Our creative activities 2015 16 by Irene Pateraki

Index Introduction………………………………………………………………………………………………………….5 Activities: Postage stamps - our country, our beauties, our culture…………………………………………..7 We are not the different - Happy mother and teacher day!.........................................8 Planet Diversity meets Europe…………………………………………………………………………………10 A puppet show “Opening Wings to the Universe”……………………………………………………12 Safer Internet Day……………………………………………………………………………………………………15 Nutri Fit Riddles Book………………………………………………………………………………………………17 Composing a fairy tale for the project “Welcome to our e-Calendar”………………………18 VanGo Yourself.............................................................................................................19 Art unites us through the linocut printmaking technique............................................20 Creating dances………………………………………………………………………………………………………..24 “DIXIT” A COLLABORATIVE STORY................................................................................26 Learning foreign languages...........................................................................................30 Photo-Story “Pim auf Europareise”…………………………………………………………………………..31 Making an international movie about peace…………………………………………………………….32 Our Peace Song………………………………………………………………………………………………………..33 Fighting for peace…………………………………………………………………………………………………….34 Audio Dictionary……………………………………………………………………………………………………...35

Introduction We are all born creative, we only need encouragement to discover our talents and show our creativity. As teachers, we should offer opportunities to our students to be creative. In this edition, members of the Creative Classroom Group in eTwinning share creative activities that they have organized in their projects the school year 2015-2016. Thank you all for your contributions and wish you a pleasant reading! You may find good ideas to implement in your new eTwinning projects! Irene Pateraki Creative Classroom Group administrator

Title of the activity: postage stamps - our country, our beauties, our culture… Frati Alessia – Italy – “I.C. Michetti” – primary school Subject: cross-curricular Competences that were developed: 1. Communication in the mother tongue 2. Communication in foreign languages 3. Digital competence 4. Social and civic competences 5. Sense of initiative and entrepreneurship 6. Cultural awareness and expression Age of students: 7-10 years old Partners and countries involved: Poland, Estonia, Croatia, Italy, Lithuania, Romania, France, Greece, Turkey Tools that were used: windows movie maker Description of the activity: Postage stamps, so tiny in form but so 'powerful' as message senders could easily serve as the innovative and a very creative 'tool' for many different students' activities. Famous places, people, sport personalities & events, natural beauties, unique people, most important data, that can be recognized on postage stamps, constantly send the picture of one country to the world: both by mailing on found as an Internet image. As Small Ambassadors, postage stamps present the essence of one cultural background and could serve as a grand 'instrument' in creating innovative classroom activities where children could develop many hidden imaginative potentials within United European context. 1 Step: Introduction (Schools introduce themselves, students, towns, countries) using postage stamps and already prepared tasks, 2. Step: postage stamps & History (famous people, important events...), 3. Step: postage stamps & Geography (meet towns & countries through postage stamp activities), 4. Step: postage stamp and/in Arts (Literature, Music, Maths, Science) 5. Step: postage stamps and our National brands, symbols. 6. Step: Postage stamps and our National/International holidays (Christmas, New Year, Easter, National Days...) & Nature and step 7: COMPETITION in: a) drawing the most unique stamp, b) filming by using stamps to present the mother land, c) writing a postage stamp letter from those collected in every team from each EU country. We could spread few more areas as it is student - centered Project. Evaluation: They had a lot of fun and they were creative in acting their role. Link to final product: https://www.youtube.com/watch?v=awr-OmMYOQw 7

Project: ”We are not the different” - Happy mother and teacher day! Lejla Duli Albania School “Ismail Qemali” Shkodër Subject: This activity is realized to integrate official curriculum, the free curriculum and the integration between different subjects. Competences developed: 1. Communication in the mother tongue 2. Communication in foreign languages 3. Mathematical competence and basic competences in science and technology 4. Digital competence 5. Learning to learn 6. Social and civic competences 7. Sense of initiative and entrepreneurship of his mother

Each student has drawn the portrait

8 . Cultural awareness and expression Age of students : 6 – 10 years old Partners and countries involved This activity was part of projects : "Learn through play", "We are not different", and many other projects, so these projects are including some partners fom different countries .They have shared a lt of materials and opinions about this topic. Tools that were used: power point , video,picture,drawings,mp3,Twinspace,chat,email,youtube Description of the activity Albania with 7 to 8 March is celebrated the day of teachers and mother March 7, 1887 opened the first Albanian school in Korca March 8 International Women's Day We formal curriculum and it free such topics are planned. For this planned an activity students to express their feelings, love and respect for the school, teacher and mother. It opened a simple exhibition of works by students. Attended by parents and relatives. The portrait 8

of the mother and the teacher poems were part of the exhibition. From my pupils I got a portrait as a mother and a teacher of mine. Their creation is beautiful and expressive.

