Doživljanje raznolikosti skozi umetnost.

EVALUATION At the end of the project, teachers answered the following questions:  What did you focus on in this project, what was most important to you?  What did you gain from the project?  What would you change about the project if you could?  What are your plans for the future? Examples of implemented student evaluation Within the project, various evaluation methods were implemented:  Talking about what they learned in the project, what new terms they learned, what they experi- enced, what they remembered the most – making a poster, writing a note on e-slides or small pieces of paper and reporting.  Teachers prepared a booklet for the pupils in the form of a diary, where they daily recorded their experiences, lessons, thoughts, poems or drawings.  Erasmus+ corner was arranged in the lobby, which included a selection of photographs and a record of the experiences and lessons associated with artistic creation.  The final evaluation with the pupils was implemented as a circular review. Pupils were divided into groups that circulated through stations with individual questions. A group started with one question and then moved clockwise. They read previous notes and supplemented them with new thoughts. Set of questions:  What do you remember the most from the project?  What are your suggestions for improving such kind of projects?  What have you learned about cultural diversity?  Have you improved your communication in English?  Did you learn to use any new computer software or upgraded your knowledge of ICT?  How did you start talking to peers from other countries if your English skills were not the best? Where did you have trouble getting in touch? How did you overcome these difficulties?  At the end of the activity, each group presents answers to one question. 192

EVALVACIJA Učenci so ob zaključku projekta zapisali svoje evalvacije na podlagi vprašanja: Kaj si se naučil o sebi, o drugih, o svetu v času trajanja projekta (doma in v tujini)? Izbrane misli učencev »Spoznala sem, da ne rabim biti sramežljiva pri spoznavanju novih ljudi in sklepanju novih prijatelj- stev. Naučila sem se, če sem odprta do drugih, se mi tudi drugi odprejo. Svet ni strašen, če nanj gle- daš z jasnimi očmi in odprtim srcem. Novih stvari se nam ni treba bati. Prav tako sem se naučila, da nekateri potrebujejo več časa, da se odprejo, kot drugi. Vsi pa bi morali imeti toliko časa, kolikor ga potrebujejo, da se odprejo. Doma se po navadi počutimo bolj udobno, a z malo truda, lahko svet postane naš dom.« Živa, Slovenija »Bila sem v več projektih in mislim, da se še nikoli nisem počutila tako udobno s skupino »tujcev«. Naučila sem se ljubiti, kako pričeti pogovor in govoriti angleško. Spoznala sem, da je svet res maj- hen, saj mislimo, da lahko le z osebami iz naše države sklepamo prijateljstva, ker poznajo našo kul- turo, vendar to ni res. Spoznala sem, da je svet lep, drugačen, poln novih ljudi, novih stvari – o čemer ne vemo skoraj ničesar. Zato hvala za te tri tedne.« Maria Ana Rita, Portugalska »Na začetku projekta sem bil sramežljiv, sedaj pa se želim naučiti angleščine, potovati in se pogo- varjati s tujci. Prijatelji in njihove družine iz projekta so bili zelo prijazni. Veliko so mi pomagali. Vem, da bom več potoval in doživel lepe trenutke v drugih državah.« Jakub Kaciczak, Poljska 193

EVALUATION At the end of the project, pupils wrote down their evaluations based on the question: What did you learn about yourself, about others and about the world during the project (at home and within the mobility)? Some of the pupil’s thoughts “I have learned about myself that I do not have to be shy about meeting new people and making new friends. I have learned that when I have an open mind everyone else opens up to me too. The world is not a scary place if you look at it with clear eyes and an open heart. We don't have to be scared of new things. I have also learned that some people need more time to open up than others but everyone should have as much time as they need and we need to give them that time. At home we usually feel more comfortable, but with a little bit of effort we can make the world our home anywhere we are.\" Živa Bregar, Slovenia “I have been involved in several projects and I think I've never felt so comfortable with a group of strangers. I've learned how to love, how to create a conversation, how to talk in English. I've learned that the world is really small because we think we can only create friendships with people from our country because they know our culture, but that's not true. I've learned that the world is such a beautiful place, so different, full of new people, new things, and we don't know almost any- thing about it. So, thank you for these 3 weeks.” Maria Ana Rita, Portugal “I was shy when the project started, but now I want to learn English, travel and talk to foreign peo- ple. Friends from the project and their families are very kind. They helped me a lot. I know that I will travel a lot and spend beautiful times in other countries.” Jakub Kaciczak, Poland 194

