Context

Main objective of the project

Project Title

Project Acronym

Project Start Date (dd-mm-yyyy)

Project Total Duration (Months)

Project End Date (dd-mm-yyyy)

Applicant Organisation Full Legal Name (Latin

characters)

Exchanges of good practices

Arrworks from European Festivities

and Traditions.

AEFET

01-09-2019

24 months

31-08-2021

ES01 Servicio Español para la Internacionalización de la Educación (SEPIE)

Project Summary

Please provide a short summary of your project. Please recall that this section [or part of it] may be used by the

European Commission, Executive Agency or National Agencies in their publications. It will also feed the

Erasmus+ Project Result platform.

Be concise and clear and mention at least the following elements: context/background of project; objectives of

your project; number and profile of participants; description of activities; methodology to be used in carrying out

the project; a short description of the results and impact envisaged and finally the potential longer term benefits.

The summary will be publicly available in case your project is awarded.

In view of further publication on the Erasmus+ Project Platform, please also be aware that a comprehensive

public summary of project results will be requested at report stage(s). Final payment provisions in the contract will

be linked to the availability of such summary.

The CPI As Mirandas school participated in ERASMUS + KA1 training programs for teachers

through the CFR in Ferrol during the school year 2017-2018 and as bilingual sections are

being carried out for Art lessons in 5th and 6th grade with the collaboration of an English

speaking assistant the idea arose to present our project at the European level. This new project

stems from the need to share experiences and knowledge among different countries and to

cross the borders of our classrooms for a global and personal enrichment We also seek to

achieve an openness and awareness of the plurality of European society. and the world in our

students. We found partners interested in participating in our project that have a proven

successful track record on the local level.. We seek an inclusive education at all institutions,

regardless of the origin, socio-economic or cultural background of our students. We also strive

to strengthen the competences of the educators, themselves. The principle of lifelong learning,

the use of the potential of European human and social talent, the use of cooperation and

mobility with our partners will lead us to a highly positive and successful outcome of the

project, as well as the conviction of the need to live in peace and harmony taking advantage of

all our diverse cultural and traditional backgrounds.

Our main objectives are:

- Understand the mutual influence among traditions, celebrations and human activities.

- Develop creativity through Artwork..

- Improve the skills of the participants in foreign languages and promote the broad linguistic

diversity of the EU and cultural awareness.

- Acquire skills and attitudes such as intercultural understanding and social integration.

- Increase awareness of Art events as a means of sharing and exchanging cultural knowledge

and awareness

- Promote interculturalism through communication and exchange of information based on

openness to cultural diversity and appreciation of knowledge among different peoples

- Experience a collaborative way of working with students from other schools, valuing and

respecting their different contributions and opinions.

These objectives are the starting point to increase the motivation of our students to learn, to

increase our linguistic competences and to acquire a better understanding of diverse cultural

differences that make us unique valuing and respecting other cultures

We have decided to expand the program to 6 different schools in geographically diverse

areas of Europe with diverse and unique cultural characteristics that will each send students

and teachers to participate in our project. They are:

- SPAIN -ARES, 440 students between 3 a 16 years, 49 - 52 teachers , Project coordinator

without previous experience in European Projects KA2.

- POLAND -RZESZOW,, 300 students, 6 -15 years,.30 teachers involved in ecological actions;

- TURKEY – SAMSUN 190 students between, 4 -18 years. 34 teachers Experience in EU-

funded projects.

- ROMANIA -BACAU, with 920 children of 6-19 years, 123 educators. A school open to Europe.

- GREECE -SERRES 65 students 12 teachers. It uses multicultural projects.

- ITALY- PALERMO., 750 students of 3 -14 years, 75 teachers. Social variety and

educational needs.

This project has a united, common goal to gain a better understanding of cultural differences

and creative skills for integration in our current multicultural society.

Our project is planned to develop over two years through different local and transnational

activities combining observation, training, production and assessment of our progress.

Some of the activities to be carried out are: - Observing the environment,

- Learning about local and European cultural holidays, festivities and traditions. - Development of curriculum about the different cultural topics.

Halloween, Samaín, Guy Fawkes, Magosto, San Andrés, Thanksgiving, Christmas, Peace

Day, Valentine, the dance of the Dervishes, Carnival, St. Patrick, Easter, Book Day, May, Floral

carpets, children's Day, St. John's.

Methodology: Each topic will focus on a presentation of the cultural festival, through

videos, PowerPoint, readings in English and in the local language. After this we will proceed

to focus on Artwork using different techniques and materials.

In each activity (before, during and after) an assessment will be made following the planned

timetable of the activities. Rubrics will be made together according with project coordinator and to

the participating teachers.

We will publish all of the Art work and other outputs related to the project through e-Twinning and

the Blog of each of our schools, among others.

We expect highly positive results for partners and a dissemination effect that will reach beyond

the 6 participating schools and long-term benefits and will include our project permanently in

Art and English lessons schedules of any school that will want to put it into practice.

Calendar

List and describe all project activities and indicate an approximate start date. In particular, it should include project

activities other than learning, teaching and training activities, for example: management meetings, outreach

activities and other local activities and events at each school. Learning, teaching and training activities

TEACHER TRAINING AND STUDENTS aware of the importance of improving their English language competence, involving themselves in bilingual activities, with the aim of improving the teaching and learning processes of students.

The bilingual sections for the teaching of Artworks have been developed involving the teachers and students of our school and extending to the partner schools Thus we present:

P 1 Other events of the project 09-2019

-English language training course divided into 3 levels according to the language proficiency of the attendees. by the CFR in the case of Spain and by similar entities in partner countries. This will encourage group work

- Teachers who specialize in English will be responsible for conducting training courses for students, especially those who will participate in transnational activities. It will take place between September and October 2019, prior to the first transnational activity.

1st VIRTUAL CONTACT VIA SKYPE among participants in the project. Tasks:

- Virtual knowledge of the students and participating teachers.

- Presentation of the project to participating teachers and students.

- Assignment of the functions to be performed within the project according to the skills of the partners.

* At each school there will be a teacher in charge of maintaining weekly communication and uploading documentation to e-Twinning

P14 Other events of the project 09-2019

* The creation of a joint blog of all partners of which, teachers will be administrators and assigned the role of collaborators to students will be established.

- Planning of schedules for the realization of virtual communications taking into account the time differences between the partners.

* Weekly and necessary communications will be established depending on the time of development of our project.

Descriptionión

Tipe of activity

P2. Other events of the project (10-2019)

HALLOWEEN / SAMAIN We seek to improve English, understand the festivities in Europe as well

like his artistic compositions.

- Halloween and equivalents in partner countries.

Tasks:: 1. Presentation related to the celebration of Halloween in the

Anglo-Saxon world. Origin and history. 2. Comparison of the similarities and differences in origins

and ways of celebrating the two festivities 3. Specific vocabulary of the topic to be addressed to

increase the communicative competence of our students in English.

4. Halloween-related artistic realization. Manufacture of a skeleton, a witch, preparation of murals in the halls of the classrooms

5. Compilation of the work done. 6. Exchange of artistic productions. Dissemination on the blog and e-Twinning.

C1 Short-term training joint events for staff (11-2019)

First physical meeting between the organizing centre (CPI As Mirandas- Spain) and its partners (Greece, Italy, Turkey, Poland and Romania

P 3 Other events of the project (12 – 2019)

CHRISTMAS AROUND THE WORLD In our schools and as a globalizing element we use the Christmas celebration to compare it with the way it is celebrated in other countries, both in the European Union and in other countries of the world; in this way we will seek the integration and inclusion of our foreign students who will serve as a teaching of their customs to their peers To do this we will perform the following tasks: 1. Search for information on the different ways to celebrate Christmas in the world using the English and local language of each partner. 2. Skype communication during lessons doing a joint work. 3. Joint elaboration of the teachers of a PowerPoint presentation of the topic 4. Artwork of a typical Christmas decoration 5. Preparation of Christmas postcards. 6. Exchange of postcards among our students.

P 4 Other events of the Project 01- 2020

PEACE DAY Every year the celebration of the Day of Peace is a basic event in our schools and is part of the events to be held in the annual planning, for its importance in the fight against violence, awareness of the search for a good coexistence among the community school and for a peaceful future. It serves to smooth out roughness among the school community and lay the foundation for a good relationship regardless of our origins, beliefs or gender. Tasks - Study of important people related to the holiday, such as Gandhi, Teresa of Calcutta, ... Students will search for information about the chosen characters. - Collaborative work between partners. - Exchange of ideas and information collected through Skype, contact among students. - Preparation of a Flashmob among partnerships with a song that relates to the event and using sign language - Editing the flashmob and posting it on the blog.

P 5 Other events of the Project 02 - 2020

VALENTINE'S DAY The need to know the history of Valentine goes beyond knowing that it is the day that simple flowers or chocolates are given comes from the need for our students to know the origins of a tradition and compare the different ways to celebrate it. Thus to improve the communicative competence we will work the vocabulary related to the holiday. - Presentation of a PowerPoint with images about the origins of Valentine's Day. Who was he? What time did he live in? - Students will investigate how their parents and grandparents celebrated this festivity. - Share the information with the partners. - They will make a dossier with the work and an Artworks related to it. - Several proposals will be made for Artworks and an exhibition of the works carried out will be made.

