Contemporary schools involve pupils, teachers and other staff, that come from socially, economically, politically, religiously and even culturally different regions and families. School collectives are very heterogeneous. We want to show that these differences are not disadvantageous. We believe that Art is very convenient to be used to show that European diversity was and is beneficial. Art has been changing and developing for ages and its tangible and intangible products influence humans being positively for generations. We want to enable success for all student and teachers‘ community, to change weak activeness in the lessons. There are many children with worse grades in our school who experience school failure in some subjects. They have usually problems with memorizing facts in school, but they are usually good at making things by hands. On the other hand everybody, even successful pupils could get motivated for new activities during working on the project. We will do our best to united children with a different approach to school duties and with different success in the school process. We want to motivate less and more gifted pupils for cooperation, children from economically weaker and economically richer families, immigrants and native citizens, children, and teachers of different interests and talents. The project Art is everywhere aims to increase our pupils' activity and motivation, effectivity and impact on our school work. We want to deepen and develop pupils good qualities and to create a constant and useful approach to work for their future professional and personal life in the European field, that can influence the future economic prosperity of our pupils, region, Union. It will be our contribution to job creation, economic growth and it should help to avoid the early school leaving. The activities will be done especially in Art lessons and the written outcomes and communication will be done in English lessons, which will lead to improving pupils´ language knowledge. We see the cooperation and interconnection of pupils and staff in schools and between the partner schools, involving other family members, local authorities, specialists as a contribution to social cohesion and developing the social value of European cultural heritage, the whole project process will influence the social cohesion and it should avoid the early school leaving too. According to our previous experience, Art and its activities are liked by children, we believe it will promote engaging, connecting and empowering our pupils and will be effective in preventing the threat of addictive substances and bullying. Art seems to be ideal for the integration of pupils with educational, behavior or other disadvantages. Improving the aesthetics of our school buildings is important too, we will decorate them with the project outcomes. Important is the mediation of the right model of behaving when visiting some cultural events (appropriate behavior, formal clothes) – gaining the right models of behavior. We will download and display our project outcomes and information about its process on school and project websites, school boards, we will write to the newspapers. We will use e-mail correspondence, Facebook and video conferences for communication. E-twinning and its safe twinspace will be used especially for communication between children and for sharing more private materials. There are Art lessons in all grades of partners school. This and also the flexibility of the topic enables us to involve pupils of all grades, from 3-19 years. In our project team will be Art teachers, English teachers, IT teachers, but even teachers of History, native languages. The project will be open to the participation of all teachers who find the topic applicable in own lessons. Mobilities will be for children 11-19 years old and well linguistically prepared. In each hosting country, we will be concentrated on its own topic - Pottery, Carnival + Art of Papier-Mache, How music influences our feelings, projecting them in drawings, Sport in art, Beauties of Madeira in art and Pop art. Each country will present its typical old and modern art, it will lead to understanding and feeling national pride, it will mediate knowledge of it. Presenting own products in schools, decorating school walls with own art, exhibiting own work in local municipal buildings helps interconnect school life with town life and local authorities and it promotes our project, schools, countries too. We want to change the approach of young people to history, museums, art - preparing presentations, using mobile or computer games or applications, preparing lessons for younger pupils. Choice of activities will be done sensitively to let every child succeed in it. (Making and writing Christmas and Easter cards, making spring and autumn decorations with an invited florist, photographing, visiting galleries and museums, reporting in native and English language).
Schools in our project with participants from socially, economically, politicaly religiously and cuturally different regions and families proved that their differences were not obstacles. Artificial activities were convenient for uniting project participants during work on our project outcomes and activities that led to reaching our established goals. Participants met its tangible and intangible products during the project period many times, they even contributed to it with own work and were proud o fit, sharing own ideas and outcomes and time spent together during the project work was very motivating. Art, ICT, English and other subjects let to all students and also teachers experienced sucess and motivation during cooperative activities, activeness in the lessonswas increased thanks to being aware of sharing the outcomes and being aware of working on shared topics with friends from European partner schools, it developed our European citizenship Students of all achievement levels experienced success more often by making products by hands, they were good at it, Work on common topics and some products and sharing the outcomes was motivating. Coperation led to deepening and developing pupils good qualities and to creating a constant and useful approach to work for their future professional and personal life in the European field. Children’s positive experience and developed characteristics can influence their future economic prosperity and their benefit for region, Union. It is our project’s contribution to job creation, economic growth and we believe it helps avoid the early school leaving. Project work was done partly on-line because of the coronavirus pandemic and its restrictions. Our team was able to adapt the project work organization . School and on-line activities let to enriching participants with new abilities, they were able to overcome initially unexpected obstacles with their diligence. Everybody improved especially their computer and English skills. Teachers had to choose the right activities and adapt the outcome to the families conditions, to available materials during the pandemic. Local authorities took part in our project too, especially during mobilities and during promoting our towns and regions. Contribution of specialists was lower, it was not possible to invite them to school during the pańdemic restrictions, Thanks to substitude activities social cohesion and developing the social value of European cultural heritage was sucessfully achieved. Our project had to respond to pandemic measures, our teams managed to adapt to the new conditions and it influenced the social cohesion and it will help avoid the early school leaving too. Work on our project promoted engaging, connecting and empowering our pupils and influenced them effectively in preventing the threat of addictive substances and bullying. Art work was the right topic for the integration of pupils with educational, behavior or other disadvantages. We decorated schools with the project outcomes and will help us disseminate the project idea for years. We mediated of the right models of behaving the right models of clothes on special occasions. We downloaded and displayed our project outcomes and information about its process on school and project websites, school boards, we wrote to the newspapers. We used e-mail correspondence, Facebook, whatssapp and video conferences for communication. E-twinning and its safe twinspace were used and promoted especially for for sharing more private materials. The flexibility of the project topic enabled us to involve pupils of all grades, from 3-19 years and teachers and participants of different interests. Mobilities were especially for children 11-19 years old , topics Pottery, Carnival + Art of Papier-Mache, How music influences our feelings, projecting them in drawings, Sport in art, Beauties of Madeira in art and Pop art. Each country presented its typical old and modern art, it lead to understanding and feeling national pride, it mediated knowledge of it. Project helped interconnect school life with town life and local authorities and it promoted our project, schools, countries too. We did our best to change the approach of young people to history, museums, art and we could see that our project activities helped in it – we prepared presentations, used mobile and computer applications, prepared lessons for younger pupils. Choice of activities was be done sensitively and let children to succeed in it. The coronavirus restrictions led us, paradoxically, to more intensive cooperation and to the selection of appropriate activities. It showed us how importance of electronic programmes. The outcomes will be useful for disseminating the project idea and our schools even after the project duration, can motivate our colleagues, studensts, other techers and school for new projects.