MARKET GUERRILLA PYGMALION

DRĂGUȚ VIOLETA

ROMANIA & CROATIA & SPAIN & TURKEY

MARKET GUERRILLA PYGMALION

Căldăraru, 2022

Drăguț Violeta

Balancing Student Self-Esteem

by Combinations of Art and Theory

ISBN 978-973-0-35840-7

Căldăraru, 2022

ERASMUS+ PROJECT KA229 - School Exchange Partnerships 2019-2022

PROJECT FUNDED BY THEEUROPEAN UNION

Project Nr: 2019-1-RO01-KA229-063851 “Motivating the Learning Engine to Increase Student’s School Professional and Social Success and Reduce Absenteeism”

ISBN 978-973-0-35840-7

Motivating the Learning Engine to Increase Student’s School Professional and Social Success and Reduce Absenteeism 2019-1-RO01-KA229-063851 Project Funded By The European Union

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All rights reserved. No part of this publication may be reproduced, in any form or any means, without permission in writing from the authors.

,,The European Commission is not responsible for any uploaded or submitted content. The content reflects the views only of the European Commission cannot be held responsible for any use which may be made of the information contained therein”

Material made within the Erasmus project ,,Motivating the Learning Engine to Increase Student’s School Professional and Social Success and Reduce Absenteeism,, No. 2019-1-RO01-KA229-063851 PROJECT FUNDED BY THE EUROPEAN UNION

Motivating the Learning Engine to Increase Student’s School Professional and Social Success and Reduce Absenteeism 2019-1-RO01-KA229-063851 Project Funded By The European Union

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Author

Teacher:

Mrs. Violeta Drăguț, Secondary School Teacher University Doctor Ion Stoia, Romania

Collaborators

Teachers:

Mrs. Mia Dodig, Graditeljsko Geodetska Skola Osijek, Croatia Mr. Tomislav Tot, Graditeljsko Geodetska Skola Osijek, Croatia Mrs. Tea Tadić, Graditeljsko Geodetska Skola Osijek, Croatia Mrs. Dorotea Markasović, Graditeljsko Geodetska Skola Osijek, Croatia Mrs. Marijan Lukačić, Graditeljsko Geodetska Skola Osijek, Croatia Mrs. Carmen Usó Juan, IES Jaume I, Spain Mrs. Rosabel Benages, IES Jaume I, Spain Mrs. Rabia Demirel, Sehit Mustafa Yaman Anadolu Imam Hatip Lisesi, Turkey Mrs. Mariana Perniu, Secondary School Teacher Doctor Ion Stoia, Romania Mrs. Ghitulescu Daniela, Costesti Technological High School, Romania

STUDENTS:

Fulger Dorin Ionuț, Neagu Ana-Maria, Tatu Daniel George, Nedelea Alexandru Victor, Petrică Marilena Ionela, Constantin Cosmin, Crucean Raluca, Dorotea Strešnjak, Leona Selthofer, Tea Kockarević, Elena Pleša, Tihana Keškić, Kristijan Dorkić, David Juras, Josip Sebastian Pirel, Jani Vinogradac, Filip Čabaj, Jakov Bardić, Matej Redžić, Rosa Gómez Crespo, Maria Granell Puchol, Ariadna Monfort Ferrandis, Javier Ventura Puchol, Muhammed Çöpür, Muzaffer Kerem Aktaş, Muhammed Faruk Bayır, Fahri Yaşar.