C2 Short-term exchanges of groups of Students 03-2020

Methodology of bilingual teaching through Dance and opera "The Dance of the Derviches" in Turkey

P7 Other events of the Project 04 - 2020

WE SHARE EASTER. A large number of celebrations are common in European countries like this one we're dealing with. Easter is a moment of celebration intimately related to religion but also pagan since ancient times as the beginning of the Spring. So there are multiple references to birth of new plants and living beings in the images and artistic representations. Tasks - Search for information by students about the origin of the Easter celebration acquiring new vocabulary related to the Subject. - High school students in collaboration with their teachers will make a PowerPoint presentation with all the information received which will subsequently be used with the pre-Primary and Primary students to develop the Didactic Unit. - Artworks of typical elements of the Easter adapted to the level of students. - Exhibition of the works. - Photographic dossier of exhibitions

C3 Short-term exchanges of groups of Students 06-2020

Mid-project assessment, sharing of resources and participation in the School Festival in Rudna Wielka “Children’s Day”

P12 Other events of the Project 06 - 2020

FLORAL CARPETS. Sharing traditions between European countries and the world. Tasks 1. Research origins and development of the Festival. 2. Preparation of floral carpets. Participation in the educational community in design and development of the floral carpets in the case of Spain. 3. Photographic dossier.

P9 Other events of the Project 10 - 2020

GUY FAWIKES - BONFIRE NIGHT Guy Fawkes' story has a great relevance to the English people since a group of revolutionaries intended to carry out an attack against the government and their King James I and who didn't get. This has led to every year the English remember it in a great party.

TASKS TO BE MADE 1. Common presentation video from the Guy Fawkes celebration as a rapprochement particular to the history of London. 2. Vocabulary related to the subject. 3. Making a caricature or portrait of Guy Fawkes. 4. Exhibition of the work carried out.

C4 Short-term exchanges of groups of Students 11-2020

Integration and valuation of different ethnicities as an enriching element and skills critical thought "Feast of St. Andrew" in Romania

P10 Other events of the Project 11 - 2020

THANKSGIVING IN THE USA – Expanding Horizons. Among all members of our educational communities we have people from different origins that will bring new knowledge and ideas to this celebration. Tasks: 1. Talk-conference with students about the previous knowledge they have of such Celebration. presented by our assistant Skype conversation with students and teachers from different schools. 2. Animated video presentation on the story of its origins. 3. Vocabulary related to the subject. 4. Elaboration of a Thanksgiving turkey adapted to the different levels of our Students. 5. Exhibition of works done in murals and in the different spaces of the center.

C5 Short-term exchanges of groups of Students 03- 2021

Exchange of experiences. Evolution and development project. Carnival in Greece

P8 Other events of the Project 04-2021

BOOK DAY: SHAKESPEARE AND CERVANTES - The Anglo-Saxon and Spanish world in literature commemoration of the birth of two great world figures of literature Every April 23rd we celebrate Book Day in honor to two great literary figures, whose parallels lives have certain similarities and similarities. This brings us closer to the knowledge and increase in our communicative competence. Tasks 1. Study of both authors biographies . Collection of relevant data.. Communication via Skype. 2. Communicated via Skype for that data relevant to Cervantes' life from the coordinator, country since he is a Spanish author. 3. Elaboration in each school of a line of parallel bilingual time of both authors in Images. Each group of students will be adding data on the mural displayed in the corridors of the Classrooms. 4. Preparation of an elaborate biographical comic students with different techniques depending on their Level. 5. Publication on e-Twinning

C 6 Short-term exchanges of groups of Students 05- 2021

Evaluation of achievements. Creating puppets at the Palermo school

P11 Other events of the Project 05 - 2021

CELEBRATING THE MAYS In Many Places in Europe Mays are celebrated ,intimately related to the awakening of the Flowers. Tasks: 1. Each school will collect information from the traditions and festivals related to the Mays in their countries. 2. All information will be added in one dossier where other partners will use and share the information between teachers and Students. 3. Preparation of a May at each school. 4. Photographic exhibition. 5. Blog post and e-Twinning

P13 Other events of the Project 06 - 2021

SAINT JOHN’S NIGHT , the party of bonfires and sardines. The shortest night of the year. The summer solstice. Tasks - Real-time presentation via SKYPE as we celebrate Saint John in Spain by adding traditions and customs in other countries. - Elaboration of an Artwork, a bonfire, a sardine… with different techniques and materials.

P 6 Other events of the Project 07 - 2021

EXHIBITION FAIR "A STEP BY THE FESTIVITIES AND TRADITIONS IN THE EUROPEAN FRAMEWORK AND IN THE WORLD" SHOWING ALL THE WORKS MADE LONG OF THE PROJECT. Tasks - Compilation of the work, carried out for each one of the festivities studied throughout our project. - Presentation of them in stands by Festivities. "A walk through the festivities and traditions within the European framework and in the world" - Screens will be available to interact with real-time partners - Open day to share with the educational community - Invitation to participation to representatives members of the locality. - Invitation to the press and TV. - The entire implementation of the activity will be attached in our blog and e-Twinning.

Participants

Applicant organization

Career and experience Please briefly submit the school and include the following information:

• Overview (e.g. programs performed/educational levels/number staff and students of the school)

* What is the school's motivation to join this project?

* Who will be the key people responsible for the project at the school? In the if these people leave their post

in the future, who will be responsible for theirFunction?

* Does the school and its staff have any specific type of experience or ability with to contribute to the

project?

CPI As Mirandas, in the coastal municipality of Ares, A Coruña- Galicia- Spain (5000 inhabitants.)

Economic development: exploitation of fishery and sea-derived resources, shipbuilding, tourism

sector and services; important social and cultural activity and a variety of associations social,

sporting and cultural. The school welcomes students (440) of 3 stages PRESCHOOL, PRIMARY

AND SECONDARY (3 to 16 years). Teachers are between 47 and 52. Currently with bilingual

sections (Spanish/English), (5th and 6th Primary in Ed. Artistic (Artworks) and an English speaking

assistant. Participating teachers: AICLE teachers. School in a semi-rural setting and we feel the

need to broaden our pupils' sights and take a focus beyond the boundaries of their students

closest environment. One of the main motivations of the project is the need to rapprochement with

the rest of Europe, that our students grow up in a plural education and valuing knowledge of a

foreign language as a means of communication, twinning and learning different cultures, traditions

and languages. In this course it participates in the European robotics project, ERASMUS+,

organized by different Associations.. Last year it was involved in KA101- Mobility of Teachers Job

shadowing in France, Romania and the United Kingdom.. We requested a KA229. Strategic

partnership with countries for a common Artistic project (Spain, Turkey, Poland, Romania, Greece

and Italy). Responsible will be the 5th and 6th Artworks teacher and the headmistress as creators

of the project, the English teachers in preschool, primary and secondary in charge of the linguistic

section, tutors, Art and Music teachers in charge of the artistic accomplishments in kindergarten

and elementary school and in secondary the Art teacher; PT and AL teachers with support to

students and support in the implementation of the project, the library providing bibliographic

material, robotics and TICS. Everything will go on the curriculum of the subjects; The new

methodological, pedagogical, activities. Working groups and evaluations will serve to assess what

and how we can adapt to our acquired environment. This is born from a project of the bilingual

sections. 6 courses with 100% participation in the very successful students, which involves in itself

the acquisition of greater language proficiency on the English language, learning and valuing other

cultures and traditions and artistic reproductions of our students and that we intend to extend to

other schools cross our borders and it disseminate and enter the curriculum as a method of

teaching-learning of subjects related to the English language and the Arts and that we contribute

with this experience prior to our future project.

Partnerships organisations PRIMARY SCHOOL OF PSIHIKO

Career and experience

Please briefly submit the school and include the following information:

• Overview (e.g. programs performed/educational levels/number staff and students of the school)

* What is the school's motivation to join this project?

* Who will be the key people responsible for the project at the school? In the if these people leave their post

in the future, who will be responsible for theirFunction?

* Does the school and its staff have any specific type of experience or ability with to contribute to the

project?

It is a state school with 12 working teachers and 65 nonprofit students. All teachers are dedicated

to students. The curriculum is the state, each teacher uses multicultural projects as we have a

large number of foreign students, mostly Albania. I am an English teacher and I try to introduce

English culture and customs to my students to realize that different cultures do not mean

separation but union because of the basic element: humans their similarities and differences. I

own 20 years of teaching experience. Every year, many projects are carried out guided by the

councillor of the Serres district that acts as a mentor to teachers on issues Educational. This year

there is a project on the impact of the Mediterranean diet on the lives of people that includes a

study of how the olive tree has been cultivated since the time of the old Greece. Other projects

concern the transition from elementary to high school and psychological aspects of growth. Last

but not least, an Etwinning project called "Pas se bétes" (biodiversity) is sustained by the fifth

grade and its teacher Olga Tagtalianidou . When it comes to the arts, the theatre will be strongly

reworked by the Aristophanes (former Greek comedy writer) "Irene" (Peace) which is carried out

by students and fourth graders and the guidance of their teacher Mrs. Anastasia Petridou during

"Mathitokosmos" (Student's World). This is an established event that "encourages" all schools

across the region to participate in a wide range of cultural expressions to express common values

and beliefs. We understand that the learning process goes beyond the fields of academic studies,

which is why we teach our children to embrace sport, art and music, and so, we are able to

transcend the monotony of mechanical existence Daily. In this spirit we feel able to reach cultural

cooperation, beyond a across the European continent. In fact, we hope to promote values of

thought, teamwork and compassion for others. In addition, this is a unique opportunity to have

awareness of differences and similarities in many ways with other cultures, values and ideas. The

the main project manager at this school is Ms. Helen Papapostolou, a teacher of and Mr.

