"The European project ""Campo dei Miracoli"", concived to promote innovative ortotherapeutical practices and other related activities in European historical gardens for people with Down's Syndrome and other physical, intellectual and relational disabilities and able-bodied persons, with respect of gender equality, inclusion, creative and interdisciplinary education. The project was conceived in spring 2016, during the first edition of Trisome Games in Florence. The project has been successfully finished, with the goal achieved to improve the quality of life and the social and professional inclusion of people with disabilities between the ages of 18 and 50 and their families, promoting activities, carried out mainly within important European historical gardens, in order to encourage innovative teaching practices and experiment with new forms of museum teaching. In this way, contributing to the enhancement of cultural, historical, artistic and environmental heritage in partner's countries, the project has obtained in 2018 the important recognition of the Italian Ministero dei beni e delle attività culturali e del turismo (MIBACT) on the occasion of the European Year of Cultural Heritage. Achieving these important results has been made possible by the close collaboration of all Project partners. With consolidated experience in the different key areas of the project, each of them has fostered a fruitful exchange of ideas and good practices. The main thread of the entire project was the fairy tale of the world's most famous puppet, Pinocchio, who, with its metamorphosis, accompanied the participants in a real process of inclusion and personal growth, through the significant naming of outputs and workshops. All project partners have promoted activities in their territorial contexts focused on horticultualtherapy: educational meetings, experiential visits, educational courses and workshops that, thanks to the collaboration with important public and private institutions and experienced professionals in the sector, have allowed people with disabilities, with able-bodied students, in fostering a process of learning new botanical and agronomic skills and development of the five senses and their relational skills, thanks to the contact with nature and plants. The close comparison and collaboration between the partner countries has been essential even for the structuring of a course, perfectly transferable in other territorial contexts, aimed at training specialized operators in the field of horticultualtherapy who accompanied the project participants in carrying out activities such as the project and maintenance of therapeutic gardens, with a particular interest in the preservation and enhancement of the rich botanical heritage of gardens and orchards present in many historical gardens. The activities promoted in the three partner's countries have also allowed to develop other activities, such as journalistic writing workshops and artisanal workshops in jewellery or creative reuse of scraps from textile processing - which, always starting from the botanical theme, has involved the participants in further activities, made possible thanks to the synergies and collaborations activated during the two-year project that, as a tangible product of what has been carried out, have ended with the realization of particular ""golden ticks"" that, recalling the fairy tale of Pinocchio, emphasize the concreteness that characterized the whole project. An international scientific committee, made up of doctors, psychologists and members from each project partner, monitored all the activities and the beneficial effects found on the participants that, at the end of each activities, have received a certificate to certify the new skills acquired. Each project activity and mobility and its results have been made transferable through a specifically implemented site and an online sharing and e-learning platform. The videos, made specifically by professionals in the sector and disseminated through the main social media to promote project's results, are very relevant to show the activities and mobility carried out by the participants in Campo dei Miracoli Project and in the visual realization of the philosophy of the Project, represented by the metamorphosis of Pinocchio from puppet to child:https://www.campodeimiracoli.eu/https://www.youtube.com/watch?v=IkxA3Zy2BZo&fbclid=IwAR087q2hrrSRLKwa-CjCumwmJoQgV5YCmrnnhUDxjjN7bNxRTIGWbnVnF94"