Evaluation 1 - Students were introduced to the theme of the activity. In different subjects students worked together with teachers, pupils and parents 2 - Albanian Language Theme: Create poems for mom 3- Mathematics Theme: Ore Memorial March 7-8 4 - Natural Sciences Theme: Ore Memorial March 7-8 5 - Music Education Theme: A song for mother and teacher 6 - Education Figurative teacher

All students have worked on the portrait of

Theme: Students draw a picture of their mother all along portrait mesueses 7 - technological abilities Theme: Create a postcard for mother and teacher 8 - Assessment Work 9 - Development of activity (Take part teachers and parents) 10 - their appearance in various projects and activities viewing platform by colleagues in eTwinning Link to final product : https://www.youtube.com/audio?v=GdkCpQuGwrw&video_referrer=watch

Title of the activity: Planet Diversity meets Europe Maria Panoussiadou, Greece, Primary School of Pentalofos Subject: Primary School subjects, Physical Education Competences that were developed: 1. Communication with the mother tongue, 2. Communication in foreign languages, 3. Social and civic competences, 4. Learning to learn, 5. Cultural awareness and expression Age of students: 6 – 12 years old Partners and countries involved:  Maria Panoussiadou (class teacher), D1 Primary School of Pentalofos, Greece,  Giovanna Piras (English teacher), EA/EB Antonio Gramsci Primary School, Ghilarza Italy,  Sofia Theodoridou (Special Education teacher), Class of Inclusion Primary School of Astypalea, Greece  Areti Xenou (Class teacher), A2 4th Primary School of Oraiokastro, Greece,  Valia Sazaklidou (Physical Education teacher), D1 7th Primary School of Evosmos, Greece,  Sophia Kouzouli (English teacher), 6th Grade 8th Primary School of Pyrgos, Greece. Tools that were used: Material & digital games from website http://europa.eu, Padlet, Thinglink, Kizoa, Powtoon, Issuu, Flipsnack Description of the activity: After completing the creation of Planet Diversity collaboratively, partner classes worked on the activity Planet Diversity meets Europe. Using material proposed by educators involved, pupils played digital & active games, used maps and e-books (United in Diversity, Europe and you), web quests and created the game “Get the Flag”, to learn more about Europe: the countries-member of EU and their Flags and Capitals, Institutions and bodies, Values in EU, Currency, EU Flag-Moto-Anthem, Easter traditions, Education, Mobility, war refugees and EU. In addition, pupils discovered similarities and differences between their Planet Diversity and the EU. Finally, 3 partners - D1 Primary School of Pentalofos, A2 4th Primary School of Oraiokastro & D1 7th Primary School of Evosmos - organized the “Big Event - Fun & Learning with Collaboration”. The Event was hosted by Primary School of Pentalofos. Pupils created in collaboration a large poster and placed country-members, flags and Capitals on it. Many more took place that day: presentations, feedback, active games, singing and a lot of fun. The results were shared in a wiki page in TwinSpace. Evaluation: “Planet Diversity meets Europe” was an amazing experience for everyone involved. Pupils were highly motivated, communicated with each other, expanded their knowledge on Europe, developed their 10

creativity and made friends. In the following links, you can also read their evaluation (Collaborative Padlet on the Big Event, Projectâ&#x20AC;&#x2122;s Evaluation). Links: https://twinspace.etwinning.net/10890, https://padlet.com/mariapanous/sxo5jskeogtr, http://planetdiversity.weebly.com, https://issuu.com/mariapanous/

Title of the activity: A puppet show â&#x20AC;&#x153;Opening Wings to the Universeâ&#x20AC;? Vovchenko Nadiia, Ukraine, Gymnasia #31 Subjects: Art, Citizenship, Design and Technology, Drama, Ethics, European Studies, Foreign Languages, Informatics / ICT, Music, Philosophy / Logic, Primary School Subjects, Technology Competences that were developed 1. Communication in foreign languages 2. Digital competence 5. Learning to learn 6. Social and civic competences 7. Sense of initiative and entrepreneurship 8. Cultural awareness and expression Age of students: 10-12 years old Partners and countries involved: Alessandra Ortolano, Italy; Alina Buga, Moldova; Alina Movsisyan, Armenia; Anastasiia Sytnik, Ukraine; Aneliya Nikolova, Bulgaria; Anita Deksne, Latvia; Anna Kvaratskhelia, Georgia; Edita Krosl, Slovenia; Effie Baka, Greece; Ekaterine Demurashvili, Georgia; Elene Betlemishvili, Georgia; Fernando Monteiro Vicente, Portugal; Giusy Lo Coco, Italy; Gohar Bodoyan, Armenia; Hatice Guzide Ozdemir, Turkey; Hermine Antonyan, Armenia; Iamze Dumbadze, Georgia; Jasmena Aristakesyan, Armenia; K.Belgin Saka Ustunel, Turkey, Lela Basiladze, Georgia; Madona Dogonadze, Georgia; Maia Porombrica, Moldova; Maka Txelidze, Georgia; Manana Jakeli, Georgia; Maria Lekkou, Greece; Marisa Badini, Italy; Megi Gorgidze, Georgia; Nadiia Vovchenko, Ukraine; Nana Matua, Georgia; Nana Kenchoshvili, Georgia; Natia Sagrishvili, Georgia; Nicoleta Ilona Terescenco, Romania; Nino Chanturidze, Georgia; Qristine Charchyan, Armenia; Olha Cherchel, Ukraine; Riccardo Ricceri, Italy; Rusudan Gonashvili, Georgia; Saniye Avan, Turkey; Sarmite Vilde, Latvia; Serine Tsaturyan, Armenia; Snezana Tosovic, Serbia; Suzanna Mkhitaryan, Armenia; Tamar Paposhvili, Georgia; Tamara Hakobyan, Armenia; Tuba Sari, Turkey; Ursu Cornelia, Romania; Valya Galoyan, Armenia; Veriko Somxishvili, Georgia; Yeranuhi Poghosyan, Armenia; Zafiria Platara, Greece; Zofia Krasnicanova, Slovakia Tools that were used: Chat, e-mail, Forum, MP3, Other software (Powerpoint, video, pictures and drawings), Project Diary, Twinspace, Web publishing (blog), Kizoa, Prezi, Pinnacle Studio 18, Slideshow, Storyjumper, Padlet and others Description of the activity: The project begins with the proposal of Art as food for thought to liberate the imagination of pupils and stimulate associations with other forms of art (music, theater, poetry, photos, video ....). This can become an occasion to reflect on the reality that surrounds us and to stimulate students' creativity, to become agents of their own path. The originality of this project lies precisely in being an interdisciplinary itinerary created by students for students. Pupils are offered only possible starting points and then are left free to develop them in different directions. Each student or each class can create its own path. This opening will give each 12

