B.I.S. (Beauty Is Subjective) project is based on collaboration between three state high schools: IES URBI BHI (Basauri / Spain), Liceo Classico Statale Tito Livio (Milano / Italy) and Athena Campus Pottelberg (Kortrijk / Belgium) that deal mainly with a pedagogical context of multilingualism and inclusion. IES URBI BHI is specialized in immersion and multilingual education through CLIL (Content and Language Integrated Learning), and overcomes student marginalization at school through yearly inclusion and socializing programs. Liceo Tito Livio is involved in a process that aims to teach foreign languages in the integrated CLIL way and not only as a separate subject. Besides, the school cares inclusivity and no exclusion at all levels. In Athena Campus Pottelberg multilingualism and immersion are two important lines of action as well as inclusion policies relating to attention to diversity. B.I.S. project will run for two school-years (2017-2018 and 2018-2019) involving annual short-term exchanges for pupils. Objectives: Every target student will: -acquire English academic language skills related to History of Art, Classics, Math, Natural Science, Ethics, Educational Guiding, and Computing in English to B2 level. -improve English linguistic competences to B2 level in real-life situations, by means of working collaboratively and interacting socially with foreign students. -develop perception of cultural expressions, artistic sensitivity and aesthetic sense. -give his critical point of view about the beauty canons of some artworks and guide fellow students through a museum. -analyse the variations suffered by fashion and beauty canons from Prehistoric times until today and become aware that the concept of beauty is changeable and subjective. -accept physical differences and one`s own body to overcome aesthetics stereotypes and to prevent aesthetic discrimination. Every single member of our schools will improve: -ICT skills by applying web 2.0 resources to CLIL -plurilingual and intercultural competences through interaction with foreign partners and the use of e-ELP (Electronic European Language Portfolio) Number and profile of participants from the 3 schools per year: -Target students: 144 upper secondary students (15-18 years) who don`t yet have B2 level in English and study English and contents through English -Non target students: 45 non CLIL students from 3 schools per year -48 CLIL target teachers -865 target family members -2071 students -170 non target teachers -46 school workers -1240 persons who will indirectly benefit from the activities organised by the project Main activities: -Every school year, the international student target groups should generate a collaborative glossary of words tied to classical fashion and body care, a collaborative aesthetic guide and a collaborative timeline about beauty canons. -Three times per school year, during mobilities, students will conduct workshop activities against aesthetic discimination. -Three times per school year, the entire school community shall interact with foreign students and teachers through face to face real-life communication. Methodology: -CLIL teaching learning approach -Cross-curricular teaching -Collaborative work between international students`groups and between international target teachers -ICT supporting CLIL -Use of e-ELP -Educational intervention against aesthetic discrimination Expected results: Intangible results: -Pupils` achievement of English academic language related to History of Art, Classics, Modern languages, Math, Natural Science, Ethics, Educational Guiding, and Computing in English to B2 level. -Pupils` improvement of English linguistic competences in social situations to B2 level. -Pupils` development of perception of aesthetic sense. -Pupils` development of critical point of view about beauty canons. -School community improvement of ICT skills. -Pupils `acceptance of physical differences and one`s own body. -School community improvement of plurilingual and intercultural competences. Tangible results: -The glossary of 144 terms tied to classical fashion and body care. -The collaborative aesthetic guide of 12 artworks. -The collaborative timeline about beauty canons. -The workshops against aesthetic discrimination. Impact: -To achieve the project objectives and results in target groups and school communities. -To include project aims, activities, and results in the annual syllabus of CLIL subjects. -To encourage other educational establishments and associations to take part in European projects. -To share multilingual and multicultural experiences among school communities. The potential longer term benefits: -To use, develop, and disseminate most B.I.S. activities, methodology, and outputs after the end of the founding, by means of ensuring the continuity of project teacher team work and the cooperation between the three schools among them and with the Pedagogy Departments of the three local museums.
B.I.S. (Beauty Is Subjective) project, lasting 24 months (2017-2019), has been based on collaboration between three state high schools: IES URBI BHI (Basauri / Spain), Liceo Classico Statale Tito Livio (Milano / Italy) and Athena Campus Pottelberg (Kortrijk / Belgium) which deal mainly with a pedagogical context of multilingualism, inclusion and prevention of aesthetic discrimination. IES URBI BHI is specialized in immersion and multilingual education through CLIL (Content and Language Integrated Learning), and deals with student marginalisation at school through yearly inclusion and socializing programs. Liceo Tito Livio is involved in a process that aims to teach foreign languages in the integrated CLIL methodology and not only as a separate subject. Besides, the school cares about inclusivity and no exclusion at all levels. In Athena Campus Pottelberg multilingualism and immersion are two important lines of action as well as inclusion policies relating to attention to diversity. Concerning participants, there have been 288 B.I.S. target students (ages 15-18, upper secondary students) from the three schools who didn’t have B2 level in English yet and studied English and contents through English. There have been 90 non-CLIL, non-target students. In total, 4142 students have participated and 2480 people have been indirectly benefited from the activities organised by the project. Moreover, one of the main objectives of B.I.S. project is the fact that students acquire English academic language skills mainly related to History of Art and Classics to B2 level, as well as linguistic competences in real-life situations by means of working collaboratively and interacting socially with foreign partners. Another major objective has been to develop artistic sensitivity and aesthetic sense in order to give a critical point of view about the variations suffered throughout history by fashion and beauty canons, which has enabled students to become aware that the concept of beauty is changeable and subjective. Other very important objectives have been those related to improving the ICT skills, multilingual and intercultural competences through interaction with foreign partners and the use of e-ELP (Electronic European Language Portfolio). The most significant activities consisted of generating a collaborative glossary of words tied to classical fashion and body care, a collaborative aesthetic guide and a collaborative timeline about beauty canons. Besides, three times a year, the entire school community interacted with foreign students and teachers through face to face real-life communication. Thanks to that, during mobilities, students conducted workshop activities against aesthetic discrimination. The methodology employed in B.I.S. project has been based on the CLIL teaching learning approach supported by ICT and the cross-curricular teaching. Collaborative work between international students’ groups and between international target teachers has been the basic support to achieve the project objectives as well as the use of e-ELP and the educational intervention to fight against aesthetic discrimination. That way, the expected results have been obtained. Regarding tangible results of the project, it is worth mentioning the glossary of 190 terms tied to classical fashion and body care, the collaborative aesthetic guide of 12 artworks from four museums, the collaborative timelines about beauty canons and the workshops against aesthetic discrimination. On the other hand, intangible results have been proved by assessment for the objectives tied to the improvement of linguistic competences, ICT skills, aesthetic sense, beauty canons, acceptance of one’s own body. The degree of achievement of the objectives in the student final assessment has been highly satisfactory: 53 % of the students got more than 8 points out of 10 in the final assessment. 40 % got between 6 and 8 points. Only 6.5 % got between 4 and 6 points. Concerning the degree of achievement of linguistic competences in English, 85 % of the target students demonstrated B2 level in English in the final assessment, and all of them improved their English language skills. On the other hand, students gained new strategies to accept physical differences and their own body by analysing the beauty canons from a synchronic as well as a diachronic point of view regarding the European cultural history. It should also be emphasised that B.I.S. project has offered an artistic proposal from each country in order to carry a cross-cultural project structurally relevant that has made possible the synergy among the partners. The potential longer term benefits are focused on using, developing, and disseminating most B.I.S. activities, methodology and outputs, by means of ensuring the continuity of project teacher team work and the cooperation between the three schools among them and with the Pedagogy Departments of the three local museums.