MUS-E Amigos em Direto (Live Friends – LiF)Context:Digital communication tools have entered the daily lives of schools in the current COVID-19 pandemic. However, due to its urgent implementation, its understanding remains basic. It is justified to invest in these new media, because they will be powerful tools in the future of the new generations. The MUS-E Program maintains an international network of artists, with its own methodology, working on inclusion by artistic practice in Basic Education, in academic time and in coordination with teachers. Description of activities and methodology:The MUS-E Live Friends Project (MUS-E LiF) will incorporate a structure with 7 partners and their previous experiences will be seen as complementary. It will be developed in 4 regions / municipalities: Asturias, Budapest, Leiria and Kassel. It will involve about 90 teachers, 900 students, 30 artists and 25 technicians from the 4 countries. More than 80 volunteers and trainee students from higher education will collaborate. It will involve the families of the students (about 500 people) and the community (about 2000 indirect beneficiaries). The MUS-E LiF will therefore integrate actors from the teaching sector (teachers, students and auxiliaries) and actors from the culture and creativity sector (MUS-E artists). MUS-E LiF aims to connect basic education classes (6-10 years) from 4 European countries within the MUS-E school network using modern digital synchronous and asynchronous communication tools. The duration of the MUS-E-E LiF (24 months) will be divided into 4 periods sensitive to the school calendar and in each, classes of different nationalities will be asked for communication and development of work proposals.The content of these proposals will be that of Artistic Expressions, to be developed in the project sessions, in school time, in collaboration and international coordination between teachers and artists. These activities will be the subject of formal presentations, online, open to the educational community and recorded for future memory. In parallel, synchronous and asynchronous knowledge exchange activities on schools, communities, languages, uses and customs will be promoted in order to strengthen European ties. Families will be invited to participate, helping students make their contributions.Interspersing these working periods, each country will hold a transnational meeting in which representatives of all partners will participate, for preparation (briefing)of the next period and reflection on the previous period (debriefing). The second meeting will be transnational formation, taking advantage of the teachings of the first period, launch and great learning. The last meeting will be only debriefing and compilation of good practices. Coordination meetings will be held between project partners and representatives of the educational communities of each municipality. Goals:The MUS-E LiF Project, assumes the following objectives, coinciding with the expected results and impacts: The promotion of students' creativity in artistic expressions (music, dance, movement, theater, visual arts...) and their adaptation to the digital universe. The promotion of digital, synchronous and asynchronous media within the school community. The promotion of European cohesion, from the ages of basic education, through knowledge, understanding, acceptance and online interaction with international counterparts. The integration into the local and international group of disadvantaged children (and their families), by broadening their horizons and motivation for school and for the future. Outputs:The result of the artistic practices developed by the students, in multimedia materials, open and available to the educational community. Reflection on the work performed during the Project and the compilation of experiences and good practices, for dissemination through digital e-twinning platforms and social networks. The preparation of a report with the evaluation process (initial, process and final evaluation).Results and Impact (according to the established objectives):Students will enjoy: International contact with their counterparts. Strengthening European perception and identity. Practice of digital communication technologies and multimedia production. Promotion of creativity in artistic expressions and in its adaptation to the digital universe. Motivation for school attendance, by submitting proposals of high interest. Integration of disadvantaged or at-risk pupils from social exclusion and their families by broadening their social horizons.Teachers and artists will enjoy: Access to international contact with their counterparts. Practice of digital communication, translation, and multimedia production technologies. Practice of coordinating artistic and educational activities in an international context. Practice of their own artistic expressions, in an international context.