Boukikas, director. But in case these two people leave their place all the teachers are willing to

continue, in particular Ms. Olga Tagtlianidou, the Ms. Katherine Theodoselli, Ms. Anastasia

Petridou and Mr. Gianni Kontozopoulos Finally, I would like to point out that the English level of

the students is A2-B1 and all the teachers mentioned previously they are level B2

Istituto Comprensivo Statale Antonio Ugo

Career and experience

Please briefly submit the school and include the following information:

• Overview (e.g. programs performed/educational levels/number staff and students of the school)

* What is the school's motivation to join this project?

* Who will be the key people responsible for the project at the school? In the if these people leave their post

in the future, who will be responsible for theirFunction?

* Does the school and its staff have any specific type of experience or ability with to contribute to the

project?

The Antonio Hugo School is an Integral Institute within the Zisa-Noce district in Palermo, located in

a socially and economically disadvantaged area, not far from the city centre. The institute includes

kindergarten, elementary school and some high school with 750 students from 3 to 13/14 years

old and about 75 teachers. We have a large number of foreign students from Asia and Africa

(2 per class at least) who attend daily school The foreign language offered in our center is English,

Older people can choose between French and Spanish as an elective. The student learning

process aims - To develop and improve the experience in: legality and democracy (active

citizenship); education in sport, health and the environment, - School inclusion, - use of digital

technologies, in artistic performances * each year the school chooses a city monument and

students become tour guides during 2 days showing people at monument and talking about their

history.) Key people responsible -- English language teacher Chiara Billa, contact person, -- the

teacher of French Salemi Marilena, deputy director of the center. and other teachers from the

English department who will cooperate in the realization of the project all of them with definitive

destination in the center, which ensures participation and success throughout the project's

production process. The educational offer centre is geared towards: promoting educational

success through an innovative approach, teaching-learning based on cooperative learning,

mentoring inverted classroom, coding and problem solving; through action seeking the

development of key European citizenship skills specific areas, as well as interdisciplinary activities;

develop skills communicative in different forms; promote intercultural education through activities

aimed at giving value to traditions; promote inclusion by acting with educational requirements

students who need it and reduce school drop-out.IKO

Ozel Samsun Bilnet Ortaokulu

Career and experience

Please briefly submit the school and include the following information:

• Overview (e.g. programs performed/educational levels/number staff and students of the school)

* What is the school's motivation to join this project?

* Who will be the key people responsible for the project at the school? In the if these people leave their post

in the future, who will be responsible for theirFunction?

* Does the school and its staff have any specific type of experience or ability with to contribute to the

project?

The "Bilnet Okullar" school aims to provide basic initial education for children in order to acquire a

background of knowledge, skills and skills needed to continue higher education studies. In our

school, education encompasses the levels kindergarten, primary and secondary schools. Our

students, 190 between 4 and 18 years old and 34 Teachers. There are separate buildings for high

school students. It also has as a aim to provide an education focused on the student's training

needs so that the young man of tomorrow can adapt to the requirements of Turkish and European

professional society. To this end, the school offers a varied school curriculum, taking into account

the wishes and material and student needs. This leads to a sense of confidence in the community:

"This is the right school for my children." We know that the future of our society is the result of our

actions today, that's why we want to develop our Skills. All teachers are involved in the realization

of education projects or and have extensive experience with EU-funded projects; great experience

and full knowledge of standards, economic management, etc. for the realization of a Project.

Everyone speaks fluent English, has good ICT skills, driving experience conflicts between young

people and ensuring physical safety for them. By incorporating this equipment, our school showed

great interest in the implementation of the project. Our inclusion in the project will be important

because it will bring the necessary professionalism. Through our inclusion, we seek to improve the

quality of the project and achieve the maximum results of the project. The key people responsible

for the project at the school are: Nur Ferah ATAGON (25), president and project manager at

Human Being Human Rights, and is one of the the group's most active young workers with 5 years

of volunteer activity at the NGO and 3 years work experience. At the same time, she's an English

teacher. He has participated in more than 15 youth exchanges and training courses., she is

always motivated to work with learn new methods and non-formal techniques to work with them. In

the last 2 working with youth projects has made her an expert coordinator of Projects. He has

participated in several Erasmus +, Comenius and Deutsch Unterwegs Projects since 2010. He

holds a Master's degree in Foreign Languages. Enci Betel Okutucu (28)) is a language aid to the

group of young people Being Human and is an English and German teacher in our school. At the

level has participated in more than 20 youth exchanges and training courses with leadership and

project management that make her one of the most active youth workers organization.

Szkola Podstawowa w Rudnej Wielkiej

Career and experience

Please briefly submit the school and include the following information:

• Overview (e.g. programs performed/educational levels/number staff and students of the school)

* What is the school's motivation to join this project?

* Who will be the key people responsible for the project at the school? In the if these people leave their post

in the future, who will be responsible for theirFunction?

* Does the school and its staff have any specific type of experience or ability with to contribute to the

project?

We are a small elementary school (about 300 students (6 - 15 years) and 30 teachers, .We are

involved in ecological actions, we cooperate with the local Ekossop Association, we work with

Rzeszow University that teach special classes for our students, such as robotsLego, physics every

day. We organize a regional ecological competition every year supported by the authorities in our

province Podkarpacie. Our students learn English with enthusiasm, but with few opportunities to

know the language in a real context. The school is located in a poor and unprivileged region of

Poland (southwest of the country) in rural areas, which means that children don't have the same

chance of succeeding in life as those who come from cities, including access to extracurricular

activities. Taking part in such projects gives them a chance to see what life is like abroad, what

their peers do school and most importantly: they can learn and practice English, get to know

Europe, working in groups as they prepare the project's activities, learning about the meaning of

each country in the European Union. Some parents migrate to the UK or Norway to work and

make money, so rather poor families have never been in the and have no opportunity to learn

more about other cultures, customs and countries. The project will be beneficial for teachers who

could share ideas with colleagues from different develop their approach and methods or even

learn to incorporate language teaching knowledge of the content of their subjects. Not many

teachers at school speak English, so students, still aware of the importance of the foreign

language, have no many opportunities to practice English. Foreign language teachers organize

multicultural events every year to promote language learning, this year we prepared a European

Special Language Day and we invite primary school students where they know the English culture

and language, we also cooperate with small schools local villages in the language and ecology

areas. The key people responsible for the project English teachers are english teachers, as well as

ICT and ICT teachers Design. Polish language teachers will be actively involved in the

development of the project Russian and science. One of the school's teachers attended the course

"Integrated Learning On Content and Language: Practical Ideas for the Primary Classroom" July

2013, 2 weeks in Exeter (United Kingdom) focused on teacher development, funded by the

Comenius Longlife Learning, and this project would be the extension of the activities initiated. All

of you they would like to transfer the experience and skills gained from the rest of the teachers.

Colegiul National de Arta "George Apostu" Bacau

Career and experience

Please briefly submit the school and include the following information:

• Overview (e.g. programs performed/educational levels/number staff and students of the school)

* What is the school's motivation to join this project?

* Who will be the key people responsible for the project at the school? In the if these people leave their post

in the future, who will be responsible for theirFunction?

* Does the school and its staff have any specific type of experience or ability with to contribute to the

project?

"George Apostu" Art National College Baccau, Romania is a public body, under the authority

Romanian Ministry of Education. It was established in 1957 as a vocational arts school, The only

one of its kind in Bacau County. Annually, our schools college students have about 900 students.

Currently, 920 children aged 6 to 19 are attending university, two non-artistic preschools that

operate within the structure, under our authority. 123 educators work at this school, teaching

various specialties art and subjects from the general curriculum: piano, violin, theoretical

specialties and solfeo, and optionally chorus, one of the instruments of the symphony orchestra as

the main instrument, Music. theory and solfeo. Elementary students complete their arts education

with activities social and non-formal education, which complement their education by developing

the language of social education students and their dialogue skills, their tolerance for diversity and

support for interaction Cultural. Students present very good school results, with awards and good

qualifications in the general curriculum and in regional, national and regional artistic competences

International. The school is open to Europe, offering participants in International competitions. This

center has an interest in this project since it organizes a contest "Mask" (13th edition), with the aim

of improving the practical skills of students, increasing their creativity through the traditional folk-

inspired creations of the Romanian. It involves students from several schools in the region: they

have to create and produce masks inspired by the traditional ones and wear them in a carnival;

240 students participated in the contest. Teachers have experience in formal and non-formal

education with students from different ages in the area of communication skills, creativity, work

teams, competitions, exhibitions; experienced Erasmus+ programmes but also through other

activities: organizing competitions, shows, exhibitions, etc. key people project managers at the

school are Ana-Maria Rotaru, an English teacher, has extensive European experience and

management and communication skills; In the English language French, Erasmus+ skills, teaching

through drama monitoring and skills evaluation acquired by work as a school inspector for

educational projects, the Director has management skills, teamwork, communication skills. Is fine

arts teacher, participates directly in the organization of the carnival competition Masks and other

projects and competitions of the center as well as the Regional Painting Competition of

icons(9ed.); National Competition 'Spring Arts', (20th edition) and organizer of events and

performances School.

Project description

Priorities and issues

Please select the most relevant horizontal or sectoral priority in accordance with the objectives

of your project

SCHOOL EDUCATION: Promoting a comprehensive approach to language teaching and learning

If relevant, please select up to two additional priorities according to your project objectives.

ADULT EDUCATION: Improving and extending the supply of high quality learning opportunities

tailored to the needs of individual low-skilled or low-qualified adults

HORIZONTAL: Social and educational value of European cultural heritage, its contribution to job

creation, economic growth and social cohesion

Please select the topics addressed by your project up to a maximum of three.