the right breathing to cultivate their imagination on the wings of the Universe and to enjoy the surprise of the flight ... which can lead to the Union in the differentiation, in respect of each culture and for all differences. OCTOBER:Show to children Magritte’s painting “the Great family” and ask them to think about their feelings observing the dove…(what do you think or feel looking at the painting?) Introducing the topic “a journey through Art” to stimulate curiosity and imagination, enhance children’s sensibility and create a pathway to discover their emotions, linked to traditions and celebrations of different countries. Let’s start with Magritte’s painting “La grande famille”. Inspired by this picture children can create images. Classes can choose a painting or a painter that will be cause for reflections and join local traditions or habits. NOVEMBER: From the characters to the creation of one or more stories. Students can start from the creation of individual characters (one for each pupil) followed by the creation of a cooperative story of class or of different stories for small groups. Each student will create a three-dimensional character with techniques and materials of choice (poor material such as cardboard, plastic bottles, or papier-mâché, wood, cloth, clay, etc.) and all the characters will be the protagonists of the final story (or stories). Themes: the Peace in Ukraine and in the world, etc. DECEMBER: From the stories invented by the students to the realization of the backgrounds to use as scenography. Pupils will be encouraged to make simple drawings A4 or A3 to represent their story. Pupils will transcribe the story in English, with the help of the teacher, preparing captions and any dialogues. Different forms of expression, with a theme that could be a flight that leads to the various involved countries. JANUARY: Constructing a small theatre with poor material (cardboard boxes, paper, glue, tempera, etc.). A class prepares a video tutorial to partner schools for the construction of this theater. FEBRUARY: Dramatization of stories designed by students in the classroom using the theater, the characters and their backdrops previously made; documentation of classroom activities and "dramatizations" using a digital video camera or a simple phone. MARCH: Each class chooses local musical pieces (maybe linked to the age of local paintings) adapting them to the stories. Among the activities of the project: creating songs with children. Children will be free to create simple melodies or use songs, recorded by the teacher. This music (or songs) will be the background for the play (thematic or local or classical music, representative of the countries or linked to local painters…) APRIL: Making an “animated cartoon” with the class using Movie Maker or other software. Inserting videos previously recorded, images, texts, captions and melodies chosen by pupils as accompaniment (or sounds recorded in classroom, also made with the support of simple musical instruments or body sounds). All schools will cooperate each other (for example, a school will prepare the story, another the musical backgrounds, another the backdrops and so on...). 13

MAY: All the multimedia works made by the different classes, backdrops, drawings, videos, sounds, scripts, characters, labels of the dramatizations are shared to make a final cooperative work (cooperative animated cartoon), collecting all the stories and “dramatizations” in one unique “story”. JUNE: Meta-reflection on the process and products created to focus the emotions aroused by paintings and come to the realization that emotions have no boundaries and are the same for all human beings: Art as a universal language. Creating of a slogan or logo to communicate the expressive meaning of art and its universality (multimedia products to be shared on the TwinSpace). Final collaborative message (video, cartoon, song...) from all schools in different languages to Ukrainian soldiers for the Peace in Ukraine and in the world.

Evaluation : The students evaluated the project in Padlet. They wrote that they liked it very much. Especially, they liked communicating with peers during eTwinning Live event, watching their works on TwinSpace, making a theatre, prompts and puppets and, of course, performing. Link to final product : http://prezi.com/qpb9a_spm-_w/?utm_campaign=share&utm_medium=copy&rc=ex0share https://www.youtube.com/watch?v=X92xYcMMBOM https://www.youtube.com/watch?v=Jwyl5BPzPhk https://www.youtube.com/watch?v=eX95ozPife4 https://www.youtube.com/watch?v=o3iTUrQ5hbU https://www.youtube.com/watch?v=gMe5sc7ECGQ https://www.youtube.com/watch?v=o-sAEGk6g_o https://www.storyjumper.com/book/index/23178818/56a60ffb4e75b http://padlet.com/ricceri/fyda72uvpod2 http://www.kizoa.com/Video-Editor-Movie-Maker/d43662719k2802887o1l1/celebrate-diversity https://www.youtube.com/watch?v=y_xgoMMQgS4 https://vimeo.com/152502141 https://www.youtube.com/watch?v=4obYl6a73XM https://www.youtube.com/watch?v=1BNl-G14V6g https://www.youtube.com/watch?v=Axk91C6G8Ak https://www.youtube.com/watch?v=Hooz1TPOPQU