Editor

Mrs. Drăguț Violeta, Secondary School Teacher Dr. Ion Stoia, Romania

DESIGNER

Mrs. Mia Dodig, Graditeljsko Geodetska Skola Osijek, Croatia

Corrector

Mrs. Perniu Mariana, Secondary School Teacher Dr. Ion Stoia, Romania

Motivating the Learning Engine to Increase Student’s School Professional and Social Success and Reduce Absenteeism 2019-1-RO01-KA229-063851 Project Funded By The European Union

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CONTENT

INTRODUCTION .............................................................................................................................................. 6 Market Guerrilla Pygmalion-CROATIA ............................................................................................................ 7 Market Guerrilla Pygmalion-Croatia ................................................................................................................ 11 It’s Not Me, It’s You: Projection ...................................................................................................................... 11 Pygmalion effect ............................................................................................................................................... 14 Pygmalion effect ............................................................................................................................................... 17 Raising self – esteem ........................................................................................................................................ 20 Round table ....................................................................................................................................................... 22 Market Guerrilla Pygmalion -SPAIN ............................................................................................................... 23 Spanish Graffiti ................................................................................................................................................ 25 Market Guerrilla Pygmalion -TURKEY .......................................................................................................... 28 5 Benefits of Graffiti ........................................................................................................................................ 39 Teaching With Graffiti Walls -ROMANIA ..................................................................................................... 42 Workshop PMG ............................................................................................................................................... 44 Teaching With Graffiti Walls –Romania ......................................................................................................... 46

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INTRODUCTION

The magazine Market Guerrilla Pygmalion-Raising-Balancing Student Self-Esteem by Combinations of Art and Theory, made within the Erasmus project: ,,Motivating the learning engine to increase student's school, professional and social success and reduce absenteeism”, no. 2019-1-RO01-KA229-063851_1, funded by the European Commission.

Through this magazine we try to show that learning for students should be the main activity and we try to convince them through art, partially argued, collected from the 4 partner countries.

Europe needs strong, educated, involved young people active in the labor market who really know their role in society and the benefits of democratic principles. Students are the engine on which the European community is built and the knowledge-based economy is developing. The main reason for this project has come from a need of our school of care for a few years, that is, we have a high percentage of unmotivated students to learn the theory with art methods.

The objectives can be achieved through learning-pupils' activities and mutual teacher education and applying their innovative methods in all partner schools Activities will consist of workshops with exchange of best practices and direct interaction, didactic, cultural, moral.

The goal for students: Increase in self-esteem of students participating in learning activity; Develop to students participating in the project learning activity of positive attitude towards school education; Developing to students participating in the learning process in project, the ability to be aware of their own learning process on the basis of awareness of the usefulness of theory in a practical context; Developing to learners in project's learning activity, career guidance capability based on awareness of the importance of study qualification; Developing to the number of pupils participating in the learning activities of the equal education chance feeling in the partner countries.

Thanks to the partners for their collaboration, I hope that teachers and students will find in this magazine teaching and artistic methods for learning the basics, notions that are harder to understand and to find learning in the classroom as part of human art.

The magazine can be used by teachers and students in conducting, counseling and guidance classes, English, extracurricular activities; by parents and students for relaxing reading.

Project coordinator, teacher Drăguț Violeta

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Market Guerrilla Pygmalion-CROATIA Lesson for students

Author: Tomislav Tot Construction and Geodesy Vocational School Osijek, Croatia

What is ‘’Guerilla marketing’’

Type of marketing that uses cheap and unusual methods to gain customer attention.

Instead of a lot of money, guerilla marketing requires time, creativity and energy.

Guerilla marketing includes three main elements: surprise, outspread, and low cost.

Main task is to catch the customer's attention

Types of guerilla marketing 1. Viral advertising 2. Ambient advertising 3. Presence advertising 4. Wild posting 5. Giveaway 6. Hidden advertising 7. Alternative advertising 8. Experimential advertising

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1. Viral advertising • person-to-person campaigns.

• it is not expensive and has unstoppable potential.

2. Ambient advertising • enables recognition of a product or brand indirectly.

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3. Presence advertising • very similar to ambient .

• the goal is to turn the company name into a brand - a well-known product to everyone.

• 4. Wild posting • one of the oldest guerilla methods.

• it uses cheap posters that are pasted in different places •

• •

5. Giveaway

free samples . the method was developed in Japan, on the example of free lighters and pencils with commercials on them.

