Project that aims to develop new teaching methods and new organizational arrangements to use music as a means of improving the teaching profession and improve the educational success of students .The target is to organize a musical journey, that involves a high number of pupils and ending every year with a public performance , the first year in Italy and the second in Turkey , each time with the participation of a group of students from the partner school .Participants: 12 students Italians , Turks, 12 students , 6 teachers Turks, Italians 8 teachers , music / arts in the primary and secondary school .Activities: study of new methods and more effective organizational arrangements for the teaching of choral and instrumental music .Final result of the study activities : construction of two public musical performances . Extensive involvement of the institutes and students' families . Family care of foreign students . Socialization and linguistic - cultural exchange .- Support intercultural- contrast early school leaving- development of the teaching profession

"""Multiple intelligences: on the path to new minds"" is a multidisciplinary and international project on the effective use of eight multiple intelligences as educational tools. Howard Gardner's work on many intelligences has had a profound impact on theory and practice in education. However, it was important to effectively apply these theories in the educational space of partner schools using modern technologies. The project was implemented in five partner schools from Turkey, Greece, Italy and Portugal, coordinated by Poland. Schools within the framework of the partnership have been carefully chosen because each of them represents a different specialization with clearly defined responsibilities in the field of cooperation.Project activities were divided into 8 sectors reflecting 8 intelligences.(musical, linguistic, logical, natural, spatial, physical, interpersonal, spiritual) Every two months, all schools implemented the school's development of one of the intelligences. : Objectives of the project 1. Enabling the full intellectual and social development of children.2. Give every student the chance to use their stronger intelligence to support the weaker ones. Creation of conditions for the development of creative thinking at an early stage of education. 4. Development of ICT skills for joint learning and teaching. 5. Strengthening motivation for long-term learning. Strengthening self-confidence that will facilitate overcoming life's obstacles. In conclusion, this project has increased awareness of good practices in the field of methodology using the eight intelligences through effective international cooperation. The methodology used in the project includes creative teaching methods, methods for promoting creative thinking, keeping students' interests and enthusiasm. A wide range of methods has been used throughout the project, including design, brainstorming, information research, drama, writing, statistics application, coaching, tutorials, verbal and drawing illustrations, games, charting and many more. Understanding the profile of intelligence enabled students to use their strengths to find new ways to approach or solve a problem. Speaking of longer benefits, it increases the motivation, enthusiasm and commitment of students, as well as a noticeable and positive impact on the personal development of students. Independent thinking, the ability to work in a group, trust in developing and presenting their ideas with greater imagination and fluency will be the best preparation for their future life.The cooperation products are: logo, rap song, electronic newsletters, Kodu game, an intelligence guide for teachers and children, ecological poster."

The issue of pollution, ecology and protecting the environment has been one of the most important aspects of life discussed on national and international levels. It has also been one of the major areas of concern of the UE countries in recent years. We believe that in order to help preserve our planet we should take action as early as possible. Schools and educators have a great impact not only on students but also on students' families and local communities. We assume that by early education focused on fostering pro-eco attitudes we can shape ecollogically-aware adults in the future. As the issue of environment protection is not only an issue of separate countries but the whole world we believe that it should be tackled in cooperation with others. Thanks to the participation in the project our schools had an opportunity to share and learn from each other about what we already do in terms of preserving our environment. We exchanged good practices and worked on implementing new ideas into our schools' curriculum. What is more we believe that international cooperation resulted in the attitude of open-mindedness towards the issues of ecology, EU citizenship and different cultures. The actions included in the project were targeted both at students and teachers. During the implementation of the projects, the participants became familiar with learning strategies, they developed their lingustic and social skills, their attention was drawn on the topic of science and technology. Exchanging staff experience during project work sessions and popularizing good practices helped the participants to address educational inequalities and introduce innovative forms and methods of education in their schools. The project helped target groups to acquire and improve skills not only in the subject areas on which the project is focused but also in terms of teamwork, social relations, planning and undertaking project activities and using ICT. There were several groups that took part in the project activities. About 120 students ( aged 6-18), teachers, school headmasters, parents. local communities, local enterpreneurs and scientists and higher education staff participated in the project as active aprticipants or recipients. Through the implementation of all the project activities, it was possible to create a European network between the organizations and institutions which took part to the consortium in order to analyze and face the ecological education in young students. The aim of this collaboration at European level was to keep alive the cooperation between partners through web exchanges (Internet,skype and mails). The will of the project was to create a friendly relationship between the teachers and between the students of the institutions involved, so that they could maintain the dialogue on the treated themes. This cooperation ensured that the project results were available and disseminated throughout the end of the project, first of all through the promotional materials, the e-twinning platform,the ERASMUS dissemination platform, the social networks used and especially through the experience of the youngsters involved in the project that reported their experience and will carry it in their future life.