Title of the activity: Safer Internet Day Maria Lisitsina, Armenia, Ohanyan Educational Complex Subject: ITC Competences that were developed: 1. Communication in the mother tongue 2. Communication in foreign languages 3. Basic competences in science and technology 4. Digital competence 5. Learning to learn 6. Social and civic competences 7. Sense of initiative and entrepreneurship 8. Cultural awareness and expression. Age of students: 6-15 years old Partners and countries involved 

Anica Tričković, Serbia

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Francesco Piro, Italy

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Ian Kell, United Kingdom

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Jacek Fidura, Poland

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Joanna Zalewska-Coldron, Poland

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Mabrouk Kisti, Tunis

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Margarita Liukaitienė, Lithuania

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Nina Krasylova, Ukraine

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Olivier Reggiani, France

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Rita Dauksienė, Lithuania

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Rosa Luisa Gaspar, Portugal

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Rusudan Karkadze, Georgia

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Włodzimierz Sidorow, Poland

Tools that were used: MS_Office, Skype, E-mail, Web 2.0 online tools, WordPress, Sway, TripWoW.com, PhotoStory, Video Editors

Description of the activity: It was a collaborative project for students of different age groups that lasted till February 1 to celebrate Safer Internet Day . They learnt how to be responsible e-citizens in our digital world. The main feature of it was that students were not only curious learners but perform the roles of enthusiastic teachers using various online media tools. You can hardly find a single kid who isnâ&#x20AC;&#x2122;t familiar with the abundance of information and ways of entertainment that the Internet offers. But can we, teachers and parents, be sure that our child is safe there? This project developed studentsâ&#x20AC;&#x2122; understanding of the importance of safety and thought them about the ways of the Internet safety. Students were exposed to the variety of online media tools and learnt how to use them in a safe manner. Evaluation: We considered our project successful because our students knew and were able to explain online safety rules. They created a blog, a booklet, an e-book, Students got acquainted with other cultures Link to final product if there is any: 1.

https://interlandetwinning.wordpress.com/

http://www.tricider.com/admin/2juuDHqJebx/15AwOEHCjRr

https://web.facebook.com/InterLandetwinning/

Title: Nutri Fit Riddles Book FINA VENDRELL VILA- CATALONIA- COL·LEGI SANT JOSEP , NAVÀS Subject: English Competences developed: communication in the foregin Language, digital competence, learning to learn, social and cívic competences, sense of initiative and entrepreneurship, cultural awarness and expression, artístic competence Age: 10 Countries involved: Greece , Poland and Catalonia Tools: ebook, vimeo, livecollage Description: 1. First of all , the 3 countries listed the name of some fruits and vegetables ( about 10 each one), then we invented a riddle about the fruit or veggie. 2. Then, we split the riddles from each country into 2 groups in order to send them to the partner countries. 3. Once we had the riddles from our partners, we started to create Works of art about those fruits and veggies, using clay, plasticine, paper, recycled material, paint... 4. We organized a school exhibition with all the Works of art and riddles.

5. Then, we recorded the video of some of the pupils saying the riddles. 6. Finally, once we had the riddles, the Works of art and the recordings we created an ebook with the tool called “Book creator” and posted on Vimeo in order to upload on twinspace. https://vimeo.com/164457143

Evaluation: It was an excellent activity to involve children and help them to improve their differnet abilities and competences : communicative competence , artístic abilities, digital, social, team work and cooperation with other countries. Link: https://twinspace.etwinning.net/10116/pages/page/109051

Title: Composing a fairy tale for the project “Welcome to our e-Calendar” Nataliya Orlyk, specialized school 3, Khust - Ukraine Subject: English Competences that were developed: 1. Communication in foreign languages; 2. Learning to learn; 3. Sense of initiative and entrepreneurship Age of students: 9-10 years old 18

Countries involved: Greece, United Kingdom Tools that were used: movie maker (You tube), Description of the activity: we made a short video - fairy tale of the pictures and text written by pupils and then recorded the text Evaluation: presenting our fairy to the partners and feeling proud that we could do it Link to final product: https://youtu.be/z6TQNCQ76EE

Title of the activity : VanGo Yourself Lamia Büşra YEŞİL – Mehmet Emin Yurdakul İlkokulu / TURKEY Subject: Drama, Art, Culture, Technology Competences that were developed: 1. 2. 3. 4.

Digital competence Learning to learn Sense of initiative and entrepreneurship Cultural awareness and expression

Age of students : 10 years old Countries involved: Turkey and Greece Tools that were used: VanGo Yourself web page Description of the activity : In our Playroom project, we wanted to bring European artworks to our classroom. The aim of the VanGo site is the recreation of famous paintings generally with a group. Development of creativity is one of the main goal of this activity. Team spirit cultivation, perception of the team members' complementarity, collaboration development, art competences development, enrichment of the communication experience with foreign partners of the same age, have fun through learning and collaborating are the aims which we try to accomplish with this activity. We chose some of our favourite paintings for our partner country to recreate. They chose some pictures for us too. We exchanged the paintings that we chose for each other. After that students tried to pose as in that specific painting. They took their own photo and uploaded to the site. Their photo is twinned and can be shared then. By doing these kind 19

of activity, students both exchanged information and accomplished a mission while having fun and enrich their cultural knowledge. Evaluation:It was the most enjoyable Project activity both for students and teachers. Students found the pictures using tablet and mobile phone. After that they prepared the scene and found similar items to use in their photo. They browse many famous paintings while searching for the one they chose for themselves among the ones partners sent. Their group communication has been really good and as a teacher, I am the eyewitness of their excitement. They do their best. We advise every eTwinner to try this activity.