Creativity and Culture

Teaching and learning foreign languages

European citizenship, European conscience and democracy

Description Please describe the motivation for your project and explain why it should be funded.

We need to share experiences, knowledge, cross the boundaries of our classrooms as personal,

global enrichment, of openness and awareness among our students of the plurality of our society,

as members of the EU where we can share social and cultural differences.

Purpose of our project is:

- To acquire basic skills, strengthen the communicative competence in the English language of the

teachers and students

And cross-sectional.

- To know the European traditions and celebrations, starting point to motivate students by

to learn and support our teachers in the use of innovative teaching methods and looking for

alternatives to teach the English language with an innovative approach to teaching of Artworks by

participating 100% of the students and obtaining better results in linguistics, culture, European

traditions and artistic representations as a hallmark and inclusion of cultures of the immigrant

community world, integrated into our schools favoring their adaptation.

We seek

-To promote a holistic approach to language teaching and learning, develop language learning

and learning options bilingual education and mainstreaming ICTS, supporting the integration of the

language dimension in the Curricula.

- To discover roots and cultural relevances of celebrations, share them and enrich the

cultural baggage and understanding of differences that make us unique.

- Inclusive education whatever the origin or social and cultural level of our students.

- Collaboration of the educational community, with families and other members.

- To improve the transition among education stages.

- To create networks by schools that promote comprehensive approaches and collaboration to

teaching and learning;

-To improve assessment and take the EU quality framework;

- To develop and disseminate the project with available tools: blog, e-Twinning, publications in

newspapers, TV.

- To support the participation of students in transnational projects and exchanges and establish

partnerships among organizations with cross-border learning exchanges in education

We need to create cohesive and inclusive societies where future adults develop an active role in

democratic life. Education, student training, key to fostering European values. Boosting social

integration, improving intercultural understanding and a sense of belonging to the community and

prevent violent radicalization.

Knowing the traditions will lead us to understand our differences and similarities approaching to a

Europe more supportive and united, that future men and women acquire a worldview where

human beings can live together in peace, with their differences, a symbol of identity and bridge of

rapprochement among people.. Lifelong learning, the use of European human and social talent,

the use of cooperation and mobility with partners will lead to very positive results.

What objectives do you want to achieve and what concrete results would you like to achieve? How

do you relate these objectives to the priorities you have selected?

Our objectives are:

To understand the mutual influence between traditions and celebrations and human activities.

Thus, they will learn in a transdisciplinary way and form a complete picture of their society and

European society.

Promoting interculturality through communication and information exchange, based on the

openness to cultural diversity and appreciation for knowledge among different people.

To develop creativity through artistic achievements.

To experience a form of collaborative work with students from other schools, valuing their

contributions and respecting the opinions of others..

To learn how to communicate knowledge and adapt explanations to recipients.

Improving skills in foreign languages of participants and promoting the wide diversity EU

languages and cultural awareness.

Gaining skills and attitudes such as intercultural understanding, social integration and increase

awareness of artistic creations as a means of transmission and cultural exchange.

Our association is made up of different schools in both student volume and teachers as in our

cultural characteristics that make us unique. In our classrooms we meet students with a variety of

educational needs.

We have been united by a common goal: to gain a better understanding of cultural differences and

creative skills for integration into a multicultural current society.

The groups we target are:

- students, immersed in activities that will increase their motivation for learning foreign languages,

and will lead them to raise awareness and respect for cultural and Artistic differences.

-teachers will benefit from the exchange of different educational and teaching/learning

methodologies of each of the participating partners by increasing their creativity and

internationalization of the teaching methodology.

Students will participate in virtual meetings and information exchanges among the

different participants: the education systems of the partners, the way our schools work. They will

interact with other teachers/students, which will help them increase their intercultural knowledge,

the spirit of tolerance and non-discrimination and a better understanding of the meaning of the

European Union.

Teachers and some students will also participate in mobility that will give them a more realistic and

close to how each of the partnerships works.

This project, complementary to an existing one planned for Artworks subject in a bilingual section,

optional and educational innovation, is based on international exchange and cooperation among

the community-based communities interested in sharing experiences and learning from each other

and growing up together in the development, learning and understanding of each European nation

for a common purpose: Interculturality.

How will planned activities lead to the achievement of project objectives?

Activities in the field of learning artistic creations from knowledge countries will provide our

students with the means to actively participate in the job market and society at large.

1. Knowing each of the celebrations, making videos, PowerPoint presentations and

exchanges of the particular information of each of the partner countries (virtual communications)

our students will be able to form a complete picture of both their particular society and European

society. These presentations will be made in English as a language communication and as a

reinforcement of learning of that language.

2. Artworks using different techniques, such as a mode of representation and tribute of our

celebrations will be a means of transdisciplinary learning.

3. The exchange of information and knowledge will open a bridge of communication and

appreciation learning about cultural diversity among different countries: our students will develop

their creativity and imagination and will increase their sensitivity to the artistic achievements of

others and teachers will provide strategies to suit their explanations for the target groups.

4. The realization of the different activities of our participants in their mother tongue and in

English language, this latter as a vehicle for communication among the participating partners of

our project, will provide greater competences in foreign languages, as well as a rapprochement

to the linguistic diversity of the European Union and greater cultural awareness.

5. The presentation and exchange of our work at European level will increase the skills and

students' attitudes towards intercultural understanding, greater social integration and increased

awareness of different artistic manifestations

In each Didactic Unit we will start from a celebration as the beginning of the subject to be worked,

it will be indicated the level of education to whom it is aimed and the subject matter that we are

going to work for, in our case, Artworks and the English language. We will continue with a

justification for the choice of the subject to be dealt with, resources to use, the materials, their

temporalization, basic skills, the objectives specific content, methodology, evaluation, diversity

awareness, content related to other matters and the development of the Unit.

The groups we target are:

-students who will increase their motivation for learning a foreign language and they will gain

greater awareness and respect for cultural and artistic differences.

-teachers will increase their creativity and internationalization of the teaching methodology by

interacting with the teaching/learning of each of the participating partners.

eTwinning Erasmus+ platforms

Have eTwinning, School Education Gateway or the Erasmus+ project results platform been used

or envisaged to prepare, execute or monitor your project? If yes, describe how.

Our project is presented at eTwining as the coordinator is registered in that platform and

information will be added to that platform once it is carried out. We will look for information on

other projects related to our subject through School Education Gateway platform. to incorporate

those interesting aspects to our Project.

Participants

Please briefly describe who will take part in the project, including:

● . Who are the different groups that will participate in the project's activities (for example,

example: students, teachers, other school staff members, parents, etc.)?

Please also include information about local participants (those whoparticipate in the project's activities, but

will not travel within the project).

● How will these groups participate?

● If student participation is included in the project, please specify the age of the students

Groups.

Please note that you do not need to repeat here the specific data on the selection of

participants in Learning, Teaching and Training Activities if already described in the relevant on the form:

Learning, teaching and training activities

They will participate virtually and actively

- children's, primary and secondary school students and teachers in addition to other children's

educational community, such as parents, cultural associations,

- training centre and teacher resources (CFR),

- town halls, and other educational institutions.

These groups will participate as follows:

- Teachers will be responsible for the development and teaching of the language and

artistic accomplishments.

- Teachers will include in the curriculum of their subjects new methodological contributions,

pedagogical, activities and evaluation activities.

- Creation of working groups and evaluations to assess what and how we can adapt to our

environment acquired; the influence of this new experience must be evident in our practice

Teacher.

- Students will participate via video conferences, Skype, emails and any other available means of

communication, so they will be in virtual contact with their peers of the others schools and their

evolution and learning will be simultaneous. They will be responsible for develop the artistic

creations related to each of the topics to be discussed.

- The library will provide bibliographic, robotics and ICTS (STEM)

- Cultural associations will contribute to the project their experiences and dependencies for the

broadcastevents, such as performances, celebrations.

- Other members of the educational community, families, will contribute with their personal

experiences.

From the coordinating country a representation of our high school students will be selected

(12 – 16 years) to participate in mobility; and reference groups will work on the project

from the school.

Children's and primary school students will not participate in mobility, although in all other

activities, events and tasks that will be carried out regarding the project, given its young age.

Of each of the five participating partners: Turkey, Poland, Romania, Greece and Italy, there will be

a representation of English language teachers and their respective students selected ages similar

to or higher (12 – 18) to those of the coordinating country, Spain, which mobility, which will travel,

with the rest of the students and other teachers participating in carrying out the project from their

schools

Students and teachers involved in mobility will be the spokespersons and emissaries of the work

carried out in each school and instrumental in multiplying the dissemination of experience

carried out on arrival at their respective schools. From each school, similar research activities of

the different festivities in the Anglo-Saxon world and in other countries, Europeans and the world..

Project management and execution

Describe each partner's tasks and responsibilities. Explain how it will ensure good project

management and good cooperation and communication between partners during project

execution.

Achievement of activities of the project programming. Objectives, contents, common timing,

methodology and evaluation in each Didactic Unit. Common model from the organizing center,

taking care of suggestions from the partners. Being a dynamic and alive project the aspects that

arise during its development will change. Participants in communicating with others, sharing

personal experience with all members and putting shared learning of students and teachers.