EVALVACIJA Ugotovitve Pri zaključni evalvaciji smo ugotovili, da so bili učenci najbolj navdušeni nad mobilnostmi, saj je bila za njih to enkratna življenjska izkušnja, kjer so spoznavali drugačno kulturo, ljudi in njihove navade. Opa- zili smo, da so razvili empatijo in raznolikost med ljudmi doživljajo kot kvaliteto posameznika. Ustvarili so pristna prijateljstva s tujimi učenci, ki bodo verjetno trajala vse življenje. Med njimi je vladalo prist- no vzdušje, ves čas so si med seboj pomagali, se spodbujali v negotovih trenutkih. Posamezniki so odkrili nove talente, ki so se izkazali v ključnih trenutkih in so pozitivno vplivali na ce- lotno skupino. Začutiti je bilo neverjetno ustvarjalno in raziskovalno vzdušje, kjer se je izkazala izjemna izvirnost učencev, podkrepljena s kritičnim razmišljanjem. Tekom projekta so bili motivirani, sodelovalno in povezovalno naravnani. Vedno so bili polni idej, kako nadgraditi dejavnosti, s čimer so razvijali naslednje kompetence:  Jezikovno kompetenco so razvijali s pogovorom, z razumevanjem in interpretacijo besedil. Izra- žali so svoje misli, čustva, mnenja tako v govorni kot pisni obliki, v domačem in tujem jeziku.  Digitalno kompetenco so razvijali z aktivno in kritično uporabo digitalne tehnologije.  Komunikacijsko kompetenco so razvijali v stiku z drugimi ljudmi, tujci, kjer so se urili v govorje- nju, poslušanju in prilagajanju, hkrati pa so premagovali komunikacijske ovire.  Kompetenco reševanja problemov so razvijali v različnih situacijah, kjer so iskali različne možne rešitve in izbrati najprimernejšo, jo uresničiti in na koncu tudi ovrednotiti. Ob tem so razvijali tudi kompetenco kritičnega in analitičnega mišljenja.  Vodstveno kompetenco so nezavedno razvijali posamezniki, ki so znali vzpostaviti zaupanje, spodbuditi sodelovanje, motivirati druge in reševati nesoglasja.  Ves čas projekta so učenci razvijali motivacijsko kompetenco, ki se je kazala z visoko mero zanima- nja in volje do vseh aktivnosti. Prevzemali so pobude in iskali nove priložnosti ter bili pripravljeni vztrajati pri zahtevnejših nalogah.  Kompetenco timskega dela so razvijali s sodelovanjem v raznolikih skupinah, kjer so vzpostavljali ustrezno medosebno komunikacijo.  Kompetenco načrtovanja in organizacije so razvijali z učinkovitim upravljanjem časa za uspešno in pravočasno opravljene naloge.  Kompetenco iniciativnosti so razvijali z iskanjem dodatnih nalog, ki so predstavljale izziv in so bile opravljene nad pričakovanji.  Kompetenco prilagajanja in fleksibilnosti so razvijali pri soočanju z novimi, drugačnimi,  nepričakovanimi dogodki, zahtevami in ljudmi. Pri tem so sprejemali spremembe in negotovost kot realnost današnjega življenja.  Kompetenco osebnega razvoja so posamezniki razvijali s prevzemanjem odgovornosti za lastno učenje in predstavlja pomembno osnovo za razvoj ostalih kompetenc. Vir: Opis kompetenc povzet po: https://esvetovanje.ess.gov.si/KajZnam/SplosneKompetence/. Zapis pripravile Natalija Globevnik, Vilma Petelin in Irena Gole. 195

EVALUATION Findings The final evaluation showed that pupils were most excited about mobility, as for them it was a unique life experience where they got to know a different culture, people and their habits. We have noticed that they have developed empathy and considered diversity among people as being a unique quality. They have made genuine friendships with foreign pupils, which are likely to last a lifetime. There was a pleasant atmosphere among the pupils, they were helping each other and encouraging themselves when being uncertain. Some of the pupils discovered new talents that they needed in specific key moments, which had a positive impact on the entire group. In general, pupils were incredibly creative and curious, with many original ideas supported by critical thinking. Throughout the project, pupils were motivated, collaborative and formed a very cohesive group. They were always full of ideas on how to upgrade their activities and thus developed the following competencies:  Language competence was developed through conversation, understanding and interpretation of texts. Pupils expressed their thoughts, emotions and opinions in spoken and written form, in their native and foreign language.  Digital competence was developed through the active and critical use of digital technology.  Communication skills were developed when communicating with other people, foreigners etc., where they practiced speaking, listening and adjusting to the situation, while overcoming communication barriers.  Problem-solving skills were developed in different situations, where pupils searched for possi- ble solutions and had to choose the most appropriate one, to realize it and finally to evaluate it. In addition, they developed their ability to use critical and analytical thinking.  Leadership skills were unconsciously developed by pupils when they had to build trust, encour- age collaboration, motivate others and resolve disagreements.  Throughout the project, pupils developed the motivational competence, as they showed great interest and willingness to be involved in all the activities. They took initiatives, searched for new opportunities and were ready to persist when being confronted with more demanding tasks.  Teamwork was by taking part in group work, were pupils had to establish an adequate inter- personal communication.  Ability to plan and organize work was developed through effective management of time to complete the tasks successfully and on time.  Sense of initiative was developed by searching for additional tasks that were challenging and even exceeded all expectations.  Flexibility/adaptability was developed when overcoming new, different, unexpected events, requests and people. In doing so, pupils accepted change and uncertainty as the reality of to- day's life.  Personal development skills were developed by taking responsibility for their own learning, which is essential for the development of other competences. Written by Natalija Globevnik, Vilma Petelin and Irena Gole. 196