Title of the activity: Art unites us through the linocut printmaking technique The activity was realized in the frame-work of the eTwinning project: “The Art of printmaking as a Pedagogical Tool” Theodora Chandrinou (Painter, Printmaker, Fine Arts Teacher). School: 20th Primary School of Ilion, Greece and 14th Primary School of Ilion, Athens, Greece. Subject: Fine Arts is the subject I teach and my specialization on Printmaking became the vehicle on this activity that is a part of our eTwinning project. As a founder of the project I gladly present the outcomes of the activity: “Art unites us through the linocut printmaking technique”. Competences that were developed: 1. Cultural awareness and expression 2. Sense of initiative and entrepreneurship 3. Learning to learn 4. Communication in the mother tongue 5. Communication in foreign languages 6. Social - civic and personal competences 7. Basic competences in technology 20

8. Digital competence Age of students: Students of grades 5 and 6 participated in this activity Partners and countries involved: The activity embraced our project partners from 3 Greek Schools and 3 Schools from Spain. Partners collaborating from Greece: * Theodoros Archontidis (Teacher – Principle of the 14th Primary School of Ilion, Greece), * Nikos Efstathiou (Teacher – Principle of the 5th Primary School of Dafnis, Athens, Greece),* Nikos Kiokas (Teacher - Assistant Principle of the 20th Primary School of Ilion, Greece), * Konstantinos Ropodis (ITC Teacher – 14th Pr. School of Ilion, Greece). From Spain our partners were: * Esperanza Caro (Fine Arts- San Jose, Madrid, Spain), * Nuria Gonzalo Vegas (Fine Arts- Divina Pastora, Madrid, Spain ) , * Tania Lallego Lirola ( Teacher-IES Tierra de Barros, Spain). All the Teachers involved in our project gladly added via their specialization their mark in the activity, in favor of our pupils. Tools that were used: * Linoleum and wood block *Cutters and woodcut knifes *Papers and cartons *Pencils * Inks for Art prints *Theoretical educational material printed was added (about the Art of Printmaking and their techniques) * Photos of Art Prints *ITC programs and archives for the digital presentations * Internet exploring - wed pages (for students research and results uploading). Description of the activity: As the supervisor Fine Arts Teacher from Greece that had the idea of this activity and apply it in classroom since 2005, I testify the value it has in pupils’ personality. The description of the activity in steps follows. *Firstly Digital archives were presented (you tube videos and educational materials created by my past years pupils) describing the techniques. *Contact and exchanging materials with the partners Schools achieved. *Presentations of original prints and linocut works took place in the classroom. * Theoretical educational material was added (about the Art of Printmaking and their techniques). * Many designs were created and children had one of those chosen to depict-draw it on a linoleum surface. * In each classroom a small group firstly was educated. * The group of 2-3 students was personable for teaching the others. * Working in small groups (group cooperative learning) they created the matrix. * The curved linoleum plate (matrix) “travelled” from one School to another. * The working groups, from each School, were making their curves on the linoleum plate. * Finally, in all Schools we printed the linoleum matrix created and through that way acquired the original prints. *The linocut copies were shared and exchanged under a noble friendly ceremony. * Through the web sites we shared the results among participating Schools.* Presentations and exhibitions were held in the School events Halls under the supervision of the Teachers: Theodora Chandrinou (Fine Arts subject – Greece), Esperanza Caro (Fine Arts subject – Spain), Nuria Gonzalo Vegas (Fine Arts subject, Spain), Tania Gallego Lirola (Teacher – Spain) in Greece and Spain * Exchanging materials and students creations by traditional post. * Evaluation and feedback of the activity was an important part. * Opening to the School community and society the efforts results. Due to this purpose I intended to make exhibitions open to public and to enrich the eTwinning project by “Educating Teachers”. To make Teachers understand the difficulties but mostly the beauty of the Art of Printmaking. Due to this purpose experiential workshops took place in the Schools.

An example: This Linocut started the journey from 5th Pr. School of Dafnis, Athens, Greece and travelled in 14th Pr. School of Ilion, Greece and in 20th Pr. School of Ilion Greece. Students worked with fervor and once the linoleum plate was finally curved it was taken back to the 5th Pr. School of Dafnis, Athens. The students made there the first linocut prints. They exchanged the Lino-print copies with the other Schools.

The printmaking process in steps as presented by the pupils Jim and Billy (20th Primary School of Ilion, Greece): curving the design which was already drawn on the linoleum surface. Inking the surface and pressuring on the paper. Printing and repeating the process. The results are the linocut copies, original prints, numbered and signed.

Small groups educating the others

Students from Spain shared creations

Educating Teachers â&#x20AC;&#x201C; Experiential Seminar held on 14th Primary School of Ilion, Greece

A th

small sample of the Exhibited results -14 Pr. School of Ilion Evaluation: The activity gave us great results as benefits to our students. They collaborated, learned new things and presented the willing to share knowledge and results. They had all shown great willingness and were ready to dedicate in creation their School breaks in order to complete their prints! It is remarkable through the results that the pupils demonstrated self-esteem and cultivated their personal and social skills. Especially the children with learning difficulties.

