<< Objectives >>Increase awareness about climate change and sustainabilityStimulate young people’s imagination and empower them to co-create new scenarios for behavioural changeActively involve students from rural areas and diverse backgrounds in an international and interdisciplinary collaborationCreate cross-curricular learning resources with an eco-social future-oriented perspectiveCreate awareness about the power of design to generate sustainable and inclusive solutions for individuals and communities<< Implementation >>- 2 eco-creative labs, in Porto and Valencia- teacher training with 15-20 teachers- workshops with 150-200 students and other participants in 2 countries- open-access multimedia learning and teacher resources for secondary-school students, teachers and other educators- 2 multiplier events<< Results >>The project will produce and validate learning and teaching material for cross-curricular, inclusive climate change education, an OER in three EU languages.The expected results are to increase awareness about the effects of climate change and about the potential of creative and audiovisual industries of generating innovative, inclusive and sustainable solutions, involving citizens in the co-design and co-decision processes.

#NarcissusMeetsPandora is an INNOVATIVE ARTS-BASED PRACTICE THAT TAKES UP DIGITAL TECHNOLOGIES AS TOOLS FOR YOUTH TO CRITICALLY AND SOCIALLY ENGAGE IN THE SOCIAL MEDIA CONTENTS PRODUCTION.#NarcissusMeetsPandora addresses crucial concerns of today's society related to digital competences, social inclusion and education. It faces young people's lack of capacity to produce and analyse visual media content and lack of training on digital skills by teachers and school education plans. In a changing society, social sustainability calls for the involvement of young people in creative and dynamic learning processes, taking advantage of intercultural dialogue to value diversity and positive attitude.The project aims to develop digital skills and social engagement in an innovative way, by providing high-quality skills for stimulating the reflection and creative expression, working directly with young people’s digital portraits, starting from an intrinsic habit to develop a critical and efficient pedagogical experience.FIRST RESULT expected is that young people are capable of producing images that represent themselves and others through digital technologies with confidence and responsibility. SECOND RESULT expected is that young people use social media to address social, ethnic and cultural diversity, to make a positive change for communities across Europe. THIRD RESULT expected is that teachers and youth workers feel empowered to use digital skills as a transformation tool that provides social inclusion.WHO IS IT ADDRESSED TOStudents/young people aged between 12 and 19 years old, an age range that embraces passage from children to youth, as well as from the beginning of using social media and mobile devices to its daily and common use. Young people with less opportunities and at risk of social exclusion will be particularly targeted. Teachers/youth workers, as they perform a privileged role in youth education and need to develop competences to work digital and visual references in social media.Policy makers and the general public to raise awareness to the projects work, contributing to a more inclusive Europe.RESULTS ACHIEVEMENT: ACTIVITIES & METHODOLOGYThe project aims to create integrated activities to accomplish its objectives. They’ll be developed and performed by all partners according to expertise areas.A FRAMEWORK for any EU institution in developing youth work related to social inclusion, the use of social media or portrait photography. A transversal tool that puts in relation different expertise areas and assesses the impact of this project through its activities. ARTS-BASED WORKSHOP ACTIVITIES, a set of empathic and creative approaches to media and visual literacy incorporating intercultural dialogue, that will be developed and performed with students/young people and their teachers/youth workers. An ONLINE EXHIBITION and a PHYSICAL EXHIBITION to disseminate workshop’s artistic results, both to policy makers and the general public.A DIGITAL TOOLKIT, for training and learning the arts-based activities set as digital tools to accompany students/young people and their teachers/youth workers. This toolkit promotes empowerment of youth’s means of representation and enhances the critical quality and social impact of youth work online.An EDUCATOR'S GUIDE, presenting the toolkit and assisting teachers/youth educators with extensive knowledge regarding the areas that the toolkit explores: digital competences in social media, visual literacy and individual and social identities in youth. It will allow the digital toolkit to be used and spread in schools and other non-formal education youth institutions.To develop an impact evaluation system that can be tested during the project’s pilot implementation, the project produces an EVALUATION KIT and a FORMATIVE EVALUATION of the project’s pilot implementation. It also accomplishes an adequate process of dissemination by creating evidence of the approach used in the project. Its expected impact is therefore increasing the capability of disseminating the project with quality, towards maximizing its social value creation.DISSEMINATION & SUSTAINABILITYEach project partner will work with at least 50 students/young people and teachers/youth workers in the pilot implementation phase. In national multiplier events at least 350 persons will participate, from teachers/ youth workers to national policy makers and, in physical exhibitions, around 500 visitors from the general public. Considering the high digital dissemination capacity of the partnership, the online exhibition reaches a much greater audience.#NarcissusMeetsPandora will provide schools, educational, cultural and governmental institutions the project’s tools and establish partnerships and activities that will guarantee the project’s continuity beyond its completion.

