The Ephemeral ART in School Education project is based on the Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, which calls on Member States to "develop the provision of key competences". Schools and schools have a key role to play in improving the quality of education and in developing key competences through the arts. Furthermore, the development of entrepreneurial skills among young people is based on the increasingly dynamic environment in which we live, especially in Europe. Globalisation and the new labour market mean that young people are faced with changing environments that require them to be adaptable, creative, proactive, self-motivated, able to deal with uncertainty, learn from their own experience, etc. The project has sought to promote Ephemeral Art as a tool of expression that has allowed the students to communicate the consequences, feelings and emotions that the impact of COVID-19 has had on their lives, and has meant for them both on a personal and social level, in the school and family environment, as well as the impact it may also have had on their future at a professional level. The UN states that the pandemic coronavirus has affected more than 1.5 billion students worldwide and has deepened inequalities in education. It is therefore more necessary than ever to invest in the development of new skills in young people to cope with the demands of an increasingly globalised and technological society and labour market. The general objective of the project has been the inclusion of students, especially those with fewer opportunities within the school environment, in the development of key skills through creativity and art and the use of new technologies, as well as improving the quality of education, providing teachers with tools for teaching ephemeral art that can be applied to different school subjects and/or as part of the curriculum of Visual and Plastic Arts. Ephemeral art, due to its innovative, experimental and long-lasting nature, facilitates the development of educational projects and the application of different artistic genres and techniques. The project has been implemented by a cooperative partnership of different organisations within the educational community - NGOs developing socio-educational intervention projects from Spain, Italy and Slovenia, students and teachers from primary and secondary schools in Spain, Italy and Slovenia and the Directorate General of Social Services and Family of Ankara, Turkey. Through the realisation of Ephemeral Art projects, they have promoted the 8 lifelong learning competences that are key in the Erasmus+ programme: personal communication, communication in foreign languages, mathematics and science and technology, digital, social and civic competences, cultural awareness and expression, learning to learn, sense of initiative and entrepreneurship to achieve a more competitive society and a better social and personal development of the students. As part of the project, a "Methodological Guide for the Teaching of Ephemeral Art at School" has been produced in all the languages of the countries participating in the project, in addition to English, which has served as a support and starting point to deepen the use of art as a tool within non-formal education for learning different subjects and with the aim of promoting professional development and access to employment for future generations within the cultural and artistic field through the development of key skills and competences. A "Training Activity" has been developed in Maribor, Slovenia, addressed to teachers on Ephemeral Art and its applications, and the use of a 3D design software, to put it into practice in schools in their country with their students. As part of the project, the schools have implemented an "Ephemeral Art Project", the theme of which has been the impact that COVID19 has had on their lives. This activity was developed in teams, and the winning team from each school had the opportunity to present their projects at the "Final Multiplier Event", held in Torrejón de Ardoz, Madrid. The central result has been the development of key competences based on creativity and art, essential for personal growth, active citizenship, social inclusion and employability of students. Learning to value and enjoy art, acquiring knowledge of diverse cultural and artistic manifestations, applying critical thinking and collaborative work skills, and adopting an open and critical attitude towards the diversity of cultural expressions. Fostering the desire to cultivate their own aesthetic and creative capacity, as well as an interest in participating in cultural life and contributing to the preservation of cultural heritage. In parallel, teachers have improved their training in the benefits of art and creativity in education, acquired new technological skills and enriched their experience by participating in a European project together with colleagues from other schools and partner organisations, facilitating the exchange of knowledge, experiences and good practices.
The general objective (OG) of the project is the development of key competencies and the use of new technologies, especially in those students with fewer opportunities within the school environment through creativity and art, contributing to the decrease of negative COVID-19 affects, as well as the integration of young people in society and the improvement of educational quality, providing teaching staff with tools for the teaching of ephemeral art that can be applied to different subjects in school and/or as part of the curriculum of Plastic and Visual Arts.
The Recommendation of the European Parliament and of the Council of 18 December 2006 calls for lifelong learning and the development of key competences in life. Schools play a crucial role in improving education and the development of these competences. In the current global and work context, where adaptability, creativity and initiative are essential, Ephemeral Art has been presented as a valuable tool in non-formal education to foster these competences. On the other hand, we have promoted Ephemeral Art as a tool of expression that has allowed students to communicate the consequences, feelings and emotions that the impact of COVID-19 has produced in their lives.