S'engager artistiquement pour l'égalité des genres et une perception plus éclairée des médias

<< Background >>When submitting the application, we identified several needs:A need to open our students to international mobility and break the psychological barriers that dissuade them.A need to provide access to diverse and varied cultural and artistic places, with cultural and international openness for a public which suffered from cultural isolation.A need to develop the linguistic skills of our students who are generally not confident in their abilities to communicate in a foreign language.A need to Promote open-mindedness and the development of critical thinking, particularly on the very current issues of disinformation and gender inequality.A need to Encourage the personal commitment of everyone in a collective and artistic project.A need to bring partner schools into a culture of international cooperation by strengthening existing partnerships and training teams.<< Objectives >>We wanted to enable our respective educational communities to actively engage in the promotion of gender equality and the fight against disinformation through collective artistic creations adapted to contemporary issues and media uses while raising awareness of our students of the usefulness of developing their key skills.Our objectives were therefore the following:Develop artistic, cultural and European openness.Promote intercultural and linguistic exchanges through real and virtual meetings. Allow students to exchange and communicate, collaborate on a unifying project and, on this occasion, strengthen the international cooperation of partner establishments.Raise awareness of contemporary societal issues such as misinformation and gender equality.Develop critical thinking regarding the media and contemporary information vectors.<< Implementation >>Four workflows were designed with the aim of uniting participants around committed artistic creations, linked to the chosen themes. Each module was the responsibility of a partner, and centered on an artistic field (sound arts, visual arts, bodily expression, video). During the implementation of each of these modules, each partner welcomed a delegation from the 4 others during a week dedicated to the collective production of artistic works. These weeks of creation were preceded by two remote work sessions aimed at providing the necessary knowledge to students, and followed by a period of dissemination (exhibitions, publications in the press, Erasmus Days, radio broadcasts).During the mobility week, the participants' time was divided between actual creative activities and visits related to the chosen artistic field. (Cf annexe 1 rétroplanning)<< Results >>At the end of the project, different works of art were produced and exhibited in the 4 countries participating in the project, in the form of a cumulative exhibition.10 audio creations, 3 murals and various sculptures, a choreography and 5 silent theater scenes, 9 motion capture videos were produced by the students in working groups bringing together the 4 nationalities.Around these creations, the students created numerous documents, including guides to avoid falling victim to disinformation, sketches on gender inequality, a review on disinformation during the Russo-Ukrainian conflict, infographics, slideshows on cinema shooting techniques.Teachers have produced different teaching guides to explain how to organize such activities with students of different nationalities working in a cooperative dynamic.Concerning other results, the project allowed students and supervising adults to develop new linguistic and IT skills, to break down psychological barriers to mobility, and to learn to cooperate both in person and remotely.