Landscapes - Successful practices between art and education

<< Background >>Language, starting with our native one, is the key to understanding all other subjects and curricula. If a student cannot read, interpret, reflect, and make conclusions of a written text, his/her learning ability will be seriously compromised. By the New Skills Agenda and the Council Recommendation on key competences for lifelong learning, there is a need to raise the level of achievement of basic skills, namely in literacy and learning to learn competences. The European Council (2019) informs that a considerable percentage of pupils surveyed by the European Survey on Language Competences (14% for the first language) do not even reach the ‘basic user’ level. In our past fieldwork, language teachers identified difficulties in capacitating students to deepen their analysis, interpretation, and conclusions on literary works. Given the importance of language learning for the full development and social inclusion of students, and the difficulties felt by language teachers across Europe, we came up with this intervention that brings dynamics and innovation using artistic practices when approaching these subjects, benefiting teachers and their students, especially those who face Fewer Opportunities (FO). << Objectives >>By training teachers and supporting them in the implementation of theatre methods for the teaching of native language and literary works we help them raise their abilities to promote not only literacy and multilingual competences in students, but also other important ones: personal, social, learning to learn and citizenship. The transnational and virtual dimensions of the project promoted cultural awareness and expression, digital and entrepreneurship competences among the participants. 1. General objective- Contribute to developing a quality and inclusive education system in Europe, especially considering students with fewer opportunities (FO).2. Specific objectives- Teachers have more skills and tools to implement innovative artistic practices for the teaching of first language courses and literary works of school curricula;-Teachers have increased competences to foster in students Key-Competences for Lifelong Learning (KCLL);-Students, especially with FO, are more motivated to actively participate in learning processes of their first language and more open to KCLL development opportunities.<< Implementation >>We implemented 4 activities:- Project Management and Implementation Support: This activity promoted the quality and the achievement of expected results, benefiting organisations and their staff, participants, and stakeholders that were in contact with the project (included: planning; preparation; execution; follow-up); - Preparation: This activity comprehended all the preparation phase (included: participants preparation; virtual mobilities);- Transnational Working Session: This was the activity of the project, where we deepened the competences development in teachers and defined the intervention done locally, with students (duration: 5 days + 2 travel);- Mentoring and Follow-up: This activity was the culmination of a process of training teachers and its realization with the targeted students.<< Results >>1. Tangible Results-Informative and audiovisual content developed and disseminated for target-audience, stakeholders and general population;-4 Artistic events (live-streamed);-Guide for teachers – a guide to implement theatral practices in teaching literary works;-Booklet.2. Intangible Results-Teachers have increased competences to apply artistic practices to the teaching of the first language and literary works included in school curricula;-Teachers have increased KCLL;-Teachers have increased familiarity with methods and tools to promote quality and inclusive learning environments and to foster lifelong key-competences in students;-Teachers have increased feelings of professional satisfaction and motivation;-Students (especially with FO) are more motivated to actively participate in the learning processes of first language courses and literary works included in school curricula and are open to developing KCLL.