TRAINING LITTLE ARTISTS FOR A BETTER WORLD!

In February 2020 E. I Alfredo López started an internationalisation process with the aim of offering our teaching staff, families and students the opportunity to learn about new working methods, experiences and active educational methodologies that are carried out in other schools in Europe. We applied for the project with the aim of improving the skills of our participants and that throughout the project they would acquire new knowledge related to art. We also wanted to work on and see the benefits that art can bring in the field of education for children, young people and as an inclusive therapy. We have found that art education has helped our beneficiaries to get to know themselves better, and they have been able to express their inner world and express their imagination and creativity. With this project, we also wanted to improve the knowledge of the teachers and volunteers involved in the project in relation to art and its educational implications. The needs of the project were set out in the specific objectives, and these have been worked on during these 18 months.

The general objective of this project has been to stimulate the integral development of children from an early age through artistic expression. Artistic expression is understood as a means that helps to develop creativity, free expression and personal autonomy. The specific objectives on which we have worked have been: 1. To experiment with different artistic techniques in order to facilitate the knowledge of emotions. 2. To make the whole community aware that inclusion and diversity is an elements of wealth. 3. To offer an artistic education adapted to the needs of each beneficiary. 4. To promote the use of new technologies as a tool for the knowledge of art. 5. To promote care for the environment by using recycled material as an artistic element. 6. Exchange experiences and good practices with other educational centres, associations and NGOs that have experience working in arts education. 7. Train teachers/volunteers and people involved in schools, associations and NGOs in new methods and approaches to learning and teaching that promote the use of art as an educational resource.

1. Initial project coordination meeting. To review the project, clarify doubts, set dates and go over all the activities to be implemented. 2. Possibilities of the aesthetics of the natural environment in the development of preschool children's creativity. Exchange experiences, and educational methodologies and learn to work with elements of nature as a means of artistic expression and emotions. Digital Art. Participants had the opportunity to experience creative techniques through technology, as well as to learn about social inclusion projects. 4. Art Fair. The activity consisted of 2 parts. Workshops around the theme of art in which teachers, students and families participated; and a second phase which consisted of training and dissemination of the project, with an exhibition, a round table and the presentation "Transforming Metaphors of Early Childhood Education". 5. Final project evaluation meeting. The activities that formed part of the project were analysed in depth. In addition, the material that has been developed, videos, photos and the digital publication that compiles the good practices were shared. Monthly coordination meetings 7. Development of the website and social media

The tangible result of the project has been a Tool Kit, where activities and good practices have been compiled. In addition, we have been able to establish a solid network of collaboration with the project partners. On the other hand, and also as a result of the project, the implementation of the different activities has meant positive growth for all the partners: 1. International projection. The project has given us the opportunity to work at an international level, getting to know other educational centres, with other working methodologies, activities and experiences. Each partner has been able to share their work methodologies, taking us out of the box and making us work as a team. 2. Acquisition of key competencies by the staff involved and the pupils. Thanks to the different activities we have been able to develop different key competencies, such as: - Digital competence - Personal, social and learning-to-learn competences. - Competence in cultural awareness and expressions - Competence in linguistic communication 3. Involvement of families in activities. Satisfaction with the results obtained and high motivation to participate.