Coordinator: Fundación Yehudi Menuhin España (Spain).Participating entities: International Yehudi Menuhin Foundation (Belgium), AssciaÇao Menuhin Portugal (Portugal), MUS-E Deutschland (Germany), MUS-E Magyarország Közhasznú Egyesület (Hungary), Caritas del Erzdiözese Wien (Austria) y The Jaffa Institute (Netherlands).Other collaborating entities: The Jaffa Institute (Israel), University of Evora, University of Extremadura, University Complutense of Madrid, University Autónoma of Madrid, University of Budapest, l'Université libre de Bruxelles and Catholic University of Lovain.Project of innovation for equity, diversity and inclusion from a pedagogical-artistic approach and development of emotional intelligence. It allows the improvement of the skills of students and the training of educational professionals in new tools. Creation of a practical methodology to be effective against the growing complexity and diversity of European classrooms, reducing dropout and improving learning through Arts. Implementation of products and methodologies of good practices of permanent exchange between formal and non-formal learning. Application of an interdisciplinary approach.Objectives:1. Creation of a network based on a methodology of socio-educational intervention through art as a tool of transformation that supports the development of individual skills in education and promote entrepreneurship based on a theoretical and practical methodology of competitions.2. Exchange between formal and informal learning that promotes the work by competencies.3. Development of emotional intelligence to encourage imagination, creation and entrepreneurship.4. Preparation of materials that collect the experience and enable the training of future professionals of the national networks of each participating partner.5. Promotion of the entrepreneurial capacity of the participating professionals, in order for them to create networks and models of good practices that promote active citizenship and social entrepreneurship.6. Training of artists, and support the creation of jobs for professional artists in the field of education.7 Supportive collaboration from an intercultural perspective.8. Promotion of cooperation between regional authorities, ministries of education and municipal administrations. Implementation of integrated models of education between participating countries.Project Description:It is an international project that has directly benefited 1339 professionals (teachers, management teams from schools, pedagogical coordinators, psychologists, educators and social workers, artists and technicians of public administration). The project proposes the training of these professionals to implement their work in the field of education in primary and secondary schools to improve social cohesion. The project has an intersectoral character since it implies responsibles for different educational environments: management teams, teachers and parent associations (at school level)), local public responsibles, autonomic, regional and national responsibles, associations and cultural enterprises (training artists), internships and volunteers. The project is linked with the acquisition of new methodologies that foster creativity and entrepreneurship, and is based on a process of learning and service.Each country implemented a training meeting attended by 779 professional members of its national networks. The training was managed by a team of specialized trainers, ambassadors of good practices. This team (composed of 21 people) was multidisciplinary (it will include artistic and pedagogical disciplines) and multi-sectoral. Each trainer provided artistic, social and/or pedagogical specific and differentiated teaching. The training team rotated through all participating countries.Training meetings consist of initial theoretical training (2-3 days). Once the theoretical training has been finished, participating professionals receive practical training (additional 2-3 days) in different institutions of the training hosting country, based on observation and participation in artistic workshops, sessions and training laboratories in schools situated in areas of priority attention. The workshops were held with children, their families and their teachers. During these practical experiences participating professionals learned how to implement the practical application of social and pedagogical tools acquired in the theoretical methodological training.There were also meetings of coordination, planning, monitoring and evaluation of the process, which counted with the presence of partners of the project, as well as experts in pedagogical-artistic methodologies in the field of the European Union.Intellectual products: European methodological guide of socio-educational intervention through arts, Evaluation report, multimedia good practices guide and a WIKI space (http://fyme-erasmusplus.org/arte-motivacion)

