The image of Europe is constantly changing: its cities perfectly illustrate this fact. A change witnessed by their inhabitants. The 21st century is facing unprecedented waves of migration and their fluxes, internal or external to the European Union, constantly increase and enrich the local multiculturalism . The 21st century school is above all a school of diversity and one of its challenges is the inclusion of students with special needs. Whether it is in the case of students with disabilities, highly gifted students, or pupils suffering from disabilities to learn, their inclusion remains one of the major issues of today's school. Our project “Pixels on Tour” aims at tackling, over a two years period, these inclusion issues by providing necessary means and training for teachers through including artistic projects. Pixels on Tour (later referred to as POT) will be working on two lines. The first one will concern a global including photographic project which will be used as a basis to create sufficient generic resources and helps for teachers willing to develop such projects. The students (60 to 80 in each partner country in primary, secondary and high school) will be guided by teachers following a specific protocol. They will be asked to think about the look they have upon their city. Just like an open-air museum, thanks to its architecture and its cultural heritage, the city, shall appear then, as one of the main topics to think about in this project. They will take one spontaneous picture, they will then be offered technical courses with a photographer to learn how to improve their first shot. They will then be asked to take again the same picture using their newly acquired skills. They will then write or record a note explaining their work and it will eventually be sent to a European partner who will have to take a third shot, to complete this tryptic, inspired by the note received. The whole will be presented in an exhibition that will tour around the different partner countries in Europe. Our second line, tackled simultaneously with the first, will aim at training teachers and supporting them in the development of including projects through art. POT will offer teachers participating to this project, two training seminaries which will allow them to get acquainted with all the aspects of the project and will help them to develop the competences and tools needed to face such a project. They will also be involved in the testing phase of a MOOC ( IPenser l'inclusion artistiquement/ Thinking Inclusion through Art) that will be developed over the two years by the members of the project before being launched on a larger scale once the partnership will have ended. Additionally a committee of experts – two for each country, one in the field of training and another one in the field of education or art – will meet up virtually over the period to think about specific questions and produce pedagogical notes on the subject. Both of these resources and the MOOC will ensure a global spreading of the project, even after the end of the partnership. Eventually two large-scale conferences will be held - the first one focusing on the protocol and artistic including projects and the second one focusing on how to support teachers developing projects including through art. The whole project will be supported on social medias by accounts created on this purpose on Facebook, Twitter and Instagram – which, being THE photographic social network, will be particularly developed. On the three social networks mentioned above #pixelsontour will be used to identify the project easily. The project will also be supported by local authorities and every partner is associated to a town/city in order to support the project in the area. In this way, the coordinating city will be Grenoble (France) – through the GIP (Groupement d'Intérêt public du Rectorat, administrative coordinator) and the DAAC (Délégation Académique aux Arts et à la Culture, technical coordinator). The partners will be the cities of Pavia (Italy), Quinta do Conde (Portugal), Pszczyna (Poland) and Ivano-Frankvivsk (Ukraine). We aim at spreading the project through the help of local and national medias and we target areas with a heterogeneous school population Thanks to POT we hope to develop sufficient and long-lasting resources to support teachers in the development of including projects through art. We truly hope to see the number of these projects increasing effectively after the release of the resources and the MOOC produced by POT.
The image of Europe is constantly changing: its cities perfectly illustrate this fact. A change witnessed by their inhabitants. The 21st century is facing unprecedented waves of migration and their fluxes, internal or external to the European Union, constantly increase and enrich the local multiculturalism . The 21st century school is above all a school of diversity and one of its challenges is the inclusion of students with special needs. Whether it is in the case of students with disabilities, highly gifted students, or pupils suffering from disabilities to learn, their inclusion remains one of the major issues of today's school. Our project “Pixels on Tour” aimed at tackling, over a two years period, these inclusion issues by providing necessary means and training for teachers through including artistic projects. Pixels on Tour (later referred to as POT) has been working on two lines. The first one concerned a global including photographic project which was used as a basis to create sufficient generic resources and helps for teachers willing to develop such projects. The students (60 to 80 in each partner country in primary, secondary and high school, including pupils with special needs) were guided by teachers following a specific protocol. They were asked to think about the look they have upon their city. Just like an open-air museum, thanks to its architecture and its cultural heritage, the city, shall appear then, as one of the main topics to think about in this project. They took one spontaneous picture, they were then offered technical courses with a photographer to learn how to improve their first shot. They were then asked to take again the same picture using their newly acquired skills. Then, they wrote or recorded a note explaining their work and it was eventually sent to a European partner who had to take a third shot, to complete this tryptic, inspired by the note received. The whole was presented in a series of exhibitions that toured around the different partner countries in Europe. Our second line, tackled simultaneously with the first, aimed at training teachers and supporting them in the development of including projects through art. POT offered teachers participating to this project, two training seminaries which allowed them to get acquainted with all the aspects of the project and helped them to develop the competences and tools needed to face such a project. They were also involved in the testing phase of a MOOC ( IPenser l'inclusion artistiquement/ Thinking Inclusion through Art) that was developed over the two years by the members of the project before being launched on a larger scale at the end of the project. Additionally a committee of experts met up virtually over the period to think about specific questions and produce pedagogical notes on the subject. Both of these resources and the MOOC will ensure a global spreading of the project, even after the end of the partnership. Finally, two large-scale dissemination conferences were held online, organised by the Portuguese and French teams, at the end of the project (February 2021), in order to allow a global reflection on inclusion through photography and the presentation of the different tools produced. The whole project was supported on the social networks of the project and the partners. Each partner was associated with a city/municipality to support the project locally. The coordination was done by France - by the GIP FIPAG, Groupement d'Intérêt Public de l'Académie de Grenoble, administrative coordinator, and the DAAC (Délégation académique aux arts et à la culture) of the rectorat de Grenoble, technical and pedagogical coordinator. The partners in this project were ECL - a language and culture association in Poland; Eagle Intuition - an association focused on adult education and new technologies - and the Emidio Navarro school group in Portugal; the DOM association in Ukraine, which works in favour of displaced persons; and finally, in Italy, CEM - an association focused on media education - and the municipality of Pavia. Our objective, to target areas with a heterogeneous school population and to allow the project to spread at local level - and on a larger scale, depending on the situation - seems to have been achieved. The experimentation of the protocol in the classrooms has led to a new group dynamic among the pupils with an openness towards difference and multiculturalism. The teacher training activities and resources produced will support teachers in developing inclusive projects through art and applying new practices such as project-based pedagogy targeting inclusion.