PressHere aims to IMPROVE STUDENTS and TEACHERS’ KEY COMPETENCES regarding ICT technology and knowledge on European Industry cultural heritage and labour, THROUGH INNOVATIVE and CREATIVE PRACTICES, to generate socially inclusive actions, namely in gender equality.PressHere addresses crucial concerns of today's society related to young people's need to guarantee quality jobs and fair working conditions. It proposes to relook at the European labour market, and more particularly, the industry sector, through a more participatory and intercultural approach, with a historical lens, to better develop competences, equip and prepare next generation’s to the world of labour. Also intends to raise awareness to gender inequality at labour market access and working conditions, where women are at increased risk. The industrial past is a shared common European ground from which to raise and contribute to these educational and societal challenges. FIRST RESULT expected is that students can produce creative and interdisciplinary digital contents that reflect their ability to critically think about the past and future of European industrial society, labour & related gender issues with engagement and responsibility.SECOND RESULT expected is that teachers use, create and share digital learning resources, being able to manage and orchestrate the use of ICT technologies to meet the needs of the school system.THIRD RESULT expected is to approximate museum education to school’s needs by developing a common digital, interactive and creative tool.WHO IS IT ADDRESSED TO?Students, aged 5-18 years old, are in a major stage of individual development, from essential literacy, social interaction and civic engagement, alongside digital literacy. The need to adapt learning experiences to answer to their personal learning styles and to gain critical knowledge on labour rights and equality are the main answers this project aims to attend.Teachers, as they perform a privileged role in students' education and need to develop competences to work digital and visual references in social media.Museums, being more than containers of a heritage, can contribute with contemporary perspectives to what their contents are, sharing their cultural heritage with other institutions, promoting access to an integrated and actual education.Policy makers and the general public to raise awareness of the projects’ work, contributing to a more inclusive Europe.RESULTS ACHIEVEMENT: ACTIVITIES & METHODOLOGYThe project aims to create integrated activities to accomplish its objectives. They will be developed and performed by all partners according to expertise areas.AN INNOVATIVE RESEARCH GUIDE A transversal tool that puts in relation different expertise areas and links the contemporary knowledge about industry heritage, labour and related gender issues associated to school curriculum and Museum collections. Includes a spatial and visual lexicon on industrialization (urban structure, social practices, among others) with a focus on gender equality, including a key to legal concepts from labour laws and fundamental rights.ARTS-BASED WORKSHOP ACTIVITIES, a set of empathic and creative activities to engage with museum’s archives on industry (photographs, sounds and videos) and the Guide’s content. At least ten arts-based activities for students & teachers to develop their knowledge on European industry. The activities results will be assembled in the projects LIVING ARCHIVE.A DIGITAL TOOLKIT, an educational, interactive and innovative mobile App for students & teachers to critically engage and produce creative and socially connected contents about industry. It empowers students to explore industrial archival resources in the light of current thoughts and habits of living, uploading new contents created by them.The project will develop an impact evaluation system to be tested during the pilot implementation. Diverse evaluation tools will be produced following a Theory of Change diagram and the DigCompEdu competences. The evaluation of the pilot implementation accomplishes an adequate process of dissemination by creating evidence of the approach used in the project, therefore increasing the capability of disseminating the project with quality, towards maximizing its social value creation.DISSEMINATION & SUSTAINABILITYEach school partner will work with at least two groups of students and four teachers in the pilot implementation phase. In national multiplier events at least 210 persons will participate, from students, teachers, researchers, education departments’ museum staff, to national policy makers. Considering the high digital dissemination capacity of the partnership, the toolkit and its LIVING ARCHIVE reaches a much greater audience.PressHere will provide schools, educational, cultural and governmental institutions the project’s tools and establish partnerships and activities that will guarantee the project’s continuity beyond its completion.