Tasks at each school are: • Collecting information about festivals and traditions in their

environment and traditions or festivities from other countries provided by foreign students at each

school

• Exchange of information and experiences of students and teachers. Gathering information in the

1st year of the project on your country's own festivities and the creation of a platform/dossier for

share with partners. Work of festivities from the Anglo-Saxon world and locals and

accomplishments festivities related to festivities. In the 2nd year the festivities and achievements

are added others' arts and their programming is incorporated into the curriculum of the schools as

a stable part of the and integrated into the teaching of plastic, artistic and foreign language.. Virtual

meetings with Skype, or other immediate means of communication. Using the E-twinning platform

and creating a blog sharing experiences and work done, communicated via e-mail, WhatsApp,

Facebook. In mobility, the host country will be responsible for the implementation and

development of activities and tasks. On school visits, check on-site developments and impact of

our project on students, positive aspects or those to be modified or adapt. Each partner will bring

unique and innovative elements specific to its environment that enrich our implementation and

give new ideas for the evolution of the project and are responsible for the development of the

activity. Visiting students and teachers serve as a multiplier in the dissemination and promotion of

the project. Spain, the coordinating country, founder of the association and author of the project

responsible for monitoring the implementation of project development and control tasks budget

funds from the school's direction. The project's assessment tasks will be carried out through the

coordinating school Spain and Italy, as well as the dissemination control of the project. All

partners, Spain, Turkey, Poland, Romania, Greece and Italy will be involved in the activities. The

mobility are: 1st: Spain, formative and exchange, project coordinator. 2nd Turkey school

exchange. 3rd: Poland., an assessment of progress made during the 1st year of development of

the project.4th: Romania.: school training and exchange 5th: Greece: (activity and practice) 6th :

Italy (evaluation of the obtained results, conclusions)

How did you select project partners? Does your project include schools that have not never before

participated in Strategic Partnerships? If yes, how do you can the rest of the partners support them

during the project?

We feel the need to take a step forward by participating in innovative projects for the educational

community. Need to participate in an Erasmus+ k of school exchange where teachers, students

and the educational community are fundamental to the development and practice of Project. Born

of a small project, active 6 years ago with students of 5th and 6th grade in bilingual sections in

Artworks. We reflect on how to expand, extend and share it with Other. Reviewing the overall idea

of the project, the director of the center considered it to be done at the European Union, propose it

in several places and seek partners in eTwinning, among others. Presented to the auxiliary

conversation, which he suggested to teachers from other countries. Various candidates arrived.

We chose those presented for their diversity and cultural richness to our project, and that the

dissemination will multiply exponentially (different ways of celebrating the festivities in Europe and

the world) and perform festive-related artistic demonstrations using English as a language

Vehicle.. It serves students and teachers to improve communication skills. Elected for the subject

they teach: plastic and foreign language, English and the similar age of students (facilitates the

realization and participation of students). Its unique characteristics give an enrichment added to

the one that already entails its implementation, essential for the good development of the project

at European level. Partners Poland, rural school, involved in ecological actions working with

Rzeszow University; Urban Turkey (Samsun), project experience Europeans brings experience

and security, a fresh new approach; Romania, with a curriculum specialized in musical and plastic

artistic expressions, open to Europe, participants in international competitions and experience in

European projects; Greece, rural and student with no experience in European projects, brings

freshness and Italy, outside Palermo, with many foreigners, socially and economically

disadvantaged with a cripple of search and motivation towards the future. That any partner has

never been involved in a Strategic Alliance favors with freshness to the development of the project

by having no previous influence. Those partners involved previous Strategic Alliances serve as a

guide for new people in this experience and encourage more schools are involved in joint work

with others, locally, and internationally. In the previous call presented the project that was not

approved by some weaknesses in its Design. Changed the aspects considered necessary to

achieve the implementation of our project involved most teachers by expanding the impact it will

have on students (making them aware of the importance of multicultural respect, in the dynamics

of our school and in the social sphere by joining peoples..

Please describe practical preparations for scheduled learning, teaching and training activities. How

will the process of selection and preparation of participants, how will they be supported and ensure

disens?

Practical preparations for learning, teaching and training activities will be divided into 3 different:

1. Training of teachers and students to acquire greater communication competence in English.

Throughout the project there will be English language courses for high school teachers and

students with the collaboration of the training center and teacher resources, English specialists,

talk assistants and family collaboration if there are any English-speaking members who will bring

knowledge linguistics and its traditions.

Contact and reserve of training courses with the associations responsible for the training of

students and teachers.

These tasks will be performed at each of the member schools using the available resources.

2. Related to the festivities: Participation in the events and celebrations by all students and

teachers involved in the 3 to 16 years. Contact with cultural, municipal and broadcasting

associations (press, radio, TV)

3. Planning of activities of Learning, Teaching and Training in mobility to different countries.

Duration between 5 and 8 days.

Mobility of students selected for their communicative competence and better dossier and teachers

selected for their involvement in the project and linguistic competence.

Meetings with the educational community of the host country. Job-shadowing. Cultural visits.

Observation and participation in the development of tasks related to the particular holiday of each

country.

The following aspects will be covered for mobility members:

- Travel insurance (incl. loss and deterioration of luggage)

- Risk insurance

- Civil and professional liability insurance.

- Accident, serious illness and death insurance with repatriation.

In each mobility, participants will be responsible for the transfer of their country to the international

airport of the host country.

The host country will contact a travel agency or the air company for national travel. Minibus to

ensure availability and mobility of partners to tasks and planned visits during your stay.

- Selection of accommodation in the most suitable establishment to the reference school, the

collaboration of host families will be requested students to stay in their homes making mobility

more comprehensive.

- Visiting students will be accompanied by their responsible and hosted teachers, either with host

families or with their teachers.

We will attend to any needs that our partners may have, emergency contact telephone for

unforeseen events and avoid any Discomfort. Accompanying teachers will be responsible for their

students, although from the host country they will be especially cared for physical or psychic

limitation of guests, including specific dietary needs.

Please specify in the table below each of the planned learning, teaching and training activities.

Activity (C2) First physical meeting between the center organizer (CPI As Mirandas- Spain) and its partners (Greece, Italy, Turkey, Poland and Romania) 11-2019 Activity description: ● Describe the content, methodology and expected results of the activity ● How will you integrate or relate to the day-to-day activity of schools? Our main objective is to:

- 1st real, physical contact with the participants in the project, to provide greater security and

confidence in the tasks to be carried out in the Project. and that visiting students be a springboard

and outreach in their schools and a motivating element for the educational community

Being this our 1st real and physical meeting the contents are:

- Presentation of the festivities to be worked on with regard to their real temporalization, both those

of the Anglo-Saxon world and those of the local environment of our partners.

- Study and comparison of the festivities starting their preparation before the celebration and

culminating with their artistic reproduction

- Planning and sharing of the tasks to be carried out:

- (Working Group) through meetings between the educational community. Preparation of rubrics.

- Contribution of ideas to the festivities of the Anglo-Saxon world that are worked together. Sharing

of roles that each partner will have to assume considering your skills

- Data collection for our dossier and blog about the project.

- Contact between partners and students.

- Talk- conference on the launch of a project carried out by members of ferrol's CFR

- Attendance to face-to-face classes as part of the normal development of our school.

- Use of methods of direct observation of the working method in the classroom,(jobshadowing)

- Participation Engraving workshops by the teacher of secondary education art.

- Cultural visits as an element of approach to our culture..

- Santiago de Compostela, visit to the old town (cathedral and museum),

- Betanzos CIEC Foundation, International Center of Contemporary Stamp complementary to the

engraving workshop).

- The Meninas de Canido in Ferrol

- Fragas do Eume and Caaveiro Monastery

- Cultural visit to Coruña (museums and old town)

- Monastery of Santa Catalina, place of celebration of the Magosto.

- Participation in the tasks related to the festivities of the Magosto, games and activities that are

flattering for the project:

- Data collection for our dossier and blog about the project.

The whole activity will be carried out respecting the daily activity of the educational center,

participating in the face-to-face classes, in the dining room standardizing the visit of our partners.

Mobility planned during the celebration of the "Magosto" near Halloween and Samoin (3 to 8

November), a typical holiday held annually at our school

It is expected to be an enriching and motivating experience, playful in some respects and that

serves as the basis for the development of futureactivities and visits..

Attached ANNEX with the schedule and tasks provided in our first mobility.

Does this activity combine physical mobility with virtual exchanges through eTwinning?

Yes

Explain how this will be achieved and what benefits are expected.

Since the beginning of the 2019 academic year we will have direct communication with our

partners via Skype, WhatsApp, e-mail for exchange of information and documents related to our

project.

Before, during and after our mobility we will maintain contact with the partners and students

involved in our project, working jointly in improving communicative competence through the use of

the English language to communicate.

We will share the tasks carried out in the pre-holidays in the event of our business.

During mobility we will be in communication with participating schools through videoconferences,

Skype from the classrooms and from the to integrate as much as possible the participation of

partners, students and teachers who do not participate in mobility, although in the development

project.

Upon returning to schools we will share all the experience made through the eTwinning platform

so that the entire educational community will be able to access our experience abroad.

In addition, useful information for our project will be sought on other platforms such as School

Education Gateway that we can incorporate our project.

An educational blog will be created with a link to e-Twinning sharing real-time experiences of all

events, activities, tasks, project experiences and progress, internal and external to centers where

the dissemination and impact on the educational community will be reflected.

We will be able to enjoy immediate benefits by having all the information obtained during the

mobility that will increase in other subsequent mobility.

We hope to obtain benefits at the school, professional and social levels, as we have involved the

entire educational community in the development of our project.

How will participation in this activity benefit the participants involved?

Benefits:

1. The formative manifests itself in coexistence, it helps to develop one's opinions, tolerance,

breadth of judgment and critical spirit. In Cohabitation with the family is seen as another way to

understand the relationships between family members and close friends. In cohabitation in the

the educational school better understands the country's style and form of education, as well as the

relationships between the various members of the community School. Joint coexistence in the

group practices joint decision-making, solidarity and cooperation.