Educarte is a 24-month project, with 9 partners from 5 countries. The project explores how to promote European identity and intercultural dialogue in 8 European public schools through Art in order to strengthen the creativity of minors (the vast majority of them of immigrant origin and at risk of exclusion) and develop digital competence and their empowerment.The 8 schools are characterized by being located in areas with a high% of population of immigrant origin in Madrid, Turin, Terni, Évora, Budapest and Brussels. We include an integrated gender approach, analyzing the role of women, invisible in the past, within the framework of the European Defense of Human Rights and Memory.Beneficiaries1,500 minors, adolescents and young people who lack a European cultural identity, plus 300 family members (80% of them of immigrant origin and at risk of exclusion)700 educational and artistic professionals trained in national training spaces and international meetings100 volunteers1,200 people participate indirectly in dissemination events through Art, reaching 3,800 direct and indirect beneficiaries Activities6 meetings in Madrid, Terni, Ghent, Turin, Évora and Budapest, that include coordination and follow-up meetings (economic, logistical, pedagogical, organizational, evaluation, IT and methodological), and meetings for the exchange of good practices.1,280 theoretical-practical laboratories (160 per school) implemented in schools during school hours by experts in European identity and intercultural dialogue (theoretical part - 15%) and by artists (practical part of internalization through Arts - 85%) in the 8 centers in 5 countries.+30 micro-videos created by minors to develop their digital competence and be protagonists of the project.5 training actions with educational and artistic professionals on creativity and art for the development of skills with minorsMethodologyA participatory methodology will be implemented, based on art and creativity, incorporating specific tools from the artistic world and non-formal educational pedagogy - conducting laboratories and practical workshops with an integrated gender approach - into the formal education in European identity.GoalsPromote equal opportunities for minors and families at risk of exclusion through the creation of a NETWORK of schools.Train in new pedagogies and learning models favoring the development and digital skills, based on creativity and art and European identity, active citizenship and intercultural dialogue.Train teachers and educational professionals by an international team of artists and experts in European identity through Arts.Develop digital skills with minors following a practical modelWeave networks between institutions and administrations with competences in the educational framework of public schoolsPrepare support materials and videos to allow the implementation and replication of resources and tools in other schools and entities.Disseminate good practices and work carried out through websites and social networks.Involve families, minors and teachers in order to take action.Conduct an evaluation.Get the involvement of volunteers.ResultsAn innovative project is carried out promoting equal opportunities.An intervention NETWORK is created, with the participation of 8 schools and 5 universities and +50 administrations and entities.The participants are provided with tools to find creative solutions that will allow them to face new challenges.Digital skills are favored trough creativity, enhancing a creative development.The European identity as a common space is worked through arts, an active citizenship approach, and through tangible and intangible heritage and intercultural dialogue.An international team is created specifically made up of artists and multidisciplinary experts from 5 countries.6 international meetings are held to exchange good practices.Professionals from the educational and artistic world are trained in the project methodology.Exchange is encouraged and experiences are shared between 8 schools.At least 40 collaboration agreements are signed on the matter of European Identity & Arts between NGOs, foundations, universities, schools and other entities.Didactic materials are elaborated with methodological and didactic recommendationsCommunication and dissemination work is carried out. There is a specific EDUCARTE website, available to the general public, allowing dissemination and exchange. It works as a virtual resource center.Two dissemination events are held about European Identity and Arts in Brussels (European Parliament or Embassy of Spain) and Madrid (European Parliament Headquarters).Evaluation is done.At least 100 volunteers have participated.

"<< Background >>The partner entities, from a previous joint analysis and reflection work, consider that within the framework of the 2030 Agenda and the promotion of the Sustainable Development Goals promoted by the UN, it is necessary to promote inclusion and equal opportunities, mainly of people with disabilities, who are undoubtedly doubly vulnerable and sometimes invisible. Promoting the participation of people with disabilities or special educational needs in carrying out activities of an artistic and cultural nature, to help generate parameters that guarantee an inclusive, equitable and quality education, in line with SDG 4.It will be done in a positive and friendly way, not from the vision of the deficit, but from the potential and capabilities that these minors have and for this we want to use the tools that art facilitates us to value all their potential, because before the Art we are all the same, and creation and imagination have no physical limits, nor psychological is just a matter of where we look. Build a more inclusive, safe, resilient and sustainable society where no one is left behind, in line with SDG 11.We request it due to the need to work in the educational context, to alleviate situations of inequality to which people with disabilities seem more exposed, in specific special education centers and primary / secondary education, with students with special needs. In all the centers we will work during school hours and with all the students, so that there is a real inclusion between students with some and other abilities, we believe that inclusive work is very important, each setting aside their potential.In addition, a professional line linked to artistic work will be generated when they finish their schooling, something very