"Six countries were involved in our project TEACH: The European Art Chain. Each country experienced in international projects and with profound expertise in specific art disciplines. Finland: music/dance/media, Spain: painting/cinema, Germany: music, The Netherlands: design/sculpture, Italy: theatre/archtecture, Latvia: folk music and dance.Artistic expression often has its origins in admiration of an existing masterpiece of a different art form.So Michelangelo paints his ""Giudizio universale"" thinking of Dante's ""Inferno"", the novel ""Girl with the Pearl Earring"" starts from a famous Vermeer painting, Ravel and Débussy composed music taking their inspirations from Impressionists' paintings. A film can move from a free interpretation of a novel, a novel from a painting, a painting from a poem, a poem from the views of a city, in a sequence that is maybe never-ending. In our work we emphasized that continuous exchange of materials, narrations, suggestions is part of the play of the never-ending creation, from art to art. We involved European students in ""creative transitions"" through the disciplinary realms of literature, architecture, sculpture, cinema, music, theatre, photography. In this project, from September 2015 to August 31 2017 we explored how art worked as a tool for international language and understanding, both in a historical and environmental way.Art group activities, in a European context, effectively enabled to synthesize many competences (communication in foreign languages, digital competence, learning to learn, interpersonal and intercultural competence, sense of initiative, cultural awareness and expression).During the two years of the project an average of 40 students (per year/per country) were involved in the project. Either at home, at an exchange meeting or both. Students worked at home as well as during the exchange meetings on the different assignments. At home students did research (f.e. research in your own country on design in 20th century/folk music and dance/film genres) on the topic for the next exchange meeting. While at the meeting, the assignments were more into the transition of different disciplines.Teachers monitored the activities but students had to take initiative, devide tasks. Using the PDCA method (plan-do-check-act), the group of teachers, through a practice of action-research, had as their main aim the continuous improvement of the learning process, which is considered very important. Each working group prepared a presentation on the process and the result of their work for a large audiance. Students were free to choose how they wanted to present their product.During the project different groups within the community were integrated in the project. (primary school, home for the elderly, children with (learning) disabilities)Taking part in an international project influenced the student' s life in different ways: from choosing for an international study, increased language skills, improved understanding of different cultures and more open minded towards people to developing cooperative skills and taking initiative and doing research. At the same time parents' ideas on European citizenship. As for the teachers, the experimental use of innovative methods of teaching / learning and the employ of action-research in the teaching practice, in a context of activities based on Art, brought them new insight and ideas for their teaching profession.For teachers, as well as students, the activities included in the TEACH project was a way to acquire new skills, hone new method and internalize new operating processes. The experience gained during TEACH project allows the involved teachers to act like ""baker's yeast"", key-persons, multipliers in the process of disseminating and transferring methods and practices within the educational contexts of each partner-school. Cooperation with foreign teachers was an interesting experience; exchanging differences in teaching methods/didactical approaches and coaching a group of European youngsters from different backgrounds is a perfect tool to diminish prejudices. It encouraged teachers to look from a wider perspective. Teachers increased their personnel development of educational skills, but also exchanged f.e. problems in education in a specific country (financial problems, amount of drop-outs, ICT problems, minority groups, broken families).It made teachers and principles aware of the necessity that we have to implement national projects in our curriculum, as it is our duty to prepare our students for a life in an international context. At school we can develop their international sense and scope. Several PP on the project (one with a general idea and 6 of each meeting will be uploaded on the E+ , so that they are available for other people, eager to work on the same or similar themes and applying the proposed methodology.Participating schools will use their website to show work done during the project."