2. Teaching value of the exchange. Students learn other things, faster and better and can put into

practice what they have learned in class in authentic situations. Accompanying teachers exchange

their experiences with their colleagues and students use the English language as a means of

communication in a real situation and participate in the teaching activity of the reception center..

The whole exchange it's in itself didactic.

3. Socio-cultural aspects of the place visited, and by extension of the country, approach its history

and customs. This is supported by the visit of historical and artistic monuments and museums.

Students are also interested in learning about the economic life of the place: occupation of their

inhabitants, if there is industry and commercial relations... Thus they establish the relationship

between social structure and history, culture and economy of the place. Students are interested in

these topics,. Also visit the nature that surrounds the city or village: sea, rivers, lakes, landscapes

special strips, and make some or some excursions to interesting places nearby.

All activities have an added playful component, which gives them the fact that they are carried out

abroad, that the environment is new, and is intense learning time. Leisure, sports, meetings with

friends and family also train our students.

Activity (C2)

Methodology of bilingual teaching through Dance and opera "The Dance of the Derviches" in Turkey Activity description: ● Describe the content, methodology and expected results of the activity. ● How will you integrate or relate to the day-to-day activity of schools?

Our main motivation is to share a unique tradition of our country, "the dance of the Derviches", that

its origins are known, its idiosyncrasy and its meaning beyond the study of the Dance itself using a

common language, English and that this serves as a trampoline of diffusion of our traditions

beyond our classrooms and thus achieve a better understanding between our singularities that we

lead to better inclusion, globalization and understanding among all.

To do this in our activity we will perform the following tasks:

1. Activities learning the origin of Dance in Turkey through presentations.

a. PowerPoint presentations and documentary videos.

b. Conference by a local dance group.

c. Dance Workshop. Teachers and students will learn the steps or points to follow under the

supervision of the music teacher.

d. Joint representation of the dance piece learned.

2. In-school activities and classrooms:

a. Joint teacher meetings. Sharing the tasks to be addressed and seeking a common methodology

that is active, dynamic and motivating for teaching the English language and artistic in English.

Follow-up of the project.

b. Job-shadowing.

c. Immersion of visiting students in the reference group.

3. Cultural visits to gain a better understanding of the environment by promoting learning and

understanding of our particularities.

a. City of Samsun.

b. Samsun Archaeological Museum (guided in English).

c. Ataturk Cultural Center, Home of the Samsun State Opera and Ballet, knowing its interiors

through the center's representative. A melodic journey through the music of the world.

d. Day to Sahinkaya Canyon in Samsun, where we can compare the similarities it bears to the

fjords of Norway so far from each other.

e. Samsun Parks. Observation of the customs of the locals.

Once our activity is finished each member will be able to include what has been learned in their

method of teaching the English language to acquire more specific vocabulary related to Dance

and Opera and in the field of music where visiting students will bring to their schools the

practical teaching of the Dances serving as multipliers of the dissemination and motivators of

learning them.

The videos and documentation collected during the visit will be presented to the students and the

methodology agreed by the Participants.

Our students will have a broader view of the world around us, that we can all live in harmony,

sharing our traditions and including them as a formative element in our cultural background, thus

opening our sights out and valuing the Own.

Annex is attached with the schedule and tasks provided.

Does this activity combine physical mobility with virtual exchanges through eTwinning?

Yes.

Explain how this will be achieved and what benefits are expected.

It will maintain contact with partners via Skype before, during and after our mobility by working

together on improving communicative competence using the English language as a means of

communication.

During mobility we will establish communications during one of the tasks with our schools through

videoconferences,

Skype from the classroom

The tasks performed during our mobility will be shared upon our return to the classroom on the e-

Twinning platform.

Experiences of all events, activities, tasks, experiences and project progress, internal and

external to the centres.

The local media will be informed of our activity to achieve greater dissemination and impact

throughout the educational community.

How will participation in this activity benefit the participants involved?

Benefits:

1- The formative, encouraging the development of one's opinions, tolerance in the face of the

differences that enrich us and an open spirit and Critical. Learning the different relationships

between family members through cohabitation at the same time as in school with a particular

methodological style of the country. Cohabitation with their peers encourages the exchange of

views, solidarity and cooperation.

2. Teaching value of the exchange. Learning in authentic situations, motivating itself and putting

into practice what you learned in class. Exchange teachers' experiences and the use of the

English language of students as a means of communication in a real situation by participating in

the teaching activity of the reception center..

3. Socio-cultural aspects of the visit, and by extension of the country, approach to the history and

customs of the country through knowledge of the socioeconomic life, thanks to which students

thus establish the relationship between the social structure, history, culture and economy of the

place.

Visiting the surrounding nature and taking some excursion to interesting places nearby will give a

more global view to everyone..

All activities have an added playful component, which gives them the fact that they are carried out

abroad, that the environment is new, and is intense learning time. Leisure, sports, meetings with

friends and family also train our students.

Immediate benefits to be able to have all the information obtained during mobility that will increase

in other mobility long-term and post-term activities will be included in the educational process of

schools. School-level benefits, also at the social level, as we have involved the entire educational

community in the development of our project.

Activity (C3)

Evaluation in half project, pooling of resources and participation in the School Festival in Rudna Wielka "Children's Day" Activity description: ● Describe the content, methodology and expected results of the activity. ● How will you integrate or relate to the day-to-day activity of schools?

The interest for the exchange on these dates is closely related to the holiday Children's Day" and

the closeness to the completion of the first year of the development of our project. and the

contents to be dealt with: This will cover various tasks:

1. Evaluation of the progress made so far, as we are close to the end of our teaching activity in the

first year of the realization of our project.

2. Contact with the holiday chosen to add to our project "Children's Day", Rudhna Wielka,

commemoration in Poland on 1 June for 50 years, originating in the socialist countries that today is

maintained in Poland, the Czech Republic, Slovakia, Russia and the Baltic States while in the rest

of the world it is held on 20 November.

In the development of the activity, training and cultural tasks will be combined

A. FORMATIVE

Participation of students in school coexistence, in the daily activities of the school.

Job-shadowing from visiting teachers.

Pottery workshop, popular fashion of the last century

Active participation in the preparations for the Children's Day holiday" in collaboration with the

music teacher. Use of English, German and Polish with the help of English-language teachers.

Joint meetings of the involved faculty and representatives of the University of Rzeszow..

Sharing of impressions (strengths and possible weaknesses) in the project development process

so far.

Presentation of modifications in subsequent activities.

Final assessment of the first stage of the project

B. CULTURAL

Fairy tale day. Typical Polish tales. Staging a fairy tale by the students of the center and

participation of the visiting students and teachers. Tasks related to the feast of the day of the child

and the Mother Participation in the activities

Dance Performances, Dance Programs and Songs

Student performances in English, German and Polish, thus showing an enriching linguistic range.

Modern dance show with the group ("Koloret" by Bratkowice) in which part of the students and an

acrobatic group of Stal participate Rzeszów.

Sports competitions, games between children and parents with sack and dance races.

Xero Music Band

The presence of parents is very important because they relive their childhood. It's an act involving

the entire educational community.

C. VISITS:

Cartoon Museum in Rzeszów, and Underground Tourist Route

Travel to Krakow and visit Wawel,

Museum of the Castle of Aacut

With this activity we hope to create a real vision of the evolution of our project through the

evaluation rubrics, maintaining the motivation for including activities related to European traditions

and festivities and the world and for participants to serve as a means of spread in their schools.

Attached ANNEX with schedule and tasks planned

Does this activity combine physical mobility with virtual exchanges through eTwinning?

Yes.

Explain how this will be achieved and what benefits are expected.

Before, during and after our mobility we will maintain contact with the partners and students

involved in our project, adding the relevant activity-related information through e-Twinning.

Prior to mobility, research will be carried out working together on improving communicative

competence through the using the English language to communicate.

We will share the tasks carried out in the pre-holidays in the event of our business. During mobility

we will communicate with our schools through videoconferences, Skype from classrooms.

Upon returning to schools we will share all the experience made through the eTwinning platform

so that the entire educational community will be able to access our experience abroad.

In addition, useful information for our project will be sought on other platforms such as School

Education Gateway that we can incorporate our project.

We will obtain immediate benefits by having all the information obtained during mobility that will

increase in other subsequent mobility.

We hope to obtain benefits at the school, professional and social levels, as we have involved the

entire educational community in the development of our project.

How will participation in this activity benefit the participants involved?

Benefits:

1. The formative manifests itself in coexistence, it helps to develop one's opinions, tolerance,

breadth of judgment and critical spirit. The cohabitation with families helps to understand the

relationships between family members and close friends. A better understanding of the

country's style and form of education in school coexistence.. Joint cohabitation in the group is

carried out on joint decision-making, solidarity and cooperation.

Evaluation broadens the overall vision of our strengths and weaknesses, being able to agree

possible changes and improvements for further activities.

2. Teaching value of the exchange. Students are more interested in learning other things, are

more motivated, and can put in practice what they have learned in class in authentic situations.

Accompanying teachers exchange their experiences and participate in the teaching activity. and

students use the English language as a means of communication in a real situation integrated into

the school activities of the reception school.

3. Socio-cultural aspects of the place visited, and by extension of the country, approach its history

and customs. This is supported by the visit of historical and artistic monuments and museums and

participation in an original festival of the country. Students are approaching the knowledge of the

real, economic and social life of the place. Thus they establish the relationship between the social

structure and the history, culture and economy of the place.

Also visit the nature that surrounds the city, and make some or some excursions to interesting

places nearby.