novel since most of the alternatives are linked to physical work (carpentry, gardening, ...). We want to promote inclusive and sustainable economic growth, employment and decent work for all, in line with SDG 8. Based on art and culture as a vehicle for inclusion, EMOCIONARTE seeks to generate actions that allow achieving SDG 4, 8 and 11 particularly.In education - and also in employment - the construction of citizenship is a key aspect and, logically, in them the promotion of people's awareness and participation as active citizens. With the purpose of ""leaving no one behind"" EMOCIONARTE aims to promote personal autonomy and active participation, education in values, learning throughout life, as well as the achievement of personal skills, involving both educational institutions, such as foundations and organized civil society. EMOCIONARTE intends in turn to give tools to teachers who work with minors with special needs based on non-formal methodologies through Art, using a language that they do not understand about disability. The project will help teachers to find new skills in children.It is necessary to generate good practices that help establish an inclusive and equitable education, where from the art, transversal teaching-learning processes are generated that promote responsible citizenship among students, supported by the principle of inclusion. The knowledge of new employment opportunities for people with disabilities will be promoted, not only as recipients of the offer, but also for the generation of opportunities, and that allow their emotional and personal development, showing capacities beyond the physical ones. Additionally, one of the expected results of the project implies an increase in the participation in occupations that are significant for the participants, which will increase their participation in different contexts (not only educational or professional, but also in the field of leisure and recreation).<< Objectives >>We want to apply the development of emotional intelligence and art as a model of intervention with minors with disabilities, influencing the exchange of good practices to favor the inclusion of minors, their entrepreneurship and training for employment through artistic development. Working in specific centers and ordinary centers with students with special needs, since we believe that it is necessary to provide verified practical methodologies, pooling the different experiences in the partner countries, so that the policies of each country for defense are collected. of an education for all, accessible and of quality, from practical actions. Collecting a profile of beneficiaries marked by their family situations, of possible exclusion not only as a problem of material deficiencies but also a lack of expectations and skills.Goals:1. Share good training practices with minors with disabilities and generate reference models that can be replicated to improve the inclusion of these groups from the point of view of art, which contribute to guarantee an inclusive, equitable and quality education, in line with SDG 4. We involved 15 centers, with specialists from different areas (teachers, social workers, educators ...) and different administrations (city councils, social policy departments, education, culture and universities), to weave a network that allows supporting and sustaining inclusive projects so that society see the potential of these people.2. Create “amateur artistic companies” (dance, choir, theater) made up of minors with and without physical and / or mental disabilities, promoting their active participation and carrying out artistic activities that allow a more inclusive, safe, recipient and sustainable society, in in line with SDG 11. We will introduce people to the artistic world who, due to their disability, are often marginalized, helping to overcome prejudices that disabled people have more limitations when faced with the artistic event and, by extension, with other social and cultural facts .3. Promote the improvement of the quality of life of people with disabilities, their personal and cultural development, developing their personal autonomy, empowerment, entrepreneurship and their ability to excel, in order to enhance self-confidence and security, their levels of self-esteem and their self-concept. We will facilitate the development of sensoriality, sensitivity, affections and emotions and their cognitive potential, favoring learning situations and the acquisition of a positive way of communication with the environment.4. Develop educational actions of theoretical-practical training with artists, educators and other participants in matters of social skills, artistic area, creations of productions and shows with minors with other abilities.<< Implementation >>Prior to the start of the project. Presentation of the project to different administrations, entities and educational centers for their knowledge and involvement. Presentation in Extremadura, Asís-Terni, Budapest, Évora, Eberbach-Dottingen and Brussels of the project to different administrations, entities and educational centers. It is carried out before the start of the project, financed 100% by the partners.Creation of teams in each country. Official appointment of the project coordinator in each country. Signing of bilateral agreements between partners and coordinator, and of agreements with collaborating entities. Selection of educational and artistic professionals to develop projects in schools with minors with disabilities and the development of mixed shows. EMOCIONARTE artistic team for projects in schools and the development of mixed shows.Web design in English and Spanish and project logoDesign