The students were able proudly to exhibit their linocut prints and they exchanged them by traditional post with their School-mates among Spanish and Greek Schools. The students positively evaluated the activity and the whole participation in the eTwinning project - experience. In order to make possible the realization of this activity I gave extra Art lessons as a present for the students of the 5th Primary School of Dafnis, Athens, Greece. Those lessons, as Printmaking expert, were apart from my working hours though the remarkable desire for creation of the pupils and the thankful pleasant feelings I received were enough for me. I also have to mention the collaborative spirit of all the School Principles. Without their support it would be very difficult for us to achieve those results. I will always keep in memory the enthusiasm of all the Greek participants in this activity as I personally experienced it. Links to final product: We used the twin space platform as a safe way for communication, exchanging materials and students creations. Also, we used the School pages to upload the results of the works created and the foundersâ&#x20AC;&#x2122; blogs. http://14dim-iliou.att.sch.gr/contentsFolders/0700drastiriotites/drstr10Texni&Sxoleio/2016-0518_xaraktiki/2016-05-18_xaraktiki.htm http://blogs.sch.gr/arteducate/category/e-twinning/the-art-of-printmaking-as-a-pedagogical-tool/ Students present their work and teach the others. https://twinspace.etwinning.net/15908/pages/page/130725 https://twinspace.etwinning.net/15908/pages/page/127250 https://twinspace.etwinning.net/15908/pages/page/127246 https://twinspace.etwinning.net/15908/home

Title of the activity: Creating dances Betina Astride, Portugal, Vale de Figueira Primary School Subject: Music and Physical education Competences that were developed: Cultural awareness and expression Age of students: 7 â&#x20AC;&#x201C; 9 years old Partners and countries involved: Josipa Blagus (Croatia); Lela Basiladze (Georgia); Loredana Popa (Romania); Raif Vatansever (Turkey); Sophia Kouzouli (Greece); Tetiana Kostropav (Ukraine); Valerica Danaila-Mititelu (Romania). Tools that were used: Internet (YouTube, TwinSpace, Blogger, Facebook, Twitter), printer, scissors, video camera, iMovie. 24

Description of the activity: 1) We looked for traditional music from the other countries in the project (YouTube); 2) We asked to our partners for confirmation about the veracity of our research (Facebook); 3) We listened to the 6 different songs several times (YouTube) while pupils tried some free movements alone or with a partner or more (body language); 4) Pupils voted on their best choice having in account the purpose of the choice – to create a dance (talks and raising their hands up); 5) We did a second round to vote the two songs with the same points (same as step 4); 6) We chose some of the experimental movements to start an original choreography for the Greek music (talks and body language); 7) We added some more steps to our dance (same as step 6); 8) We designed a schema of the sequence of the movements to realize and to better memorize all the steps (blackboard); 9) We practiced several times (YouTube and body language); 10) We recorded our dance (video camera). Meanwhile, we printed Greek flags (printer) and cut them (scissors) to put in each pupil’s back so everyone can see that is a Greek music. Finally, I added some information to the video (iMovie) and the final product was shared to the world (YouTube, TwinSpace, Blogger, Facebook, Twitter). Note: This activity belongs to the “Art in Us” project: https://goo.gl/I5tCPG Evaluation: It was a great success! Pupils are very proud of their creation, parents and school community applauded a lot, eTwinning partners loved it and the video had a lot of “likes” in social media. Link to the final product: https://goo.gl/IzA00w

Title: “DIXIT” A COLLABORATIVE STORY Emanuela Costa, Italy, Istituto Comprensivo Andora-Laigueglia Subject: Italian, Art, English Competences that were developed: 1. Communication in the mother tongue, 2. Communication in foreign languages. 3. Collaborative skills. Age of students: 7/8 Countries involved: Italy, France, Spain, United Kingdom,Turkey. Tools that were used: Multimedia Board, cards of the game Dixit, pen and paper, pencils, scissors and colurful paper for collage technique work, glue. Description of the activity:

The eTwinning project was aimed at writing a story based on the cards from the game Dixit. Each partner in turn choose 2 or 3 cards and wrote a chapter of the story in the native language and in english. The competences to develop were: - the ability to elaborate a story logically constructed (plot, persons, characters, coherence with previous chapters). - the ability to write sentences well constructed and connected with the chosen pictures in the mother tongue. - the ability to gain vocabulary in english. Syntax and grammar was provided by the teacher. We created a specifica dictionary of terms used: “Dixit Picture Dictionary”. - the ability to create a multi-handed story of numerous chapters published in different ways.

PRELIMINARY ACTIVITY We started with a preliminary activity for creative writing using the Dixit cards for inspiration. The class has been divided in small writing groups and each child has chosen two cards. Each group observed the images of the chosen cards and, together, wrote a short story. Then each child wrote and illustrated the story on a storyboard. The story sequences on the storyboard have been cut and glued on a book made of cardboard. Finally the children have read their story and took home their beautiful books.

TOGETHER WE WRITE A STORY! The first two chapter of the story Dixit have been written respectively by the French and the Spanish children To write our chapter, the third, we read again the first two chapters and wrote them in Italian in our exercise books. At the same time we have created the â&#x20AC;&#x153;Dixit Picture Dictionaryâ&#x20AC;? which has been regularly updated with the new words encountered in each new chapter. I have then explained the structure of the fairy tale and created several mind maps.

Then the children chose the three cards and discussed the plot of the third chapter.

Once the chapter written in Italian was completed we translated it and posted on the TwinSpace. After written or translated each chapter, the children - working in couples or small groups - created the illustrations of the story using the collage technique.