All activities have an added playful component, given the fact that it is carried out abroad, a new

environment of intense learning.

Leisure, sports, meetings with friends and family also train our students.

Activity (C4)

Integration and evaluation of the different ethnicities as an

enriching element and critical thinking skills "Feast of St. Andrew"

in Romania Activity description:

● Describe the content, methodology and expected results of the activity.

● How will you integrate or relate to the day-to-day activity of schools?

In Romanian traditions St. Andrew is the 1st of winter celebrations followed by St. Nicholas,

Christmas, the 1st day of the New Year is Celebrates St. Grand Vasile and ends with "Boboteaza"

the baptism of Jesus (7 January) and the day of St. John the Baptizer (8 January). This era

of the year is very rich in Romanian stories, folk and Christian traditions linked for centuries at

school, Students attend classes mornings for their artistic activities and afternoons for regular

classes. Activities will be related to or integrated into the normal program school.

This activity will combine training tasks of teachers and students and participation in the holiday

that we are dealing with::

- Immersion of the visiting students in the reference group. Active and observational participation

(Job-Shadowing) of visiting teachers.

- Joint teacher meetings. Sharing the tasks to be addressed and seeking a common methodology

that is active, dynamic and motivating for teaching the English language and artistic in English.

1.FORMATIVES.

a.Seminar of traditions in the region.

b.E-book: traditional stories and legends about the work of St. Andrew from a story in English.

How do I illustrate a book? Participation students and teachers in a drawing lesson illustrations for

books.

c.Workshops.

Preparation of a traditional Goblen Meeting "Ez-toare" Learning of some typical Romanian dance

steps..

Glass paint and sheets printed on paper in the workshop of the graphic school.

Pumpkin size and exposure.

How to make a traditional Romanian mask

d. Presentation of songs related to Romanian autumn traditions by the National College of Arts.

e. Carnival at the end of autumn and the 1st winter feast. Students and teachers interact with each

other, tasting of the traditional Romanian dish of autumn, and Romanian folk dances.

2.CULTURAL outside the classroom to gain a better understanding of the environment

a. Antonescu Museum (Department of Ethnography), students will identify traditional Romanian

tools, traditional costumes and popular objects.

b. Walk through the churches in Bacau (in search of the image of St. Andrew),

At the end of our activity, partners will include what they learned (through videos and

documentation collected during the visit) in their method of teaching the English language as a

new motivating resource related to the feast of St Andrew that is celebrated not only in Romania

but also in other countries of the European Union. The worldview will be broadened in students by

assessing that we can all live in harmony, regardless of our origins or customs that differentiate

and enrich us, sharing our traditions and including them as a formative element in our cultural

background, opening up so our looks out and valued our own.

Attached ANNEX with schedule and tasks planned

Does this activity combine physical mobility with virtual exchanges through eTwinning?

Yes.

Explain how this will be achieved and what benefits are expected.

Before, during and after our mobility we will maintain contact with the partners and students

involved in our project, working jointly in improving communicative competence through the use of

the English language to communicate.

We will share the tasks carried out in the pre-holidays in the event of our business. During mobility

we will communicate with our centers through videoconferences, Skype from classrooms.

Upon returning to schools we will share all the experience made through the eTwinning platform

so that the entire educational community will be able to access our experience abroad.

In addition, useful information for our project will be sought on other platforms such as School

Education Gateway that we can incorporate our project.

We will be able to enjoy immediate benefits by having all the information obtained during the

mobility that will increase in other subsequent mobility.

We hope to obtain benefits at the school, professional and social levels, as we have involved the

entire educational community in the development of our project.

How will participation in this activity benefit the participants involved?

Benefits:

1. The formative, with the coexistence between different cultures promoting tolerance in the face

of our singularities and acquiring a spirit open and critical, respecting the opinions of others.

Solidarity, inclusion and integration in our classrooms, families and society in general, multicultural

in itself, learning from the country's styles and ways of teaching and the relationships between

community members. All of this will lead to good coexistence and cooperation between peoples.

2. Teaching value of the exchange. Students add new knowledge to their cultural background

motivated by their playful and original appearance being able to practice what they learned in

authentic situations. Accompanying teachers exchange their experiences with their colleagues and

students use the English language as a means of communication in a real situation and participate

in the teaching activity of the reception center.

The whole exchange itself is didactic.

3. Sociocultural aspects . Knowledge of the economy, history and customs of the visiting country

through visits to monuments and museums

interesting to our students who through their knowledge establish the relationship between social

structure and history, culture and local economy. Visits to the natural environment that surrounds

the school, and making some excursion to interesting places nearby.

All activities have an added playful component, which gives them the fact that they are carried out

abroad, that the environment is new, and is intense learning time. Leisure, sports, meetings with

friends and family also train our students.

Activity (C5)

Exchange of experiences. Evolution and development of the project. Carnival in Greece Activity description: ● Describe the content, methodology and expected results of the activity. ● How will you integrate or relate to the day-to-day activity of schools?

The goal in the next activity is to see the cultural similarities. And ask ourselves, what would be the

best way for them to learn this? To do so we will use the Carnival festivities in Greece, called

Carnival Apokrias, for 2 weeks. Similar to the Mardi Gras in New Orlean, particularly pleasant

festivities throughout Greece, in Serres and especially in Patras and Athens.,

Therefore our activity will be carried out in different tasks:

LEARNING

1. Learning tasks of the origins of the celebration of carnivals, Apokrias, in Greece.

2. Sharing the differences between the carnivals of the partner countries.

a. Information about the folkloric event: a carnival that takes place, eleven days before "Clean

Monday" that officially marks the beginning of the Lent

b. What is the celebration of the carnival and the costumes used

3. Job-shadowing of teachers participating in the practical classes.

4. Participation of students in the day-to-day tasks of the school, attending classes.

a. Presentation of the celebration culminating in the "Clean Monday", marked by the flight of kites.

b. Events on customs and folklore closely linked to the Christian tradition Ms. Lent (Ms. Lent) will

be reflected in the classroom. Sarakosti) a lady with six legs, each representing a week in Lent

with pagan and other more religious aspects about the Lent and the creation of comets.

c. Creating kites

5. Presentation in English of Mardi Gras and Halloween comparing your own celebration with

other famous carnivals. These elements events in different countries will be discussed

6. Kite Workshop: Joint work in real situations: creating kites (important in Greece) by developing

a "Martis" (white bracelet and or singing around the village "helidonismata" (spring carols) and

creative realization

CULTURAL VISITS

1. Museum of Serres, as part of our exploration of our common cultural and religious tradition

2. Sarakatsani Museum

3. Lake Kerkini.

TRADITIONS AND CELEBRATIONS

1. Participation in barbecues in the school yard with the collaboration of families.

2. Outfit with carnival costumes.

3. Tasting of typical dishes of "Clean Monday"

4. Active participation of teachers and student partners in the Festival of the "Clean Monday"

a. Songs, dances and traditional games (Maypole)

b. Night walk through the Serres Carnival to enjoy live the local celebrations.

Visitors will use the experience to prepare a carnival-related event/project in relation to their own

country's

In other words, participating in the learning process is of great importance and creative

collaboration can improve understanding of students children of the cultural elements we all share.

Attached ANNEX with schedule and tasks envisaged

Does this activity combine physical mobility with virtual exchanges through eTwinning?

Yes.

Explain how this will be achieved and what benefits are expected.

Before, during and after our mobility we will maintain contact with the partners and students

involved in our project, working jointly in improving communicative competence through the use of

the English language to communicate.

We will share the tasks carried out in the pre-holidays in the event of our business. During mobility

we will communicate with our schools through videoconferences, Skype from classrooms.

Upon returning to schools we will share all the experience made through the eTwinning platform

so that the entire educational community will be able to access our experience abroad.

In addition, useful information for our project will be sought on other platforms such as School

Education Gateway that we can incorporate our project.

We will be able to enjoy immediate benefits by having all the information obtained during the

mobility that will increase in other subsequent mobility.

We hope to obtain benefits at the school, professional and social levels, as we have involved the

entire educational community in the development of our project.

How will participation in this activity benefit the participants involved?

Benefits:

1. The formative, with the coexistence with families and the different members of the educational

community that helps the development of opinions greater tolerance and respect for others by

better understanding differences in lifestyle and teaching as well as practice joint decision-making,

solidarity and cooperation.

2. Teaching value of the exchange. Learning new customs through playful and motivating activities

that can lead to the practice learned in class in real situations. Exchange of experiences among

teachers and active participation in the school's teaching activity welcoming. Students use the

English language as a means of communication in a real situation. The whole exchange itself is

didactic.

3. Socio-cultural aspects of the country's visit approaching its history and customs by relying on

visits to historical monuments and museums, knowing first-hand socioeconomic life. In this way,

students establish the relationship between the social structure and the history, culture and

economy of the country you visit., visits to the natural environment and excursions to interesting

places.

All activities have an added playful component, which gives them the fact that they are carried out

abroad, that the environment is new, and is intense learning time. Leisure, sports, meetings with

friends and family also train our students.

Activity (C6)

Evaluation of achievements. Creating puppets and puppets at the Palermo school- Italy Activity description: ● Describe the content, methodology and expected results of the activity. ● How will you integrate or relate to the day-to-day activity of schools?

In our last mobility we will deal with the contents related to the teaching of English and artistic

productions typical of Sicily, as well such as Job-shadowing of the participating teachers in the

reception center and attending students to classes in similar age groups.