of support and follow-up documents: schedules, models of courses and meetings, evaluation report includes surveys of transnational meetings and actions: Design of the show / concert model, Production, Assembly, Choreography, Scenography, MusicMethodological and training and entrepreneurship materials, and image rights protocol modelGraphic material - videos of work done: small videos ""getting excited making-of""Carrying out a communication plan for the shows, dissemination on social networks, YouTube channel, best practice videos.Workshops direct intervention with minors - 1,440 hours during school hours. Training for minors, creation of amateur companies and model of artistic show to be carried out /National adult training meetings in 6 countries on how to promote work with people with disabilities through art. Spain, Belgium, Italy, Portugal, Germany and Hungary (it is planned to carry out 1 annual training per country) in which the Methodology applied in EMOCIONARTE is disseminated to the local and regional educational communities of the collaborating entities of the project.6 shows open to the public. Each show is performed 3 times. Therefore 18 representations that can be replicated in different spaces of the participating municipalities. The shows will have public and / or private municipal support and will be free. 6 international coordination meetings EMOCIONARTEWork in 15 schools: Los Angeles, Proa and Ponce León (Extremadura), Cruz da Picada and Manuel Ferreira Patrício (Évora), Trixhes, Jean Herbet and IRSA (Terni), Benedetto Brin and Virgilio Alterocca (Terni), Serafico e Sant ' Antonio (Assisi), EGYMI and Óbudai Nagy László (Budapest) and Sonnenbergschule (Ballrechten-Dottingen) with minors and teachers. They are carried out at least 1,440 hours (during 24 months) during school hours. Minors with disabilities receive workshops through different artistic disciplines (theater, visual arts, dance, plastic arts, music ...) that prepare them for mixed shows. In schools, workshops are held during school hours for all students with the aim of working on inclusion.Compilation of all materials for the presentation of the final project activity report.<< Results >>R. 1 A set of good practices has been generated, through the creation of joint companies in 15 European schools and the launching of shows, which help promote an inclusive and equitable quality education, where through art and education culture, transversal teaching-learning processes are generated that promote responsible citizenship among students, supported by the principle of inclusion.R.2 The shows and preparatory work in schools have promoted new tools for future access to employment opportunities for people with disabilities, not only as recipients of the offer, but also for the generation of opportunities that society can offer. And the increase in participation in significant occupations for the participants is achieved, which will increase their participation in different contexts (not only educational or professional, but also in the field of leisure and recreation).R.3 We work with +800 minors (+275 with disabilities), enhancing their autonomy and active participation. +300 minors (+150 with disabilities) participate in the shows.R.4 A European NETWORK made up of 15 schools and +100 entities from the world of education, culture and the social is created, made up of universities, public administrations and NGOs that allow the companies to continue after the project. The keys to success are identified. The model is disseminated in the 6 countries nationwide with the support of social and collaborating entities. Public educational administrations from Spain, Portugal, Italy, Hungary, Germany and Belgium actively participate, since the project is carried out to a large extent within the classroom during school hours.R.5 We have had the participant from AMPAS and +500 families and +170 teachers and educational professionals.R.6 Methodological tools and materials to support entities and beneficiaries are created and shared: Methodological and didactic guide of practical models for the inclusion of minors with and without special needs through art. Active participation guide from art and creativity (universities). Evaluation report.R.7 Make effective communication and dissemination. A specific web page open to the public (with a private area) is created as a virtual resource. The website has +150 permanent registered users and +3,000 visits. +120 news are published. There is a communication plan for the project. There is an image protection code for participating minors. Youtube channel has been created. A biannual bulletin is published with the news of the project, distributed to more than 2,000 users. Videos and material are shared and disseminated. An act of dissemination of EMOCIONARTE is carried out in Brussels (European Parliament)R.8 +25 artists participate that will give rise to an international interdisciplinary team of trainers in inclusion from 6 countries that will continue beyond the duration of the project.R.9 6 shows are produced and +18 performances are carried out. +1,440 hours of preparatory work for the shows have been carried out in the 15 schoolsR.10 6 international meetings for the exchange of good practices have been carried out in a satisfactory manner, holding coordination meetings (16 training hours).R.11 There have been 12 national training meetings for inclusive methodologies through Art (16 training hours) that reach +170 professionals and help to spread EMOTIONARTE in national networks with the corresponding multiplier effect.R.12 More than 100 volunteers with pedagogical and artistic experience participate"