"In our project ""MOVIEing through art into the future"", everything is about film and art. During the 3 project years, students and teachers from 6 different countries (Germany, Italy, Turkey, England, Portugal and French Martinique) have worked on these two topics. Our main goal was to increase students learning motivation by using innovative and attractive teaching methods. Media pedagogy fascinates most students, but is still very little considered in the school curriculum of many countries. The pupils involved were between the ages of 11 and 17 and attended classes 5-11. The participating schools have been selected very differently, rural, big city and also an island. The students come from different cultures and social environments.During the 3 project years the participants got to know their own city / region / country better by means of different media. Three short films were shot about ""The beauty of my territory"", ""Leisure time places, culture and own region facilities"", ""Art and outstanding architecture in my area"". In the end, a patchwork film ""The Ideal European School"" has been shot. We have conducted 6 workshops with pupils in which the students from all 6 countries had the opportunity to get to know each other better and share ideas. These workshops were an enrichment for all participants, families and schools.Participants have acquired and improved media competences during the project and can also use them in other projects in the future. Both students and teacher have learned how to plan film projects and deal with digital film technology and editing programs. In the course of the project, films have been created that present regions, institutions, cultural peculiarities and local architecture. In order to facilitate the exchange of films between the partners, the films were partly shot in English or had English subtitles. A side effect of the project was the active use and immersion of the English language. There was a lot of room for creative ideas, the participants learned a more about institutions and cultural peculiarities in their own regions and had the chance to compare their region with those of their partners. The participants learned more about new professional fields, which are normally outside of their daily experience. The results were spread over the Internet, where anyone who is interested can see them. The final result presented a special challenge for the participants. After the children had met many schools and ways of life after the journeys, they wanted to get together the best parts for the ""Ideal European School"". Thus, after a common storryboard, a film had to be created, which was filmed by the respective national teams and then made into one film. Questions about the ideal climate, the best school building, the most effective learning methods or the most tasty school meals were discussed. The result is a film showing an ideal day of schooling with all the European facets that the participants of the project could offer. This film is informative and entertaining at the same time."

"The project idea arose during an Erasmus trip to Italy with children. While in Florence, we stumbled upon an exhibition that was showing a major retrospective by Bill Viola. The children were fascinated and we saw the potential of the Bill Viola Method for a future project. Bill Viola is one of the leading contemporary video artists and is internationally known. Among other things, he shoots short videos about paintings, he lets actors re-enact the scenes and so feels his way to the moments before and after the actual picture. These videos are shot in slow motion and without sound and offer the viewer the opportunity to deal with the interpretation of works of art in an action-oriented way.We started the partner search via eTwinning but included one Italian and one Turkish school from the previous project. In the end, we were six schools from Germany, Italy, Turkey, Bulgaria, Greece,e, and Romania. The project application agreements were very binding and detailed, so that all participants got to know each other before the start of the project. The children and parents were also included in the planning. We decided for the name ""Rembrandt's Movie Camera"" to make it clear that we will deal with paintings by the Old Masters and that this concern should take place through the cinematic discussion. We also established contacts with the museums in advance to ensure that this work with children is even possible.The “Rembrandt's Movie Camera” project started in September 2018. Erasmus groups were formed in the partner schools and the public was informed about the projec and its development over newspaper and social media platforms. The first teachers' meeting took place in Istanbul. Here we had the opportunity to get to know each other personally. We dealt intensively with Bill Viola and explained our options for putting the subgoals into practice in the future.In November each school set up an Erasmus wall newspaper, which was constantly updated. A logo competition was carried out in the individual schools and the first evaluation questionnaire was drawn up. The questions were then filled out online in the schools and the Greek partners collected and evaluated the results. In addition, each school produced a Powerpoint or a short film so that the pupils could get to know the partner schools virtually. Many children took part in these presentations, so a large number of children were involved in the project. The visit to Germany took place in November 2018. The work in Germany was very successful, because each partner school immediately started at home with the production of the short film ""Our Artwork"" using the Bill Viola method and made the results available to everyone on eTwinning. The search for national old masters was not so easy in Romania and Bulgaria and broadened our view of European art history. In Schwerin we couldn't find a Dürer or Grünewald either, but a Caspar Netscher, who could be found in the collection of Baroque painting. On May 9, 2019, on the schools celebrated the european day. Collages and drawings were made and the exchange of results via Skype and eTwinning brought the children closer together despite thedistances.The third trip to Italy with students took place in April 2019. The Italian team even managed to get in touch with Bill Viola. Many partner schools have tried this and waited in vain for an answer. Now we had the appreciative answer from America. The trip to Bulgaria in September has clearly shown that our method is successful. In the National Gallery in Sofia, through which the children would normally have strolled listlessly, groups spontaneously found each other to recreate the scenes in the paintings. All children knew the Bill Viola Method and were able to interact with one another in this way.The corona pandemic forced us to cancel the following trips and we also had to cancel our graduation film on Rembrandt's ""Night Watch"". Schools remained closed and attempts were made everywhere to continue education with distance learning (homeschooling). This created a lot of problems, especially because not all children have the technical capabilities to zoom in, skype, or stay in touch on social media. Despite homeschooling, we were able to include another challenge in our program: Based on Bill Viola, the task should be mastered by the children at home alone or with the support of the family. The children were asked to choose a painting from a number of given examples or to look for a painting on the Internet. You should recreate this painting and, if possible, photograph it so that the image detail and lighting conditions come close to the original painting. The photos could be quickly exchanged via Whatsapp and initiated a small competition. So the children stayed in contact with each other despite the school being closed. The secondnewsletter was also sent by email and kept all children, parents and teachers up to date."

