In the "European School" world a difficult and social phenomenon has been developed, identifiable through observable "symptoms", which could be defined as indicators of school failure. Repetitions, absences, poor quality of the results, up to the early school leaving (according to Eurostat data in 2019, more than 10.6% of young Europeans between 16 and 24 years old left the school).This phenomenon, indicated with the term of school drops out, is accentuated for those who come from complex culturaland economic contexts (see European Commission / EACEA 2014 "Tackling Early Leaving From Education and Training in Europe"). Based on these considerations, the project “P.AR.T.E.R.R.E. - Performing ARts as a Tool for knowlEdge of the EuRopean aRtistic and cultural hEritage"intends, through the realization of a strategic partnership between the State High School" Walter Gropius "(Italy), the Sredno Uchilitche" Bacho Kiro "(Bulgaria), the Institute of Educacion Secundaria "Fuente Nueva" (Spain) and the “Fatih Anadolu Lisesi” (Turkey) to create virtuous exchange processes to support the enhancement of the performing arts as useful tools for understanding and transmitting the European artistic and cultural heritage in order to fight against early school leaving. The priority is, in fact, the objective of projecting students into a European dimension, where it is fully recognized that artistic and cultural heritage plays an important role in all societies, creating a feeling of active participation within and beyond national borders. Specifically, the objectives of the project are: - to combat early school leaving and strengthen the inclusion; - to promote a creative approach to learning, through the performing arts, based on the idea that the European artistic and cultural heritage offers students the opportunity to engage in training experiences able to contribute to the improvement of society and ways to live; - to developskills in the field of active and democratic citizenship through the enhancement of European identity, respect for differences, dialogue among cultures; -to enhance the development of foreign and digital skills; - to improve the School as an active community, open to the local and international community. In this regard, the project will be based on the realization of: - 4 virtual mobility activities, planned through eTwinning, addressed to 24 students aged between 16 and 18 from the High School partners, and 4 transnational mobility in Spain, Turkey, Bulgaria and Italy, lasting 1 week , including travel days, which will be addressed, on shift, to groups of 6 students for each partner school, accompanied by 2 teachers; - 1 session of meetings via eTwinning (4 each of 4 hours) and a next one Joint Staff Training Event in Italy, lasting 3 days plus 2 travel days, in favour of 2 teachers for each partner School (one of the study fields and the other basic) in order to acquire notions and techniques useful for the correct use of the Visual Thinking Strategies (VTS) methodology in their own teaching didactic. The mentioned activities will end with the realization of the following project results: - a 3D video musical "Europe is Art of brotherhood" summarizing the Erasmus + experience, created by the learners themselves; - an electronic kit on the TwinSpace relating to the correct use of the VTS methodology created by the participating teachers. From the realization of the project, the following impacts are expected: a) adoption of an approach to non-formal learning able to innovate the educational system of the participating Schools, through the integration in their training plans of the teaching methodologies used during the project (project-based through eTwinning, VTS and cooperative learning). This will convert after 9 months from the conclusion of the project: - in the reduction of the percentage of early school leaving by at least 0.3%; -in the improvement of students' assessments regarding the acquisition of cultural, intercultural, linguistic and digital skills (markers: results of the final votes and the Self-Assessment Report 2022-2023); b) structuring of each participating School in terms of active community, open to the local and international community, detectable by the increase in: - number of national collaborations (at local level, within 9 months from the conclusion of the project, each School will promote a local project, in cooperation with local Bodies and Associations, based on this project experience); -number of international collaborations (it is expected that, after 9 months from the conclusion of the project, each partner school has at least participated in other two Erasmus + experiences, possibly in the framework of KA1 projects).
Parterre is a project which through the creation of a strategic partnership between the Liceo "Walter Gropius" (Italy), the Sredno Uchilitche "Bacho Kiro" (Bulgaria), l Educacion Secundaria Institute "Fuente Nueva" (Spain) and the "Fatih Anadolu Lisesi" (Turkey) are created virtuous processes of exchange to support the enhancement of performance arts as useful tools for understanding and transmission of European artistic-cultural heritage. The project proposes a practice of using cultural heritage as a tool for comparison and knowledge among peoples and the strategy is Visual Thinking Strategies (VTS). It started with the first mobility in Potenza, Joint Staff Training Event activities in Italy, lasting three days plus two days of travel, in favor of two teachers for each Partner School (one from address disciplines and the other from basic disciplines) in order for them to acquire notions and techniques useful for the correct use of the Visual Thinking Strategies (VTS). First, the teachers pondered on what is the learning process and how it occurs to create good practice. The group intended to create a laboratory where students would share information and reflect among themselves on their own culture and compare it with the partners' cultures. the methodology choice was VTS to get new information about a certain artwork but, most importantly, to learn a method that enables students to solve problems. Furthermore, using VTS allows one to discover and understand and, therefore, respect and protect cultural heritage. Students were selected by individual participating schools on the basis of language skills and motivation. teachers on the basis of skills in art, music, sculpture, and ICT. Each school organised an English language course, creating art vocabulary, and use of the E-twinning platform. as a sharing tool. The first meetings were developed on the d E-twinning platform, where each student was asked via a survey what his or her favorite song, music and lifestyle was, and each student made "an avatar" with a special app, to introduce themselves. Based on the choices, then the students were divided into three groups consisting of six students. Each group studied songs, music, and works characterising the culture of the schools participating in the project. During the mobilities, research results were shared and the activities implemented were presented to families and the entire school community: and the methodologies used during the project experience were shared. The European Got Talent, The European Art Space, The European Photography Space. Through the Visual Thinking strategy, students achieve a new kind of "communication," are able to "get to know" new cultures and identify with new cultural patterns, obtain new information about a particular work of art, but, most importantly, learn a method that enables them to solve problems: The VTS method teaches students how to learn In addition, the use of VTS enables students to discover and understand and, therefore, to respect and protect cultural heritage. Knowledge and appreciation of the cultural and artistic heritage of each people foster awareness of the richness of cultural diversity and facilitates encounters between individuals and communities. The intercultural, relational and dialogical approach has characterized all the activities of the P.AR.T.E.R.E project because it promotes, through informal learning, the active participation of young people, as well as collaboration, inclusion and creativity. Each school conducted workshops in favor of the local educational community, directed at sharing the methodologies used during the project experience: the same, blog and e-book were presented, as the results of the experiences. The e-book, created by the teacher of the coordinating school is published in the blog.https://sites.google.com/view/erasmusgropius?usp=sharing