6. Hidden advertising • •

the most tricky way. a ‘buzz’ is created around something without the knowledge that it is advertising at the same time.

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7. Alternative advertising • it seems to have nothing to do with the company itself.

• if a model advertising the product gets a bad reputation, it is bad for the company.

8. Experimential advertising • the goal is to create the experience, and gain customer’s trust.

EXAMPLES

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Market Guerrilla Pygmalion-CROATIA Workshop for students Author: Tomislav Tot Construction and Geodesy Vocational School Osijek, Croatia

What is the THEME of this WORKSHOP?

What is ‘’Guerilla marketing’’ Make a drawing in color on your TEMPLATE based on ‘’Guerilla marketing.  to bring more students to school  to make school more interesting  2 main parts of WORKSHOP  IDEA+SKETCH on your TEMPLATE (30 min)  Coloring the SKETCH  last part of WORKSHOP  Short ‘’SATISFACTION SURVEY’’ (last 5 min)  EXAMPLES

It’s Not Me, It’s You: Projection Author: Tea Tadić Construction and Geodesy Vocational School Osijek, Croatia What is projection?  projection refers to unconsciously taking unwanted emotions or traits you don’t like about yourself and attributing them to someone else  people who feel inferior and have low self-esteem can also fall into the habit of projecting their own feelings of not being good enough onto others Motivating the Learning Engine to Increase Student’s School Professional and Social Success and Reduce Absenteeism 2019-1-RO01-KA229-063851 Project Funded By The European Union

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 people who can accept their failures and weaknesses and who are comfortable reflecting on the good, bad, and ugly within - tend not to project  It’s human nature to want to protect yourself from painful or negative feelings and experiences.  But when this protection turns to projection, it may be time to take a look at why you’re doing it.  Doing so can improve not only your self-esteem, but also your relationships with others, whether they be co-workers or close friends.  A stereotype is a widely held, simplified, and essentialist belief about a specific group. Groups are often stereotyped on the basis of sex, gender identity, race and ethnicity, nationality, age, socioeconomic status, language, and so forth. Stereotypes are deeply embedded within social institutions and wider culture.  A prejudice is an unfair feeling of dislike for a person or group because of race, sex, religion. https://www.youtube.com/watch?v=IzEdSdvFLU0  Look at the picture. Your task is to write a complete story about the picture you see above. This should be an imaginative story with a beginning, middle, and an end. Try to portray who the people might be, what they are feeling, thinking, and wishing. Try to tell what led to the situation depicted in the picture and how everything will turn out in the end.

Title, 60-80 words

Market guerrilla pygmalion Integrating guerilla marketing and pygmalion effect

Let’s get to know each other!     

Author: Dorotea Markasović Construction and Geodesy Vocational School Osijek, Croatia

Which type of personality are you?

Try to classify yourself and we’ll make a comparison  How would you classify your students?

Do you have a really good cooperation with students with similar personality?

Discussion 

 Definition 1:  Marketing is the art of getting people to change their minds - or to keep the current mindset if they are already inclined to do business with you.  Definition 2:  Marketing is also about giving a fascinating look to the truth.  Definition 3:  Marketing is essentially a business. And the goal of any business is to make a profit / result.

Characteristics of guerrilla marketing – some principles  1. You need to be committed to a marketing program.  2. Consider this program as an investment.

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3. Ensure program consistency.

4. Let potential customers believe in your company.

5. You need to be patient in order to fulfill your commitments.

6. You need to realize that marketing is the sum of various aids.

7. You need to know that the profit comes after the sale, i.e. you should also deal with the after-sale.

8. You need to strive to run the business so that it is convenient to the clients.

9. Introduce an element of admiration into marketing.

10. Measure the effectiveness of the aids you use by measuring.

11. Demonstrate a developed relationship with clients and potential clients by regularly reporting and monitoring the situation. Be cordial and kind.  12. Learn to rely on other companies, but in way that they also rely on you.  13. You have to be skilled in using guerrilla weapons, i.e. technology.  14. You use marketing to gain the consent of potential customers, and then spread that pressure so that it leads to sales.  15. Sell the content of what you offer, not the style. Sell both steak and sauce because people are too knowledgeable to buy just the sauce.  16. After preparing a complete marketing program, work on its expansion and strengthening, i.e. escalation, and do not rest on the old glory.