In addition to the cultural and linguistic, always present, we will carry out a process of evaluating

everything worked throughout the project that will help us draw joint final conclusions on all

aspects of the development process of our project, both positive and improveable in the realization

and inclusion of the project in the program of the center

Emphasis will be placed on the importance of dissemination through the channels used throughout

the process to finally achieve its use and practice in other schools.

Content:

- Improved English language proficiency

- Typical artistic productions of Palermo: puppet creation.

- Evaluation of results throughout the project development process using objectives indicators of

achievements.

- Compilation of partner impressions. Final reflection.

Objectives:

- Improve language proficiency in English.

- Improve social and communicative skills.

- Add multicultural value to the project.

- Evaluate the development of the project throughout the production process.

METHOD:

We will take advantage of the date of our visit to participate in the daily activities of the center in

our care, during which they prepare puppets after the Easter event.

Methodology focused on the observation and participation of all visiting partners integrating into

the normal development of the activities of the School.

The following tasks will be done during the activity:

- Meeting with the educational community. Sharing of achievements and proposals for

improvement..

- Contribution of ideas towards the project. Conclusions.

- Visit to the classrooms and laboratories of the school.

- Job-shadowing of the teachers.

- Participation in the classes. Students will be integrated into the group corresponding to their

level.

- Musical performance of music and songs represented by students.

- Creative workshops at school "Let's Create a Puppet""Acting as Paladines": "Colorful Cars"

CULTURAL Visits:

- Palermo city center.

- Puppet Museum and Puppet Theatre.

- Night tour of Palermo.

- D'Aumale Museum in Terrasini (Sicilian cars).

- Termini Imerese and participation in the festival "Inflorata" (the tradition of making floral carpets)

Approach to local life and its customs:

- Meals: offered by student families, typical traditional on the street, in a traditional bar.

- Local artisan shops.

CLOSING THE ACTIVITY:

- Final demonstration with municipal representatives as a means of disseminating our work in

society.

Attached ANNEX with schedule and tasks envisaged

Does this activity combine physical mobility with virtual exchanges through eTwinning?

Yes.

Explain how this will be achieved and what benefits are expected.

Before, during and after our mobility we will maintain contact with the partners and students

involved in our project, working jointly in improving communicative competence through the use of

the English language to communicate.

We will share the tasks carried out in the pre-holidays in the event of our business. During mobility

we will communicate with our centres through videoconferences, Skype from classrooms.

Upon returning to schools we will share all the experience made through the eTwinning platform

so that the entire educational community will be able to access our experience abroad.

In addition, useful information for our project will be sought on other platforms such as School

Education Gateway that we can incorporate our project.

We will be able to enjoy immediate benefits by having all the information obtained during the

mobility that will increase in other subsequent mobility.

We hope to obtain benefits at the school, professional and social levels, as we have involved the

entire educational community in the development of our project.

How will participation in this activity benefit the participants involved?

Benefits:

1. The formative, through the joint final evaluation of the entire process of our project serving for a

pooling of the

results obtained in students, schools, the educational community and society. Expanding

knowledge to

apply in the classroom by agreeing on a broader and novel methodology, open to Europe, serving

as a bridge between our own

idiosyncrasies and that of others benefiting from our collaboration. The coexistence between

students, families and host school and the

our teachers leads us to joint decision-making, greater solidarity and cooperation.

2. Teaching value of the exchange. Students and teachers learn from each other by putting into

practice what we learned in class in Real. situations Exchange of the experiences of

accompanying teachers with their colleagues and students use the English language as a means

of communication in a real situation and participate in the teaching activity of the reception center.

3. Socio-cultural aspects of the country through visits to monuments and museums approaching

its history and customs, creating interest in the students can establish the relationship between the

social structure and the history, culture and economy of the place. All of this creates interest in

our students these. Knowing the natural environment and excursions to interesting places will give

you a broader view as a whole.

All activities have an added playful component, which gives them the fact that they are carried out

abroad, that the environment is new, and is intense learning time. Leisure, sports, meetings with

friends and family also train our students. The whole will help us close a stage in the process of

our planned project to continue over time in our schools in a stable way with the invitation for

others to join our journey.

SUBSEQUENT ACTIVITIES

How will you assess whether the project objectives have been achieved?

At the end of the activities, it will be checked whether our students have internalized the learning

of the characteristics and uniqueness of celebrations, artistic production and progress in

communicative competence in the English language.

As with any schedule, the following will be evaluated:

CURRICULAR EVALUATION CRITERIA

- Personally represent ideas, actions and situations using the elements that they set up visual

language by relying on the English language to communicate.

- Perform plastic productions, experimenting, recognizing and differentiating the expressiveness of

different materials and techniques and choosing the most suitable ones.

- Know the most significant artistic manifestations that are part of the artistic heritage European

Cultural Heritage, acquiring attitudes of respect and appreciation of this heritage

- EVALUATION PROCEDURES

Direct observation of the work carried out. Analysis and evaluation of tasks. Headings.

Quantitative valuation of individual and collective progress. Qualitative valuation of individual

advancement collective.

INSTRUMENTS FOR ASSESSMENT

Diagnostic element: rubric of activities.

Other graphic or textual documents.

Discussions and interventions. Personal or group projects.

Representations and dramatizations. Multimedia preparations.

LEARNING STANDARDS

- Organize the space of your productions with the most appropriate techniques using concepts

basic composition, balance and proportion. with different materials, planning the process and

choosing the most appropriate solution for their purposes in their final production.

- Exchange information in face-to-face conversations or by technical means (skype, phone,...

in the English language.

- Recognizes, respects and values the most important artistic and folkloric manifestations of the

European cultural and artistic heritage, especially those that have been declared a heritage

of humanity.

REGARDING PARTICIPATING SCHOOLS AND TEACHERS:

- A reflection will be made of the achievements achieved by teachers through rubrics: where

the whole teaching development process for the project will be evaluated

- Use and evaluation of the acquisition and expansion of new ICTS methodologies

- Degree of development of the practical incorporation of TICS into the learning process

English language and arts education through the exchange of information and experiences among

participating teachers.

- Degree of collaboration and involvement of partners throughout the project development

process.

- Degree of motivation, participation and achievements achieved throughout the educational

community, students, teachers and families.

- Surveys on the work done to students, teachers and educational community.

- Degree of dissemination reached at the end of the project. Impact on the environment.

- Collection and study of the data obtained and final conclusions.

How will participation in this project contribute to the development of participating centres to long-

term? Is it planned to continue using the project results or maintain some of the activities after the

project is completed?

Once this Project is carried out in our participating schools and reaches your will be able to

contribute qualitatively to the development of the teaching of creations Artistic.

It will be highly positive to include the project permanently in the programming (curriculum) of

school, as well as be shared with those educational centers interested in planning the teaching of

arts education from a broader point of view, from a European approach with a cultural basis that

will provide students with an enrichment as long as they add cultural and folkloric knowledge of the

countries participating in our project, which will be a support to come up with a greater

understanding of our cultural differences that make us and that knowledge will lead to increased

awareness and love for unity European Union based on mutual respect in their differences and

similarities.

Since our Project is an extension of a previous project already developed and currently

implemented and proven its good results over six years in the coordinating country we believe that

this new project with a view to our neighbouring countries, with a view to Europe will serve to

expand cultural and folkloric knowledge to other countries in the European Union enriching our

initial project developed in the bilingual section on Artworks in our project coordinator school that

will extend to language teaching English..

In addition to the incorporation of continuing education in collaborating schools in our project will

be able to incorporate into this method of teaching-learning all those schools that wish and those

from other countries other than the project's collaborators they will also be able to incorporate the

local festivities by enriching and expanding our original project.

In this way we will not have a limitation either temporal or spatial given the breadth and cultural

richness that envelops Europe.

Please describe the plans for disseminating and using the project results.

● How will you publicize the results of the project within the partnership, to the communities and

the wider public? What are the main target groups would like to share the results?

● Are there other organizations or groups that will benefit from your project? Please explain How.

Reports will be presented to publicize the results of the project within the association activities,

results and finances. Partners will make it easier for coordinator of the information to prepare the

reports. This will ensure that the coordinator you'll have all the data to write the reports, share

them and comment on them at the meetings association.

Track and reporting dates will be included in the center's calendar education, as well as in the

particular calendars of the center's management staff and other management participants in the

project. The report will be completed periodically, with the information each of the partners, as the

project unfolds and not before the deadline Presentation.

Once the entire process of elaboration, implementation and completion has been completed, and

the the results of our project will be made a final report and will proceed to the disclosure of

our work so that others can benefit from our project, as a basis for the teaching of artistic

achievements and as an enrichment of their cultural background.

- We will take as a starting point the dissemination of our project from the platform itself

Erasmus and we will also present it as available on eTwinning.

- Our project will be disseminated in different Acts, such as lectures for teachers, meeting, meeting

with parents or open day. It will be available to use a presentation or a small exhibition area for

students and staff involved in the Project. It will be disseminated through collaboration with the

Municipal Libraries and the City Council where each center is located.

-We will target different channels of dissemination: specialized publications, social networks,

press; we will build close relations with regional newspapers, TV

- We will use the website to reach all project partners and members, including

parents and students.

-Use of the centers blog to make our project visible, where participants leave

proof of your daily experiences during your stay abroad.

-Parent networks belonging to organizations contributing to the dissemination of results

project. Parents will be encouraged to spread the word in their workplace and also to

through their personal networks.

Our project information will be sent to different cultural or neighborhood associations, as the case

may be, given the close relationship between the theme "Artistic representations since the

European celebrations" with these associations,

These latest partnerships will benefit from our project, not just by adding new knowledge will also

be able to make use of the compilation of our results and will be free to put the project into practice

by adapting it to a different scope than School.