"The art is essential in our education system, but we don’t give it the time it needs. Transversal activities use to be the way for educators to introduce it in the schools. We want to create some of these cross-curricular activities, but also to increase the weight of art in our daily lessons. This situation is even more emphasized with drama.In the previous years we have been developing EU funded project on Sciences (Research in the High School), Social Sciences (Youngs on the move) and ICT (Augmented Reality for you). It’s time to start a project focused on Human Sciences and Arts. We search a combination of arts and that is the reason for this project that include painting, drama and writtingA brief description: Four schools will take part in the partnership. Each school will select an important painting for its country. Each school will write a script for a play that includes the scene of the painting. The guiding line of this project is the performances of those four plays. For that, we will have four meetings/learning activities with all the schools (two travels each year) and the main performance of each painting will take place at those events. Each performance will have actors from the four schools, who previously have been working online on the rehearsals. In order to enhance the impact, several activities will be displayed: •Researches on the historical and social context of the painting and their characters•Special focus at the classrooms to the artists and their path•Lectures in the classrooms•Record of small biographies (characters and authors) using augmented reality techniques (worked in the previous Erasmus project) for creating ""live paintings""•Dissemination of the productsThe main objectives for this project are:1.To create four scripts inspired by 4 masterpieces (4 paintings, one per country).2.To perform the four scripts3.To share the different national heritage of the partners4.To promote English as the language of the partnership5.To create a EU partnershipOn the other hand, the project also has some secondary aims: 6.To increase the feeling of the European citizenship who shares spaces, cultures and challenges.7.To use learning processes and tools with a global dimension;8.To establish a permanent net between the schools local to promote the European awareness.9.To strengthen teachers’ and students’ intercultural competences;10.To learn different teaching methods.11.To exchange good practices;12.To overcome stereotypes and prejudices about different people and cultures.13.To promote cooperative learning.14.To improve the students oral skillsParticipants•Students. The schools will call to take part to students 14-17 years old. A minimum of 30 students in each school is needed to fulfill the plan. So we expect at least 120 students taking part.The roles of the students are: oTaking part in the performances. oPreparing the meetings, working in the activities of the project when they travel and when they are the hosts.•Teachers: There are at least five teachers in each school engaged to the project, altough we expect at least 30 teachers involved in the whole partenrshipThe roles of the teachers are to be in charge of coordination, communication, dissemination and the organisation of the activities and the meetings•Other school members: families, non-teaching staff, local authorities. All of them, and specially the families, are called and admitted to take part and help us. It’s voluntary and we expectat each school a group with 50 people (at least) involved in some concrete moments.The project includes long term mobilities. Before each meeting, one student of each country participate in this activity with a key role in the develope of the project. They will be leading the groups of students (actors) who will take part in the performances.We expect several results:The main products are the four performances and all the written and multimedia material created around them: Scripts, recording of the performances, live paintings, historical contexts, biographies, etc. Some of them even can be used as classes materialsOther products are websites, wall decoration, photograph, etc.And finally there are other intangibles results such us the improvement of the feeling of european citizenship, the creation of an European net of people (students and teacher), improvement of the basic skills of the students and the teaching methods of the teachers, etc.We expect a impact on the following target groups (ordered from HIGH to LOW):•Students participating in the project. •Teachers involved•The rest of the students of our schools. •The rest of teachers of our schools•Families of our students•Other teachers (at regional, national and international level)•Local authorities and bodies•Populations of our townsFinally, we expect future collaborations between the schools: exchanges, other EU funded programs, etc."

"We already wrote in English: The project addresses the problem of a lack of job-related qualifications for post-secondary school leavers, whether they choose vocational training or are seeking academic training first. The problem is described throughout Europe with the term 'skills gap'. Inadequate knowledge of the structure of the labour market and its opportunities and opportunities on the one hand, but also the inadequate development of preparatory occupational-practical skills through the students become a problem for the young people themselves (making a correct career choice or career planning), but also for employers ( 39% of European companies have difficulties in finding suitable employees). The overall aim of the project is to improve career-oriented measures in general secondary education schools. Where the career orientation scheme is more or less a result of a random practice, these schemes need to be given a systematic design, laid down in a curriculum which could also serve as a model for other institutions. The partnership will consist of two school administration boards (Denmark, Norway), four schools (Danmark Germany Macedonia, Poland), and a non-governmental organization (Poland). Bergen Kommune (Norway) has created the scheme “Skills days in working life”, which has become well known in Norway. They have created a partnership agreement with about 70 businesses who arrange “Skills days” for about 3000 pupils each year. The pupils get information directly from professionals, demonstration of professional performance, and most of all the possibility to try out tasks and make their own experiences when using tools and equipment. The partners would like to learn more about the efficiency of this career guidance scheme as an example of good practice. Aalborg local educational authority have created their own career guidance scheme, but however, they constantly feel the need to keep updated to the best ways of doing it. In this project they expect some inspiration from the Norwegian way where students regularly face vocational options. This holds also true for Fichtenberg-School, where a team of specialized teachers prepares a three-week-internship for 10th graders, in cooperation with the students and local businesses. But, so far, no sustainable network between the school and local businesses has been created, and a curriculum which would serve as a model for future generations of students is missing. The schools in Bitola and in Zabierzow face a likewise situation. The school in Bitola would additionally contribute their special experiences with social inclusion of minorities in their career guidance scheme. The non-governmental organization for education and creative development in Zabierzow is interested in learning from all partners' experiences and in contributing their specific expertise on career guidance schemes in their municipality. Their close work relationship with the local elementary school, where career guidance is carried out in year 8, is the basis for integratiing this school into the project. The activities would start within the first three months with creating contacts to local/regional businesses, taking first steps in preparing ""skills days"", alongside with preparations for business centered curriculums. The first project meeting in Bergen, in autumn 2018, brings all partners together to study Bergen's scheme ""Skills days in working life"". Evaluating their experiences in Bergen, partners prepare their own round of ""skills days"" in their own institutions. While doing this they start preparing their visit to Aalborg, where they are going to study the scheme of Aalborg local educational authority, in spring 2019. In this phase students are getting involved, planning their own ""skills days"" at their local institution, and a selected number of students are preparing their visit to Aalborg. Evaluating their new experiences the partners are then going to put their organized ""skills days"" into practice. Students and teachers develop educational techniques for assessing and evaluating their local ""skills days"". In autumn 2019 the mid-term LTTA in Berlin will introduce staff from partner institutions to career guidance/-counselling schemes in Berlin. Selected students will join the LTTA to gain special expertise. Partners will evaluate their ""skills days"" for the mid-term report. In spring 2020 the LTTA in Bitola is to bring about new insights in the ways of integrating minorities into the labour market by providing special measures of career guidance. In June 2020 the final project meeting will be dedicated to the overall evaluation of the project (final project report ) and to dissemination measures like an e-brochure of the worked out curriculum, available to the local/regional public, and avalilable to the wider European public. The curriculum will be designed to be transferable to other eductional institutions to gurantee a long-term benefit."