17. Apply all from the above!         

Motivation through manipulation techniques? Is it possible?

Why use manipulation techniques?

According to the Pygmalion effect the idea to teachers' expectations of their students affecting the students' performance.

“Positive labeling” theory (e.g. at the end of the lecture a professor can say: “You were really focused and calm during my lecture, thank you for that”) Photo contest – students can bring photos taken by themselves and describe them in English (or other foreign language) in order to practice their skills.

Playing a math (or any other subject) tornament...

Making a team out of a class?

Would it be helpful to use gym (and such equipment) to improve active learning?

Which types of student’s competitions and conferences do you know about? Idea: We can make a list and share it.

Creative Treasury – international contest for students  We invite you to participate as mentors with yours students in teams!  There’s 12 sectors for which you can apply: 1. Architecture Motivating the Learning Engine to Increase Student’s School Professional and Social Success and Reduce Absenteeism 2019-1-RO01-KA229-063851 Project Funded By The European Union

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2. Advertising and marketing communications 3. Design 4. Visual arts 5. Applied arts 6. Heritage 7. Music 8. Performing arts 9. Books and publishing 10. Audiovisual arts 11. Media 12. Computer games and new media  Every year there’s a different topic  This year: Silk road 

Pygmalion effect How teachers' expectations of their students affecting the students Author: Marijan Lukačić Construction and Geodesy Vocational School Osijek, Croatia According to the Pygmalion effect the idea to teachers' expectations of their students affecting the students' performance.

The targets of the expectations internalize their positive labels, and those with positive labels succeed accordingly; a similar process works in the opposite direction in the case of low expectations The task was conducted on two groups of students from the same class.

Low expectations were imposed on one group while high expectations were imposed on the other group of students.

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Low expectations group Instructions to students: Your task is to make a drywall with an opening in the middle. The task is quite complex, I don't know if you’ll be able to do it on your own. Since you haven’t followed the classes and other instructions closely I don’t believe you will succeed. Don't count on my help as it is an independent task.

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Results Low expectations High expectations

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Conclusion The result is visible at first.

A group of students who were imposed low expectations were demotivated, confused and insecure about their abilities, while a group of students who were imposed high expectations responded better to the task.

They were confident, fast, agile and eager to achieve the best and highest quality result.

As teachers we need to have faith in our students. We need to motivate them and give them the wind in their backs in order to achieve the best possible result and be happier ... because when the students are happy and satisfied, only then have we achieved our goal.

Pygmalion effect How to Get Your Students to Perform Better – the Scientific Approach Author: Mia Dodig Construction and Geodesy Vocational School Osijek, Croatia Teaching can be extremely challenging. Often you find yourself faced with a classroom made up of a diverse students. To deal with each student’s individual needs can be difficult, if not impossible.  The Pygmalion effect is also known as the Rosenthal effect and follows the premise that the expectations of others can affect that person’s performance.  Psychologist Robert Rosnthal wrote that teachers who hold high expectations of their students have better-performing students than those teachers with low expectations.  What is pygmalion effect?

Pygmalion was a skilled sculptor who could not find a girl who would possess a sufficient number of qualities for marriage.

He decided not to get married so he started carving a statue of his ideal wife.

As the statue was completed, he fell in love with it.

Pygmalion fell so in love with the statue, which he named Galatea. He prayed to the Gods wanting Galatea to become his wife. Venus, hearing his prayers, decided to help him and revived Galatea.

