagination of our pupils to transform “ordinary” spaces into something “extraordinary”. We brought them to see and interact with urban space in new ways, add value to our European cities or rural areas and enhance the vitality of our communities.Our final task consisted in getting our pupils to organise an exhibition which displayed how the works of art created by each country were installed in another partner country. In order to do so, our pupils questioned several topics, took into account and respected the specificities of each chosen space, met professionals from various grounds and contribute to the vibrancy of their cities. On the whole, around 20 teachers and 80 pupils worked in collaboration, regularly communicating and meeting in order to exchange knowledge and good practises, improving, among others, communication, language and digital skills. Throughout the project, the pupils were also able to create, gain self-confidence, develop their sense of entrepreneurship and feeling of belonging by becoming aware of their heritage. Thus they became active citizens of their own community but also opened up to other cultures and grasped the importance of being part of a greater common space: Europe. The « making of » and the results of our project can be found on our website : https://sites.google.com/view/artandspaceinthecityfr Hence, we hope that our experience will contribute to encouraging and fostering future projects.

This project was aimed to work with our Secondary School students (12 to 18 yo.) using drama as an art form as well as a collection of teaching tools and for bullying and conflict prevention. Digital technology has also allowed us to carry out the project and implement most of the activities based on collaborative work. Besides, this project has brought us the opportunity to implement co-training activities for teachers based on the strongest abilities of each partner: Drama Based Teaching, Theatre of The Oppressed, Flipped Classroom, Project Based Learning, School Peer Mediation, etc.Our partnership is made up of 4 secondary schools from different countries: Belgium, Germany, Hungary and Spain. ACHIEVED OBJECTIVES 1. Promote gender equality, tackle discrimination, segregation, racism, bullying and violence. 2. Develop more attractive education to prevent drop-out. 3. Enhance teachers' professional skills, including new pedagogies 4. Foster positive attitude towards the European project and the EU values 5. Improve English language skills as our common language to communicate 6. Increase the level of digital competence 7. Promote teachers' and students' mobility 8. Reinforce cooperation among partners from other countries ACTIVITIES AND METHODOLOGY 8 students per country have participated in 4 short term exchanges of groups of pupils. They formed mixed-nationality groups to write, rehearse and perform a play based on different Theatre of The Oppressed techniques, although the last one took place on-line due to Covid-19. There has been one different social conflict topic for each mobility: disability, gender, poverty, cultural differences, physical appearance, sexual orientation. Four theater plays by an author from the hosting country, as Europe's cultural heritage contribution have been performed, one in each country and, again, the last one happened online and it was recorded to be broadcasted to the rest of the partners. The content was based on a collaborative methodology starred by our learners although supported by their teachers. They took part in every stage of the project: planning, organization and assessment. To do that, students' committees were created and their representatives were in charge of getting in touch with their peers from other countries in order to make decisions about the common activities and how to get organised and choose the topics for the performances happening in each mobility. Apart from the direct participants in the mobilities involving students and teachers, our purpose was to include the contents and objectives of this project in our schools curricula, so that the vast majority of our students could benefit from it. Some students with fewer opportunities had also the chance to take part in the project as the rest of their peers and they had the priority to participate in the mobilities Teachers were also a target group, taking part in 5 short-term joint staff training events, which activities had been specially designed according to the needs faced during this project: (web design, Drama Based Teaching, ICT, video editing, The theatre of the oppressed, etc.) or in our daily work (School Peer Mediation teams, Bullying prevention.). These activities have also been a way of sharing the skills each partner was best at, working in a collaborative way to develop more attractive education and including new pedagogies and teaching methodologies. A video about School Peer Mediation has been created to train our students, partners and teachers but also anyone who might be interested in this methodology. The video can be found in the project website. RESULTS AND IMPACTDrama, as literature, has also been important for our students to become better writers and therefore increase their literacy and English language skills, through script writing, performance analysis and creative writing exercises, as well as to contribute to raising awareness of the importance of Europe's cultural heritage through education, which is very convenient to work in the context of Europe’s Cultural Heritage 2018 celebration. Our schools have had a reduction in aggressive behavior and an increase of empathic tendencies to avoid social inequities of any kind, promoting a constructive atmosphere in school, which has led to increased learning scores. These models for conflict resolution led by students have been evidence of a potential in reducing and preventing school violence over long-term periods, which has been an asset for teachers, students and their families.Besides, due to public drama performances, apart from our target groups, the project has had an important impact on some other participants: parents, parents associations, etc.Despite the Covid19, we’ve managed to fulfil most results. Before the pandemic, everything run smoothly and after it we broadcasted some activities and had some meetings online, which allowed us to reach our expectations.