Pixels on Tour Erasmus Project

Project Title

Pixels on Tour

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 : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Inclusion – equity; Integration of refugees

Project Summary

The image of Europe is constantly changing: its cities perfectly illustrate this fact. A change witnessed by their inhabitants. The 21st century is facing unprecedented waves of migration and their fluxes, internal or external to the European Union, constantly increase and enrich the local multiculturalism . The 21st century school is above all a school of diversity and one of its challenges is the inclusion of students with special needs. Whether it is in the case of students with disabilities, highly gifted students, or pupils suffering from disabilities to learn, their inclusion remains one of the major issues of today’s school. Our project “Pixels on Tour” aimed at tackling, over a two years period, these inclusion issues by providing necessary means and training for teachers through including artistic projects.
Pixels on Tour (later referred to as POT) has been working on two lines. The first one concerned a global including photographic project which was used as a basis to create sufficient generic resources and helps for teachers willing to develop such projects. The students (60 to 80 in each partner country in primary, secondary and high school, including pupils with special needs) were guided by teachers following a specific protocol. They were asked to think about the look they have upon their city. Just like an open-air museum, thanks to its architecture and its cultural heritage, the city, shall appear then, as one of the main topics to think about in this project. They took one spontaneous picture, they were then offered technical courses with a photographer to learn how to improve their first shot. They were then asked to take again the same picture using their newly acquired skills. Then, they wrote or recorded a note explaining their work and it was eventually sent to a European partner who had to take a third shot, to complete this tryptic, inspired by the note received. The whole was presented in a series of exhibitions that toured around the different partner countries in Europe.
Our second line, tackled simultaneously with the first, aimed at training teachers and supporting them in the development of including projects through art. POT offered teachers participating to this project, two training seminaries which allowed them to get acquainted with all the aspects of the project and helped them to develop the competences and tools needed to face such a project. They were also involved in the testing phase of a MOOC ( IPenser l’inclusion artistiquement/ Thinking Inclusion through Art) that was developed over the two years by the members of the project before being launched on a larger scale at the end of the project. Additionally a committee of experts met up virtually over the period to think about specific questions and produce pedagogical notes on the subject. Both of these resources and the MOOC will ensure a global spreading of the project, even after the end of the partnership. Finally, two large-scale dissemination conferences were held online, organised by the Portuguese and French teams, at the end of the project (February 2021), in order to allow a global reflection on inclusion through photography and the presentation of the different tools produced. The whole project was supported on the social networks of the project and the partners. Each partner was associated with a city/municipality to support the project locally. The coordination was done by France – by the GIP FIPAG, Groupement d’Intérêt Public de l’Académie de Grenoble, administrative coordinator, and the DAAC (Délégation académique aux arts et à la culture) of the rectorat de Grenoble, technical and pedagogical coordinator. The partners in this project were ECL – a language and culture association in Poland; Eagle Intuition – an association focused on adult education and new technologies – and the Emidio Navarro school group in Portugal; the DOM association in Ukraine, which works in favour of displaced persons; and finally, in Italy, CEM – an association focused on media education – and the municipality of Pavia.
Our objective, to target areas with a heterogeneous school population and to allow the project to spread at local level – and on a larger scale, depending on the situation – seems to have been achieved.
The experimentation of the protocol in the classrooms has led to a new group dynamic among the pupils with an openness towards difference and multiculturalism. The teacher training activities and resources produced will support teachers in developing inclusive projects through art and applying new practices such as project-based pedagogy targeting inclusion.

EU Grant (Eur)

Funding of the project from EU: 199773,99 Eur

Project Coordinator

GIP FIPAG & Country: FR

Project Partners

• Agrupamento de Escolas Emídio Navarro
• Polskie Stowarzyszenie – Europa Jezykow i Kultur
• ACADEMIE DE GRENOBLE RECTORAT
• Comune di Pavia
• centro educazione ai media
• D.O.M.48.24 NGO
• Eagle Intuition – Formação e Consultadoria Unipessoal Lda