Accepting the 1960 Nobel prize for literature, the French Poet Saint-John Perse made an inspiring speech inviting everyone no longer to consider artist and scientist as hostile brothers because “they are exploring the same abyss and it is only in their modes of investigation that they differ”. As he pointed out “In truth, every creation of the mind is first of all «poetic» in the proper sense of the word; and inasmuch as there exists an equivalence between the modes of sensibility and intellect, it is the same function that is exercised initially in the enterprises of the poet and the scientist”.Nowadays, creative thinking is defined as the thinking that enables students to apply their imagination to generate ideas, questions and hypothesis, experimenting with alternatives and to evaluate their own and their peers’ ideas, final product and processes and creativity is a recognized transversal skill for both ART and STEM disciplines, as well as a fundamental driver for innovation. However, there is still a lack of holistic pedagogical approaches that, focusing on creativity, are able to strictly connect ART and STEM education. For this reason, our PERSE project aims at developing and formalizing a creativity-oriented pedagogical approach that overcomes the dualism among non-formal/informal education for ART and STEM merging together art-based learning with inquiry science-based learning and technology-based learning in order to fully sustain the development of STE(A)M key competences in youth. As the COVID-19 pandemic has had a significant impact on the life of millions of people around the world imposing a profound in rethinking the way social interactions take place, we do think that only a new alliance among education, cultural and creativity sectors across Europe will be able to tackle up the challenge of providing up to date quality educational opportunities for youth. Therefore, the objectives of PERSE project will be:- to foster skill-building and competencies to reinforce creativity as well as to boost quality and innovation through original approaches that support the creative potential of youth by promoting cross-sectoral cooperation- to develop innovative learning tools, resources, and training modules to equip youth workers with skills and competences to create experiential learning activities to be used to foster the development of creativity in youth as a key competence- to build a European Hub of Ideas by engaging organizations and crucial players in the fields of formal, informal, and non-formal education and creative and cultural sectors to stimulate European awareness, to empower people of current and future generationsTo do so, the project consortium will:- define and innovative PERSE creativity-oriented pedagogical approach based on the integration of different non-formal/informal methodologies from Art-Based learning (ABL) with Inquiry-Based Science Education (IBSE) and Technology-based Learning aims at sparking creativity and stimulating innovative ways to inquire into the surrounding world.- Create and test a training course for creative leader on PERSE creativity-oriented pedagogical approach- Create a PERSE toolbox containing material and immaterial items essential for creating a suitable PERSE educational environment and deliver PERSE activities for young people- create a set of short term laboratories for young people that will figure the combination of multiple ART+STEM disciplines (e.g. DANCE+BIOLOGY) to inquire a defined topic (e.g. LIFE ON EARTH)- Create a PERSE European Creative Hub of Ideas as online environment enclosed on the official website of the project which will support the online networking room of discussion, online transnational roundtables alongside with a Hackathon eventTherefore, from a wider perspective, PERSE project aims to:- to improved youth workers’ competences in design multidisciplinary educational activities for youth integrating different methodologies thanks to the application of PERSE creativity-oriented pedagogical approach changing how STEAM activities are delivered to young people that will result in improved capabilities of youth workers in scaffolding young people creativity.- change the way young people inquiry of the world around them and open their mind to different approaches while scaffolding their creative thinking. This also allows them to look through the connections among ART and STEM and bring them closer to the cultural and creative institutions related to STE(A)M disciplines- sustain the creation of new educational alliance among different key cultural/creative/educational stakeholders across Europe to promote the development of innovative solutions to tackle COVID-19 challenges for the involved sectors

The main aim of the project BRIDGING is to improve the quality of the practices in early childhood education through participation of children, educators and cultural staff in artistic projects in public spaces, helping young children and adults to become active European citizens, fostering creativity, collaboration, and communication. The reason and need for the project comes from the fact that societies are becoming increasingly diverse and educators need new tools to acknowledge such diversity in a way that is aligned with European values, contributing to active citizenship and democratic, inclusive, social cohesive societies. Essential to BRIDGING is the strong collaboration between and within each country, involving not only school settings, but also cultural institutions and universities. The collaboration between children, the educational settings and the multiple spaces of the city, within and across countries, will facilitate new ways of looking, thinking and acting upon the local and global urban environment. Based on an action-research design methodology, several cycles of inquiry, inquiry-search, exploration-registration, and dissemination will be carried out collaboratively, both outside and inside schools, using art and digital tools as a means of exploration and communication. The use of arts and ICT aims to help inspire and expand young children’s horizons contributing to open minded and positive reflection upon differences and diversities. The exploration of their own city and other’s cities will help children to develop knowledge and attitudes related to European citizenship likely to influence lifelong learning skills. Interdisciplinary collaboration between the different international partners intends to support the cross-fertilization of different discourses (education, arts, music, sociology, psychology and architecture) that can allow a rich, effective, and intentional operationalization of the educational process of all those involved, leading to high-quality practices. As a result, BRIDGING intends to give children and adults multiple opportunities to be more engaged as citizens using arts and digital tools as privileged tools for share and communicate, with a positive impact on professionals, families and children’s development, learning, and wellbeing.