"Our project is called ‘TOY STORIES: portraits of children and their toys around Europe.’ Children communicate easily. The differences in their religions, languages, cultures and races cannot prevent them from communicating with each other. Toys, games and festivals are the most important communication way of children from the past to the present. But today, with the technology coming into the children's lives, ""the toy culture"" is about to be forgotten. Considering these observations, we have made a project. Our project aims to teach children about themselves by using toys and to make them explore the world of toys, games and festivals. The toys, which are very important for the children, are one of the big economic sectors in many countries. Today, both in our country and in many countries a few ""craftsmen"" still keep doing the toys using simple methods in small workshops, despite the fact that they are expensive whereas cheap toys are produced as mass production in big factories. Even though the toys have changed a lot, the children are still interested in our grandparents' toys which are made of leather, wood, cloth and wires. There will be 6 participating schools from Poland, Italy, Portugal, Bulgaria, Greece and Turkey in the project. Each of the schools has its own role in the project. The Polish school is the coordinator. They are responsible for writing the application, dividing tasks among the partners and monitoring them, contacts with NA, documents, timetable, reporting, regular contacts with partners, organizing two meetings, and the summary meeting at the end of the project for teachers. The Portuguese school is the eTwinning leader. They have several eTwinning projects awarded and so they have the eTwinning label. They have experience in collaborating projects on e-learning platforms and the members of the international project team are perfectly aconfortable with editing, communication, collaboration and sharing tools of web2.0. The Bulgarian school will be our expert in languages. They are going to organize teachers' meeting which will include workshops, observations, trainings, the exchange of experience. The Italian school is able to make a valid contribution to the implementation of the methodology.The Greek school will be responsible for evaluation and the Turkish school for PR - they will promote the ideas of the project and suport the participants to share the results of the project writing and blogging for the web (internal and externl sites). Each of the schools will also organize a short-term exchange of students, except for Bulgaria.The main objective of the project is to regenerate all toys, decorations, games made in the past and learn about customs and traditions in European countries.The modern toys do not let children put their creativity into practice. If children create their own toys, they will certainly assign high value to them. It will help children improve their imaginative and creative skills. We will organize local exhibitions in every partner country with the toys made. We will produce typical Christmas and carnival toys and decorations, prepare games, compare cultural festivals in European countries. One of the objectives is to remember and refresh the toy culture. In particular we are keen to work together to develop the use of CLIL, to embed a more integrated approach to teaching of history and creativity. The other objective is to encourage students to learn foreign languages and develop the key language competences: writing, speaking and reading. There are going to be both- native and foreign language.We will collaborate to create teaching resources, materials, plans where the languages will be taught through Art, History, Design and Technology, Religion Education, Information Technology etc. We will provide young people with the opportunity to learn about the countries and cultures of our partners through interaction (via ICT and face to face) and use project meetings and teachers exchange to share best practices. During our work in the project we will use the eTwinning site for uploading materials, discussions, videoconferences. There will be potential longer term benefits for students and teachers. The impacts for students will be: self- confidence, knowledge of the European Union, knowledge of lifestyle and education in partner countries , knowledge of native culture, digital and foreign language skills development, team work development, social skills development, interest in other countries and their cultures, motivation to study foreign languages, tolerance to different cultures. There are going to be many activities that will lead to the achievement of the project's objectives. We believe that there will be desired impacts for students, teachers and partner schools that we will be able to be measured easily."