Greek mythology Motivating the Learning Engine to Increase Student’s School Professional and Social Success and Reduce Absenteeism 2019-1-RO01-KA229-063851 Project Funded By The European Union

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Robert Rosenthal is a German-born American psychologist who is a distinguished Professor of Psychology at the University of California, Riverside.

His interests include self-fulfilling prophecies, which he explored in a well-known study of the Pygmalion effect: the effect of teachers' expectations on students.  Dr. Rosenthal, therefore, using Pygmalion's name in his research, wanted to say the following: at some point, people will start behaving the way others expect them to. He proved this in the mentioned research on students and teachers of a California elementary school.  At the beginning of the school year, IQ testing was conducted on all elementary school students.

Teachers were told that a certain number of students (approximately 20 percent) have a very high chance of achieving outstanding academic achievement.  The truth was that the "selected" 20 percent of students did not stand out from the rest, that is, children whose names were communicated to teachers were selected at random. Yet in the minds of their teachers, a certain expectation and belief was formed about their success.  At the end of the school year, Rosenthal and coworkers again tested students with an IQ test. The results proved to be a very interesting discovery. Namely, randomly selected 20 percent of students on re-testing achieved significantly better results than other students, on average they made greater progress.  Rosenthal thus showed that if teachers believe in student progress they will show better result.

The Pygmalion effect not only applies from adults to children.

It can be applied across all interactions between all people. As a result, a teacher’s performance can be affected by the way their students perceive them.

A teacher who is perceived as a bad teacher by the students will attribute this label and perform poorly.

Alternatively, a teacher whose students have positive perceptions of him or her will perform better as a result of positive labels.

These labels will also affect their interpersonal relationships.

When a student has a negative perception of a teacher, their interactions will usually be bad and poor.

Teachers who use technology tend to have a more positive reception from students

How do students view teachers?

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As a result, many teachers are looking for research-backed study methods to encourage their students to perform well regardless of ability. The Pygmalion effect is one such method.

Here are some ways to get your students to perform better in classes: One way to get students feeling positive in the classroom is by giving them a choice.

When students get to make choices about their learning, they feel more responsible and in control.

When students are given responsibilities, they feel a positive affection towards class and the teacher. They feel like the teacher believes they are capable and will perform better.

When students are independently in control of their learning, they feel more motivated to learn what is expected from them.

Give student a choice!

While the teacher is the authority in the classroom, it is essential that students feel included While teachers have to reach certain curriculum requirements each week, allowing students to help decide which goals to reach each week, how to reach them, and what tasks are most important can help foster positivity.

Students who take part in the curriculum planning process can feel cared for and may perform more positively.

Inclusion Flipped classroom The flipped classroom method is a good way to encourage students to take charge of their learning.

Students can explore topics at home and use classroom time for critical thinking and intensive discussions.

They then get to bring that new information to the school to discuss, allowing time for more exploration and deep discussion.

Engaging students in this way allows them to relax, to open opportunities for better performance.

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WORKSHOP PART I.

 What do you teach in your school/which subjects?  How old are your students?  What do you do when your student wants to drop out of school/class?  How do you encourage your students/example?  Do you prefer work in pairs or groups in classroom and why?  What are pro/cons teaching „IN FRONT”  Describe „GOOD TEACHER” in your point of view

WORKSHOP/ PART II.

Make an example of using pygmalion effect in your classroom.

Theme/method/act/ expectation

Raising self – esteem Workshop Author: Marijan Lukačić Construction and Geodesy Vocational School Osijek, Croatia Self-esteem is used to describe a person's overall subjective sense of personal worth or value. In other words, self-esteem may be defined as how much you appreciate and like yourself regardless of the circumstances.

Having healthy self-esteem can influence your motivation, your mental well-being, and your overall quality of life.

How to Improve Self-Esteem?

Become more aware of negative thoughts.

Learn to identify the distorted thoughts that are impacting your self-worth.

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Challenge negative thinking patterns.

When you find yourself engaging in negative thinking, try countering those thoughts with more realistic and/or positive ones.

