INclusive CREAtivity through Educational Artmaking Erasmus Project

Project Title

INclusive CREAtivity through Educational Artmaking

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Partnerships for Creativity

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Access for disadvantaged; Inclusion – equity; Quality Improvement Institutions and/or methods (incl. school development)

Project Summary

Recent researches found new promising applications for arts in education. The teaching of arts in formal and informal educational settings, when referring to theoretically based strategies that meaningfully and effectively addresses the strengths and needs of a diverse range of students can support the establishment of a more inclusive school culture and promote students’ wellbeing (Hannigan et al, 2019; Gnezda, 2015).

Several research studies evidence how arts provide the perfect platform for inclusive practices, promote cooperative learning, strengthen the learning growth and development of all students, while promoting also creative expression, problem solving, critical thinking skills, intercultural communication (Favella, 2017) and wellbeing for children with and without special needs (Ugurlu et al., 2016; Lyshak-Stelzer et al., 2007; Valentino, 2016). Thus, they are able to promote the three sets of 21st century skills, defined by other studies (Kay, 2009; Trilling, Fadel, 2009).:
– Learning and innovation skills
– Digital literacy skills
– Career and life skills

These benefits have become even more useful during COVID-19 pandemic, which severely worsened educational disparities and increased forecasted dropout rates (UN, 2020). Worldwide school closures caused distress in numerous students, which it will significantly affect their educational attainment (Pisano et al., 2020; Orgiles et al, 2020). To counteract these negative consequences more inclusive education practices, attentive of students learning and mental needs are recommended (OECD, 2020).

Moreover, the cultural and creative sector (CCS) received a hard hit from Coronavirus outbreak. CCS has seen one of the most abrupt drops in revenues, putting the financial sustainability of many workers at risk (OECD, 2020). They are in need of innovative practices and new cooperation to revitalize their sector.

“INclusive CREAtivity through Educational Artmaking” (InCrea+) aims to provide an innovative method of inclusive education and promotion of wellbeing through the implementation of arts educational content and practices. Drawing on Positive Youth Development (Lerner, Phelps, Forman, & Bowers, 2009), Universal Design for Learning (Hall, Meyer, & Rose, 2012) and educational art-therapy approach (Niemi, 2018), it will effectively maximise students’ potential to flourish as individuals and classroom members.

Among its objectives, this project includes:

• Enhancement of teachers’ skills and competences in inclusive education;
• Provide a set of new skills and competences for the CCS aimed at creating new job opportunities in the next future for current and future professionals;
• Promotion of social inclusion of secondary education students with SEN, students from minorities or low-income families (focusing more on 5th-9th grade);
• Development of learning resources, materials, activities and training modules to foster creativity, culture, multicultural dialogue and wellbeing;
• Foster possible collaboration between art specialists, education experts and teachers;

The partnership comprises 7 institutions (3 schools, 1 institution which has a school, 1 budgetary institution responsible for pedagogical and psychological services, 1 non-profit organization and 1 University) from 6 different countries (LT, BG, RO, TR, IT, ES). Participants are experts of education and psychology, teachers, managers, educators and students of lower secondary education. To reach the objectives, three steps have been defined:

(i)Knowledge building. Research will be conducted in order to define the proper methodology and artistic means, and design
Main deliverable: Methodological Material.
(ii)Curriculum design and testing. At this stage, the InCrea+ curriculum will be designed and tested. Teachers from associated partner schools and artists will be trained and they will implement InCrea+ curriculum in their schools and associations.
Main deliverables: InCrea+ Curriculum and people trained.
(iii) Digitalization. Finally, the InCrea+ curriculum will be made available on an OER platform in which teachers will find both training materials for them and pre-made lessons practices that can be readily adopted in class.
Main deliverable: OER platform.

In terms of impact, the project will generate:
– Increased inclusion of disadvantaged students into participants’ schools;
– Establishment of teachers and CCS professionals trained in artistic inclusive practices;
– Establishment of teaching tools, materials and resources to foster creativity, culture, multiculturalism and wellbeing;
– Increase of students’ and teachers’ creative skills.

Long term benefits envisaged are:
– Diffusion of inclusive arts education practices at European level;
– Improvement of learning environment conditions and scholastic achievement for students with SEN and students from disadvantaged groups;
– Decrease of dropouts from disadvantaged groups;
– Stronger collaboration between CCS and schools

EU Grant (Eur)

Funding of the project from EU: 278896 Eur

Project Coordinator

Kaunas Juozas Grusas Art Gymnasium & Country: LT

Project Partners

• UNIVERSITA DEGLI STUDI DI PADOVA
• Associació Meraki Projectes de València
• Besime Ozderici Ortaokulu
• Traku rajono savivaldybes pedagogine psichologine tarnyba
• FUNDATIA EUROED
• FOUNDATION FOR DEVELOPMENT OF THE CULTURAL BPOCS