The new common European framework for languages says that the diversity of languages and cultures in Europe should become a source of enrichment and mutual understanding for all citizens. For this reason, the new concepts of "Mediation" and "Interaction" must also be developed through a better knowledge of the cultural and local aspects related to European languages, considering the pupil above all as a "social agent" (CEFR 2018) immersed in his own cultural reality. Through this European project focused on art, which is a universal and democratic and therefore inclusive language, we want to follow the objectives set by the Common European Framework for Languages, in particular by replacing the old four skills model which has proven inadequate, with a model closer to real life, which also includes interaction and mediation, especially through the focus on the cultural aspect of the language. In particular, "Street Art", present in all the participating countries with works of high artistic value, represents an aspect very close to the reality and daily life of our students and therefore appealing, engaging and motivating. Through the research and knowledge of the different European street artists and their works, in fact, our pupils and their teachers will further develop their social and intercultural skills and learn to know and respect other cultures. Furthermore, with the help of ICT, our pupils will be exposed to real-life situations in which they can use English as a language of communication and interaction with the pupils of the other participating schools through, for example, the planning or reproduction, also digital, of famous artworks (as Bansky), and thus improve their communication skills. The improvement of communicative competence in English will be further enhanced through the CLIL methodology, with the use of English in the lessons of Art and Crafts, and the use of videoconferences in English (virtual mobility) through the eTwinning platform. Finally, the whole school community, including families and local cultural centers, will be involved in the project as there will be an exchange of teachers and pupils from the different participating countries, two traveling exhibitions will be created in schools, a guide with a map of the main works of street art present in each partner city and a final book to share the artistic and linguistic results of the project with a wider audience. A mural on Europe, to be created together in Strasbourg with the contribution of each partner school, will be the right conclusion of our work path. To sum up, thanks to this project our school communities will be able to collaborate, learn from each other, further enriching the teaching / learning experience and the transversal skills of our students.
Through this European project focused on art, which is a universal and democratic and therefore inclusive language, we have followed the objectives established by the Common European Framework for Languages, in particular by replacing the old model of the four skills which has proven inadequate, with a model closer to real life, which also includes interaction between students in real life situations, especially through the focus on the cultural aspect of the language. In particular, "Street Art", present in all participating countries with works of high artistic value, represented an aspect very close to reality and the daily lives of our students and therefore captivating, engaging and motivating. In fact, through research and investigation of the various European street artists and their works, our pupils and their teachers have further developed their social and intercultural skills and have learned to know and respect other cultures, encouraging the development of an European citizenship. Furthermore, through laboratory experiences and creative ateliers, our students were exposed to real life situations in which they were able to use English as a language of communication and interaction with their classmates from the different participating schools, through, for example, designing or the reproduction, even digital, of famous works (e.g. Banksy), and thus improve their communicative competence. The improvement of communicative competence in English was further enhanced through the CLIL methodology, with the use of English in Art and Technology lessons and the use of video conferences (Virtual Mobilities of students). A CLIL teaching unit on the functioning of the European Union was also created and delivered to all pupils. Finally, the entire school community, including families and local cultural centers, was involved in the project through the exchange of teachers and pupils from the different participating countries. During the project, which was extended for a year due to force majeure (Covid), a guide was created with an interactive map of the main street art works present in each partner city and a final booklet to share the artistic and linguistic results of the project with a wider audience. The booklets from the various countries were exchanged during the last visit in a ceremony that involved the entire host school. Furthermore, a mural on Europe was created with the contribution of each partner school as a good conclusion of our work. To summarize, thanks to this project our school communities were able to collaborate, learning from each other, further enriching the teaching/learning experience and developing the soft skills of our pupils. Students in the 10-12 age groups participated in the project, around 60 people directly involved plus all the others not on mobility among students and teachers from the partner schools in France and Catalonia, coordinated by the Italian school. Therefore, all students of the same age group from the partnership schools were involved, some in particular with "fewer opportunities" or special educational needs. Furthermore, all partner schools participated in a course on Equity, resulting from a previous KA201 Project considered good practice by the Commission, in which they also learned the use of the grid for evaluating the degree of equity and the levels of inclusion of their schools. The course was held by an inspector from the Barcelona School Office who specializes in these topics. For the future, thanks to the experience gained, we intend to continue the cooperation between schools, drawing on possibilities that also could involve universities, school offices and research centers for the presentation of a new KA201 project.