Contemporary Arts for Special Artisans

Through the activities and mobilities of our project, all the school realities involved have benefited and have become aware of realities of different levels of learning with which they have colla...

Through the activities and mobilities of our project, all the school realities involved have benefited and have become aware of realities of different levels of learning with which they have collaborated and produced significant results. Students, parents, teachers and territorial realities have seen exchanges of methods and good practices by creating artistic products visible in the social and territorial realities to which they belong. The exchange has been further significant also from a communicative point of view thanks to the use of the English language and also of other types of language relating to children with serious physical and sensorial disabilities.

Through the objectives programmed by the partner countries, we have implemented all forms of art and sport in all schools, but the mobilities have made it possible for the partner schools to implement the focus of responsibility that each school had as a task: specifically, Italy has implemented design activities and knowledge, Spain has implemented activities related to the field of music and singing, Denmark has implemented drawing in all its forms and materials, Turkey has implemented sculpture.

Students with disabilities, their families, educators, citizens were involved in every school activity on site and during the mobilities. In particular, Italy was responsible for dissemination through social media, platforms, the logo and also maintaining the relationship between partners on a weekly and monthly basis. Exhibitions and video viewings related to the products created both in itinere and during the project mobilities were organized in each partner school. The CASA project website was accessible to all and enhanced knowledge, dissemination and the approach to possible future collaborations. Parents and all users of European schools were also able to communicate through radio days created to maintain communication and to check the status of the project, for example the Erasmus Radio Day.