Context and objectives: Our project asks a few questions to the participants: what if art was the only way of communication between people? If we didn’t have language to distinguish between us, would we have a better or worse understanding of the people and environment around? Last but not least, if the arts were the only way of communication, would they look different in each country or would we not be able to distinguish them apart? We try to prove that any kind of art created in any country can act as a channel of communication between individuals and groups of different culture and background. We as art creators or just an audience perceive the mood of the performance and sense the atmosphere through many aspects such as body language, facial expressions and motion. Any form of art can say a lot to and about anyone of us. So we take into consideration various art forms. Designing, painting, drawing, dancing, singing, choreographies, theatrical shows, mural painting take the centre of attention. All in all, with this project we try to learn other non-verbal forms of communication by sending the same messages through different ways of expression to see if art can navigate or influence people and thus can be the starting point of the change we want to see in the world. Participants: It is suitable for students aged 12 – 15 and teachers of Art, Music, Social Studies, History and Foreign Languages. Nonetheless, everybody who can give their share is welcome to participate. Methodology: Our methodology is based on Kolb’s learning styles’ model, which distinguishes four learning cycles: diverging, assimilating, converging and accommodating. First students approach to the task by watching and doing. Then they choose how to emotionally transform the experience into something meaningful by thinking and feeling. Results: Tangible products are: videos about schools/regions/countries, eTwinning page and other related webpages, press release/local TV interview informing the local community about the project, a notice board with a display of photos, posters, agendas of meetings in an reception area of school, logo of the project, online and traditional quizzes, PPTX presentations (Shaped in Stone/Wood; Tuned to Dance; My Country, My Music; Photo and Paint), student self-presentations, photos, photo exhibitions, surveys, questionnaires, student- designed web tour, performances (filmed), a CD cover, mural design, e-book which will be the summary of our activities at home and abroad presenting all the hard work and creativity of our students through different medias whether these are photos, videos, paintings , dancing , music, writings, etc. Intangible products are: improvement of non-verbal communication skills, incorporation of teaching material into school curriculum, use it in classroom, enhancement of ICT and language skills. Others: two Transnational Project Meetings, four Transnational LTT Activities. Impact: For students: 1. Develop a strong relationship between them and teachers within the borders of each school, expand and share this improved relationship with all partners 2. Improvement in other forms of communication (apart from verbal) reflecting key competences 3. Gain self-confidence, self-esteem and the feeling of fulfilment by working together on a European level 4. Broaden knowledge about Europe and partner countries 5. Develop respect for any differences existing between individuals and national groups For teachers: 1. Teaching approach attains new professional quality. 2. Partners develop their abilities in speaking English and in using ICT. 3. Teachers achieve a better contact, a more informal and trustful relationship – an important requirement for an excellent learning atmosphere. 4. Teachers and principals come into direct personal contact with their counterparts in the participating countries 5. By sharing information about their own cultural identities they will learn to know and appreciate their own unique cultural heritages, thus strengthening their own identities. For schools: 1. Comparing educational systems and having an opportunity to contrast their own schools with the other schools and profiting from best practice. 2. Improving cooperation skills and enabling participants to become familiar with different traditions, convictions, beliefs, and gaining acceptance and respect. 3. Enhancing interpersonal skills and creativity. Sustainability: Our project offers an opportunity to enhance the vision of the pupils. It will evoke a positive outlook on art and give students the opportunity to express themselves in different art forms. Apart from this,it will show them the way how to become a true member of the European community. It will guide them on their way into a future in which they will have to cooperate with other Europeans since intercultural competences can only be acquired by intercultural learning. Our project will hopefully speak volumes of Art as a Language.
Art as a Language was carried out internationally between four European schools from Poland, Cyprus, Spain and Bulgaria. It was dedicated to students aged 13 - 15. The students worked within the frames of art in order to present their national cultural heritage in the wider world and share their common ideas, feelings and truths of beauty, harmony, respect and cooperation. All project activities aimed at allowing students from different countries, backgrounds and of different religious beliefs to communicate with each other with the help of non-verbal forms of communication. It enabled the young people to bridge the communication gap by being involved in diffrent kinds of art activities such as painting, drawing, dancing, singing or designing. All action done in multinational teams resulted in mutual understanding and cooperation on a very high level. Each visit abroad had a different theme. In Spain we discovered the architecture of partner countries, in Bulgaria we practised stage movement while dancing Bulgarian folklore, in Poland we presented national music and composers and in Cyprus we photographed Cypriot artifacts and painted. Meanwhile, at our schools, we did research on art and did art itself too. Hence, we tried to evoke artistic awareness among the young people by welcoming them to create their own works of art or to participate in diffrent kinds of workshops on art, film, architecture or dance. The project promoted an open-minded aprach and helped students learn about new cultures. They realised that art might serve as a bridge to meet and understand one another. In result, both students and teachers made new international social bonds and their friendships last till today. Moreover, the project assumed an innovative approach to the teaching and learning process. We used a student-activating teaching method based on David Kolb's learning styles, which stimulated students’ creativity and motivation to act. Students planned and organised their own work, presented materials, critically analysed resources and information. They also prepared themselves to make public appearances and express their opinions. Furthermore, the main project ideas were integrated with the school curricula. All this made the project extremely valuable in our school environment regarding an innovative way of information sharing. Besides, the project promoted the use of ICT tools to achieve the goals. Moreover, all project participants used English as a language of communication, which caused that their language skills improved. The European dimension of the project was enhanced by the discovery of other European cultures and making comparisons between them, which led to the conclusion that each of us belongs to a common European environment.