ZAKLJUČEK »Umetnost skuša v stvareh odkriti še kakšno drugo, še nevideno in nepreizkušeno stvar. Na svet in pojave v njem skuša gledati odprto, brez predsodkov.« Jožef Muhovič Priročnik je nastal z namenom, da širimo našo zelo uspešno prakso in Erasmus+ izkušnjo. V njem je zbran nabor dejavnosti s področij RAZNOLIKOSTI, UMETNOSTI in IKT. Skrbno izbrane dejavnosti so podrobno opisane s praktičnimi primeri in priporočili za lažje delo, ki olaj- šajo izvedbo aktivnosti. Priročnik je namenjen vsem pedagoškim delavcem, ki se pri svojem delu sre- čujejo z učenci iz različnih kultur ter se dnevno soočajo s predsodki in stereotipi. Glavna tema projekta so bile migracije in življenjske zgodbe migrantov, saj nam je bila pomembna so- cialna vključenost, ki smo jo raziskovali in izražali skozi umetnost. Učenci so se bolj poglobljeno izražali skozi različne umetniške prakse. S spoznavanjem različnih literarnih del so odkrivali svet migracij, li- kovno interpretirali svoja čustva in misli ter se gledališko in glasbeno udejstvovali na različnih dogod- kih. Sodobna tehnologija nam je olajšala komunikacijo na daljavo in nam obenem pomagala vzpostaviti prve stike, ki so vodili v pristna prijateljstva. Orodja digitalne tehnologije so nam omogočila, da bo na- ša Erasmus+ izkušnja za vedno zapisana. Vilma Petelin in Irena Gole 197

CONCLUSION \"Art seeks to discover the unseen and untested things. It tries to look at the world and its phenomena openly, without prejudice. \" Jožef Muhovič The aim of this handbook was to share the very successful good practices and Erasmus+ experi- ence. The handbook includes a range of activities in the fields of DIVERSITY, ARTS and ICT. Carefully selected activities are described in detail with practical examples and recommendations for easier implementation. The handbook is aimed at all educators who work with pupils from different cultures and face prejudices and stereotypes on a daily basis. The main theme of the project was migration and the life stories of migrants, and the importance of social inclusion which was explored and expressed through art. Pupils expressed themselves confidently through various art techniques. By getting to know different literary works, they discov- ered the world of migration, interpreted their emotions and thoughts through visual arts and par- ticipated at various theatre and music events. Modern technology has made it easier for us to communicate and at the same time helped us to establish the first contacts and build genuine friendships. Above all, with digital technology tools our Erasmus+ experience will be recorded forever. Vilma Petelin and Irena Gole 198

Doživljanje raznolikosti skozi umetnost / Experiencing Diversity through Art Priročnik Erasmus+ projekta / Erasmus+ project Handbook Glavni urednici: Vilma Petelin in Irena Gole Editors in chief: Vilma Petelin and Irena Gole Oblikovanje: Vilma Petelin in Irena Gole Design: Vilma Petelin and Irena Gole Fotografija: Fotografije so različnih avtorjev in so nastale v času projekta. Photography: Photos of different authors, created during the project. Oblikovanje naslovnice in priprava za tisk: Marjetka Tratar, TISK ŠEPIC d.o.o. Cover design and preparation for printing: Marjetka Tratar, TISK ŠEPIC d.o.o. Likovno delo na naslovnici: Izdelek učencev in učiteljev na mobilnosti na Portugalskem. Cover: Pupils and teachers' artwork from the mobility to Portugal Lektoriranje: Vesna Ocvirk Proofreading: Vesna Ocvirk Angleški prevod: Andreja Rezelj English translation: Andreja Rezelj Izdala in založila: OŠ Bršljin, Novo mesto Published by: Bršljin Primary School, Novo mesto Tisk in priprava strani: TISK ŠEPIC d.o.o. Printed by: TISK ŠEPIC d.o.o. Naklada: 200 izvodov Circulation: 200 copies Prvi natis First edition Novo mesto, Slovenija, 2019 Novo mesto, Slovenia, 2019 CIP - Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana 7:159.952.2(035) DOŽIVLJANJE raznolikosti skozi umetnost : priročnik Erasmus+ projekta = Experiencing di- versity through art : Erasmus+ project handbook / [glavni urednici Vilma Petelin in Irena Go- le ; fotografije so različnih avtorjev in so nastale v času projekta ; angleški prevod Andreja Rezelj. - 1. natis. - Novo mesto : OŠ Bršljin, 2019 ISBN 978-961-290-643-6 1. Vzp. stv. nasl. 2. Petelin, Vilma COBISS.SI-ID 302789888 199