We wanted to carry out this project because third-grade students had expressed an interest in the topic of human rights while learning about social psychology. Reflecting on this topic, the students had expressed their lack of understanding of this term, stating that it was a term they often heard, both in life and in the teaching of various subjects, but they did not fully understand it because they did not know what was included in their rights. In this regard, they had also mentioned the absence of their own reaction when it seemed to them that someone was violating their rights or when they saw it happening. As another problem, they had stated that they often did not even know how to deal with the injustices they saw and experienced. On the other hand, the teacher had noticed that students often "confused" rights. When they were not satisfied with certain decisions made by their parents and teachers, they often referred to their rights, but at the same time, they did not know what they were really entitled to, such as the right to health care, psychological help, etc. The students had complained that it was difficult for them to understand where "the limits of rights" were; it was unclear to them when someone, by imposing their own rights, violated other people's rights or unjustifiably invoked their own rights. The students had expressed their desire to learn about the topic in a way that was as interesting and as relatable to them as possible. Through a joint brainstorming session, we had decided that we would learn about human rights through various forms of art (films, the written word, acting, and visual arts). NEEDS To educate young people about the basic concepts of human rights. To empower young people with skills that would positively affect their private lives and make them more active citizens. To make young people more sensitive to diversity and multicultural society. OUTCOMES Contributing to the understanding of human rights and the aspects it encompasses Participants first learned about seven values (cooperation, respect, justice, inclusion, respect for diversity, responsibility, and acceptance), which derived from the definition of human rights from the Universal Declaration of Human Rights. By understanding these values, we built a foundation for understanding human rights. Furthermore, this was followed by the activity of "putting yourself in other people's shoes," which brought the concept and feeling of inequality closer to the participants. After an introduction to the topic of human rights, they practiced and expanded their understanding of human rights through various forms of art (through Pictionary and drawing, they became familiar with simplified concepts/articles of the Declaration; through presenting and drawing their own graffiti, they reflected on violations and struggles for rights that they encountered as well as their own most important values; through films, they became familiar with historical events involving violations of human rights). Strengthening young people's ability to react in unjust/conflict situations where human rights are violated The participants had complained that they did not know how to react in situations of injustice; therefore, the project developed tools they could use in such cases as well as improved their communication skills. Through films, they became familiar with examples of peaceful protests and how these were used in fighting for justice. Through poetry, they became familiar with the concept of protest poetry and practiced designing their own poetry while reflecting on what was important to them. Finally, through acting, they presented cases that troubled them in their daily lives and worked together on how they could approach these issues and solve problems. In this way, through interactive exercises from the theater of the oppressed, they practiced conflict resolution tools and enhanced their communication skills. Developing empathy and understanding towards diversity Empathy was identified as a foundation for respecting human rights. Through the “Take a Step Forward” exercise, participants had an opportunity to analyze differences in starting points in life and reflect on how others felt about their living conditions. Additionally, by watching and discussing films about historical events, participants had an opportunity to see the suffering and difficulties faced by certain groups of people. Through acting and techniques from forum theater (internal monologue and analysis of previous events), they worked out reasons behind certain behaviors and thus strengthened their understanding while practicing recognizing other people's feelings. Considering that art facilitates understanding of other people's emotions, we believed that through various forms of art we achieved catharsis among participants. All of this encouraged empathy and, in the long term, made participants more tolerant and ready to accept differences.