Each partner had the opportunity to write two chapters. We have written chapter three and eight. The final chapter 10 was written by the Turkish children. Evaluation:

The children loved this activity and were always excited to receive a new chapter from the partners and to discover how the story developed. Their creative writing skills have undoubtedly improved as well as their artistic expression. All the material produced: the full story written in five languages as well as our videos can be viewed at: https://emanuelacosta.wordpress.com/progetti-europei/dixit-una-storia-collaborativaprogetto-2015-2016/

Title of the activity: Learning foreign languages Auelia Berusca, Elementary School „Nicolae Titulescu”, Bucharest, Romania Subject : Greatings and personal information - learning Italian, Spanish, Turkish, Slovak Competences that were developed: 1. 2.

Communication in foreign languages; Digital competences

Age of students: 7 years old (First grade) Partners and countries involved: Istituto Comprensivo Andezeno – Italy, ZŠ Komenského 6,Spišské Vlachy – Slovakia, Ceip Ernesto Castro Fariñas – Spain, ICS 3 Chieti Scalo – Italy, 75. Yıl Mühibe Germirli Secondary School - Turkey Tools that were used: SmartBoard, Google Translater, Twinspace of the project Vidtionary Description of the activity This project aims to associate language learning to new communication technologies in order to find simpler ways of learning in children. Taking advantage of the facilities that children have to absorb everything that has to do with new technologies, have created various technological tools that are sure to encourage learning in students. The project encourage the learning of basic issues of languages in the first grade students by using different technological tools that encourage student learning, using ICT as support tools for the development of these classes making a more pleasant and conducive to learning space. Plan activities in which students using technological tools such as games, videos, presentations, they can develop skills in handling basic themes of the languages: -

Use Google Translate to learn the pronunciation of words: Students write a word or an expression using the keyboard smart board, click on the "Audio" icon, listen and repeat. They practice their conversation as a reality with their colleagues. Using videos from partners (Twinspace): Students listen to their peers from partenrs countries and repeat playing Use YouTube videos to learn to speak or to sing: Students love to sing in other language so we use the Youtube to find the most beatiful songs in the partenrs language;

Evaluation It's amazing how 7-year students are getting involved with any difficulty in different activities with which they were accustomed. The activity based on other classes are always available to the teacher if he wants to make a modern education. Students learn through more than a normal class projects. 30

Link to final product - In the Twinspace of the project, each partner upload their videos with the results of language classes for each subject vocabulary. Here I present some videos made during the first semester of this school year and one that we have done a few days ago but which you can see not only the results but the process of learning. https://www.youtube.com/watch?v=5X1Zf0uHjcM https://www.youtube.com/watch?v=7K0KFiQTCu4 https://www.youtube.com/watch?v=Pqxaw6kfgqk

Title of the activity: Photo-Story “Pim auf Europareise” – (The journey of Pim in Europe) Vassiliki Fotinopoulou, Greece, 4th Junior High School of Volos Subject: German Competences that were developed: 1. Communication in foreign languages 2. Digital competence 3. Social and civil competences 4. Sense of initiative and entrepreneurship 5. Cultural awareness and expression Age of students: 14 Partners and countries involved: Brigita Barbaric (Slovenia), Fotini Karagiauri (Thessaloniki), Elke Tertocha (Germany), Malgorzata Janik (Poland) Tools that were used: Google Presentations, TwinSpace Description of the activity: Pim, our dwarf - mascot, began his trip from Slovenia. First station was Thessaloniki, then Volos, Waren, Lipnik and back to Kuzma in Slovenia. In every station the teams took photos of Pim in the sightseeings of each town and through these photos presented their towns and their history to the partners. Pim’s thoughts during this journey were shown in a cooperative photo-story! Evaluation : The students liked Pim’s activity very much, they found it very creative and amusing! They took the photos, integrated links about the sightseeing and wrote down the thoughts of Pim! They waited with anticipation and read with big interest the next parts of the story from their partners and they learned a lot about their towns! Pim took with him from every town as souvenir the basic emblem of the town, prospects with information and traditional sweets, so every post was a big surprise for the eTwinners! They learned a lot about their partners’ towns, they tasted tradition and they felt great joy, when they guided Pim in their towns! Pim’s trip was evaluated among the best activities in the project!

Link to final product: https://docs.google.com/presentation/d/1Pr6MBj2nL3kQMDluGQRhBNZ4yDH5a100l_twutODAU/edit#slide=id.p4 In Twinspace: https://twinspace.etwinning.net/9547/pages/page/80996