Learning is a vital ability of human beings especially in teenagers and the range of 12-15 is critical in their future as professionals. Teachers can create an environment to support learning, but in this case, the student should take the active role. Student’s motivation and compromise are the key points in learning process. Teacher’s work does not matter, if the student does not work, he or she does not learn. On the other side, transnational learning is another important point in motivation that these kind of projects provide. We understand that short-term exchange activities are essential in the project but it is also necessary a close contact during all the project life. In this sense, the use of technology can definitely help us to achieve active implication of students in different countries along the project. As a result of this, this project needs to be carried out transnationally. Our partnership includes five schools from Spain, Italy, Greece, Latvia and Poland and it helps to promote the international dimension of our schools. We have decided to focus the project on five areas: Maths, Science, Arts, Sports and Culture Heritage. Each of these skills is accurately selected taking into account the partners’ needs, background and what they especially can offer in terms of inclusion and emotions. In this sense, Arts is the best way to allow students to express emotions, creativity and the possibility to know and appreciate different cultures around Europe. Sports, on the other side, is well-known as a way to foster inclusion and equal opportunities as well as a healthy life style. It is also linked to fair play in competition that we like to promote and Sports is another way to link easily with society and external entities that are already collaborating with the school. Being Greece and Italy in our partnership, we will look into their ancient Cultural Heritage to understand better our common EU background. Finally, we have selected two traditional competences, key competences in the future of students: Maths and Science. We would like EU TEAM project to have a therapeutic aspect too: many students are very stressed by Maths or Science lessons. The key point in achieving the main goals is the methodology we are going to use for the activities reflected in two practical guides. We propose two methodologies: - Gamification: we propose a structure gamification because it implies using videogame elements but activities are not game-based. The correct application of the videogames principles can have a strong impact, becoming a transforming force together with other learning methodologies. In all the exchanges there will be transnational competitions with the Olympic spirit. - Cooperative learning in a context of open space technology (OST): Our aim is to show that in small groups students can learn and cooperate regardless of the linguistic and cultural differences or obstacles. They will be pushed to progressively dismiss their individualistic behaviour and enjoy the process of investigating, discovering, elaborating and creating together with their own schoolmates and international peers. Therefore, activities proposed will be: - Challenging, funny and interconnected. - Suitable to work in teams and using ICTs - English as the main language but respecting minority languages as Valencian, Italian, Greek, Polish or Latvian. Students will create and update along the project their Europass. - Showing the culture and heritage connected to each area. The engaging activities are supposed to change their attitude towards Maths or Science and raise their self-confidence. We also hope that cooperative learning and teamwork enhancing activities in EU TEAM project will develop our students' social skills. Active participation in the project will be a beneficial alternative to the time spent online. The real impact is to apply the two methodologies in a real learning environment when the project finishes, in this sense it is essential: - The evaluation we do of the whole project but mainly activities during the selection and short-term exchanges. - The two practical guides we will design (gamification and activities) using open license and available and free to everyone. Finally, it should be emphasized that to guarantee the success of the project we have decided to: - Start contacts like the Italian partner has already done with local authorities to support the project. - Organize a teacher training activity in gamification and cooperative learning. - Organize five exchange activities with students, one for each topic trying to reflect the interconnection of all the fields selected - Agree in safety conditions for all the participants. - Allow teachers to do job shadowing in each school. - Organize regular local and transnational meetings using ICT tools (email, videoconference, whatsapp, Google Drive) and also a coordinating meeting in September 2019. - Set Etwinning project and blog.