"According to the aims of the European Year of Cultural Heritage 2018, the M.A.D.E project promoted the understanding of local traditions, cross border communication and reinforced the European dimension of education through the implementation of Performing Arts in the school curricula. Performing Arts as a universal language allowed us to be “united in diversity” and to overcome cultural and language barriers. Arts was central to our schooling and not left on the fringes because it had an impact on broader academic and personal wellbeing; every child has a right to the experience of culture: ""Without art, stories, music and feelings children starve"" (P.Pullman). The inclusion of partners from different parts of Europe (North, Center and South) and different social, cultural and pedagogical backgrounds was essential to the project not only to rise awareness towards the common roots of intangible forms of cultural heritage but also to verify sustainability and transferability of the activities/approaches thal were implemented by the partnership through an action-research process.The four partner Institutes (Germany, Greece, Italy, Romania) involved primary students (10-13 years old) in sharing traditional songs, dances, music that were perfomed during joint events in each partner country throughout the three year project (apart from the Corona lockdown 2020) and opened the students to new ways of seeing the world and to implement the European dimension within the school curricula and the local communities. The project was based on: cooperation of students and teachers through the eTwinning platform, short-term mobilities, virtual mobilities and joint performances in each partner country, teamwork and inclusion; musical theater experiences involved students in carrying out tasks and roles on stage with their European friends; visual arts activities inspired by traditional melodic music; performing of dances and songs raised awareness of our cultural heritages, common roots and developed body coordination/rhythm; creation of digital resources preserved and disseminated the project products for future developments and implementations in the national curricula and in other school contexts; multilingual education by learning the songs in the partner languages and using English as a communicative and learning tool (CLIL). Teachers shared their best practices and strategies about teaching Music, Drama, Singing and Dancing through short-term mobilities while small group of students met together for three days, each time in a different country, to sing and dance in joint performances for all the students of the hosting schools, parents and the local comunities. Wall and floor paintings were also created in each hosting school during the three day exchanges by combining the ideas and feelings emerged from listening to melodic music during the Art activities so to leave a tangible sign of the European cooperation. The impact of the project on the participants and organisations was an improvement of “learning to learn” strategies; increased motivation, concentration, perseverance and self-esteem; increased understanding of social, linguistic and cultural diversity; professional development and teamwork skills development; integration of new pedagogical approaches from the partner expertise; inclusion of the European dimension of education in the school policy; active involvement and support to the project implementation by the school staff and the local communities. The impact of the project is due to remain after the life time of the project because the final ""Music, Art, Drama and Dance digital portfolio books"" was made available on some of the school websites and on the European eTwinning platform to be used by other teachers and to be implemented in different school contexts. At local level, an improvement of the image of the Institutes took place as a consequence of the tangible sign of dynamism and openness to the European dimension of education. This allows the partner organisations to become a reference point for the neighbouring schools interested in implementing the approach to Performing Arts in the curriculum."