Title of the activity: Making an international movie about peace

Diana Gette, Ukraine,Dniprovska school Subject: Sign language, English, Civic education, Music, Social studies, Special needs education Competences that were developed: 1. Communication in the mother tongue 2. Communication in foreign languages 3. Digital competence 4. Learning to learn 5. Social and civic competences 6. Sense of initiative 7. Cultural awareness and expression Age of students: 15-16 Partners and countries involved: Hatice UysaL, Musa YILDIRIM, (Turkey),Valbona Shkëmbi (Albania), Diana Gette, Valeria Korovina (Ukraine), Gimbuta Alina, Mircea Gătej ( Romania), Imen Tekaya (Tunisia), Natalja Varkki (Estonia),Renata Rębisz(Poland). Tools that were used: Moviemaker, PowerPoint, eBook creator, YouTube, TwinSpace, Blogger Description of the activity: The most exciting thing about the project was learning Sign language, which was absolutely new for us. So we looked for resources for learning the alphabet, then some words to be able to introduce ourselves to the partners. We made movies of our introductions. We even made some educational movies to those who want to start learning sign language. Then we go on studying new words concerning “PEACE” and “WAR”. The e-dictionary of sign language was created. Next we started preparing to shoot our movie about the importance of peace. Everyone in our group was assigned a role: actors, director, operator, translator,etc..The scenario was written by my student. The music was chosen by students. We practiced several times. At last we recorded our film and uploaded in TwinSpace and in our blog which was created during the project. Evaluation: It was a great success. We won our regional project showcase competition. We got the national award “Project of the month”. Students were proud of the outcomes, eTwinning partners liked our video. We learnt sign language and became more aware of the importance of peace, tolerance and empathy. Link to final product: OUR MOVIE “We are for Peace”: https://www.youtube.com/watch?v=uUXA6vYy_Ng Our e-dictionary for the project: http://www.flipgorilla.com/p/23837411469461706/show

Title of the collaborative activity: Our Peace Song Andrea Ullrich, Germany, Gymnasium Georgianum Hildburghausen Subjects: English, Ethics Competences that were developed 1. Social and civic competences 2. Sense of initiative and entrepreneurship 3. Communication in foreign languages 4. Cultural awareness and expression Age of students: 14 (I mainly carried out the activities for that with a group of Year 8 students, whom I teach in English and Ethics.) Partners and countries involved: Anna Tobiacelli, Poland; Lina Pereira, Portugal; Daniela Bunea, Romania; Alberto Rubio, Spain Tools that were used: Twinspace, Tricider, Windows Movie Maker, Kizoa, PicsArt, Soundcloud, MIT AppCreator Description of the activity Our aim was to create a song about peace in all five native languages of the partners and English. First we created a stanza in German and English and the tune. Then each partner contributed a stanza in their mother tongue and English. Each team recorded their part of the song, giving the music a bit of a national touch. All recordings were joined to one sound file. All the lyrics and drawings were published in an e-book. To mix all the languages we created a little game with cards showing a verse in a mother tongue on the one side and the English expression on the other. Check here how everything works. You can make multilingual stanzas and even sing them as we used the original verses partners were singing. https://twinspace.etwinning.net/9597/pages/page/103938 Evaluation Students like their song very much, especially as they have created everything themselves. It was a girl who had created the tune on her piano over the weekend, when we recorded the song they volunteered for playing an instrument or singing small solo parts. Of course, our product is not perfect, but it has something catchy. As one partner didn’t manage to create their stanza going with the tune all the others used we could only join four partners in the final sound file, the fifth contribution is the ‘opening act’. Link to final product https://twinspace.etwinning.net/9597/pages/page/100792

Title of the activity: Fighting for peace Chrysanthi Moschou- Germany, Greek Highschool in Munich Subject: Languages (German, English) Competences: 1. Communication in the mother tongue, 2. Communication in the foreign language, 3. Social and civic competences Age of students: 14-15 Partners and Countries involved: Spain, Turkey Tools that were used: Puppet Pals Description of the activity: Our project is a multilingual project about peace, the title is “Peace is an art). We wanted to exchange our thought about peace, to collect art work from each country (music, poems, paintings, etc.) in order to learn about the concept. While we working on it, there were so many “bad” news, which change our world in a minute (Paris, Brussels, refugees in Greece, European crisis), so there was a question “How can this be true? “ “Who can understand it?”. We thought about how we can tell something about it and we find that we only can do it with humor. So we think about what everybody said, how we want to fight the war with another war and then the words give the answer. On the basis of “fight for”, “kämpfen für” (in German), “δίνουμε μάχες για την ειρήνη” or “παλεύουμε για την ειρήνη“ we wrote our texts about in three languages and make videos, in which Ghandi asks every „Leader“ about, what he/she will do now, when peace is in dangerous. We made three videos and our partners in Spain wrote the Spanish subtitles for the text, which everybody can watch on youtube. Evaluation: It went great. Students not only were happy about the process, to think about what they say, how they say it, to find the right pictures, to imitate the voices of prominent people etc. They liked it very much to use the app (Puppet pals on Ipad) and they were proud to know that we published it. We show it to other student who visited our school and they were excited. Link:

Greek: https://www.youtube.com/watch?v=g7rmySinTls English: https://www.youtube.com/watch?v=0hi5gqaSBzU German: https://www.youtube.com/watch?v=Rpwjra2vhe0

Title of the activity Audio dictionary Efi Douloumi â&#x20AC;&#x201C; Greece 4o Gymnasio Dramas Subject cross-curricular Competences that were developed 1. Communication in the mother tongue 2. Communication in foreign languages 3. Digital competence 6. Social and civic competences 4. Sense of initiative and entrepreneurship 5. Cultural awareness and expression Age of students 14 Countries involved Turkey, Italy, Tunisia Serbia, Lithuania, Romania Tools that were used windows movie maker Description of the activity: The students chose the most beautiful words in the world, they learned the words in the languages of the partner countries. The outcome is a video that is showcasing the most wonderful words in single plays. Evaluation (describe how it went, how students find it, any other remarks) They had a lot of fun and they were creative in acting their role.

Link to final product: https://www.youtube.com/watch?v=OXffYYqsGoE&feature=youtu.be