Use positive self-talk.

Practice reciting positive affirmations to yourself.

Practice self-compassion.

Practice forgiving yourself for past mistakes and move forward by accepting all parts of yourself.

Workshop: Divide in four groups of mixed students • 1. Task: make a sketch of the logo of your favourite / best superhero on the paper • 2. Task: make a sketch of the logo on the knauf wall • 3. Task: make a mosaic of the logo with a broken pieces of ceramic tiles

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Round table

Discussing aspects that can be taken over, improved, what they like, what they do not like, what differences they find Author: Marijan Lukačić Construction and Geodesy Vocational School Osijek, Croatia The round table assignment was conducted in class with third grade high school students.

After explaining the task and writing the table on the school board, the students wrote down which things motivate them to learn and which demotivate them.

When writing down each entry, we discussed how motivating and demotivating things affect them when learning.

After which we touched just on things that demotivates them and talked about how they could change that into things that could motivate them to learn better.

The results were recorded in a new table.

How can we improve things that demotivates us to learn better.

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Market Guerrilla Pygmalion -SPAIN Spanish Graffiti

Teacher: Carmen Usó Juan IES Jaume I, Spain

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Flower Graffiti Graffiti wall

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TEI Graffiti

Spanish Graffiti Teacher: Rosabel Benages IES Jaume I, Spain

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Market Guerrilla Pygmalion TURKEY

The Use Of MGP Method And The Improvements It Has Brought.

Teacher: Rabia Demirel Sehit Mustafa Yaman Anadolu Imam Hatip Lisesi, Turkey Teaching With Graffiti Walls Graffiti walls are a simple, fun, and interactive way to get kids involved in their learning. All you need is a blank whiteboard or some sheets of butcher paper to get started. Kids can write, draw, and express themselves as they learn and review a variety of subjects. Here are some of our favorite graffiti walls for the classroom.

1. Have them tell all about themselves.

A perfect activity for the first week of class. Have each student make their own”All About Me” graffiti walls to help you and their classmates get to know them.

Source: clnaiva/Instagram

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2. Take geography to a whole new level.

Whether kids are learning about colonies, states, countries, or continents, graffiti walls are a fun way to show off their knowledge. Have them draw or paint the geographic feature, then add fun facts all around.

Source: Teaching in Room 6

3. Pose a math teaser.

How many different ways can you answer the question? Math teaser graffiti walls have endless possibilities, and kids at all skill levels can get in on the action.

Source: SHOJ Elementary

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4. Visualize your vocabulary lessons.

This example is for math, but you could do this for any subject. In English, try boards labelled “Alliterations” or “Irony.”

For science, use concepts like “Physical Properties” or “Mammals.” Get the idea?

Source: Runde’s Room

5. Review for a test with graffiti walls.

Preparing for a big unit-end test? Review the concepts they’ve learned with graffiti walls. Pose a series of questions around the room, and have kids rotate from one sheet to the next to record their answers. When they’re done, take a “gallery walk” as a class to review all the knowledge (and correct anything that’s wrong).

Source: Runde’s Room

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6. Capture their favorite reading quotes.

This is one of everyone’s favorite graffiti walls. Have kids post quotes from books they’re reading to inspire others. Use chalk markers on black paper for a striking look.

Source: Lessons With Laughter

7. Prepare for a discussion on a serious topic.

Ready to tackle a tough topic?

First, give kids time to gather their thoughts by having them write answers on the wall. (This will especially benefit students who are hesitant to speak up in class.)Then, use their answers as a jumping off point to start the discussion.

Source: Facing History

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8. Encourage critical thinking skills.

One of the neat things about graffiti walls is getting to see people interact with each other. One comment sparks another, and before you know it, kids are building on each other’s ideas at an amazing pace.

Source: Michelle Nyquist/Pinterest 9. Ask for reading recommendations.

This one would be especially fun in the school library. Ask kids to recommend their favorite books. They can include quotes or brief summaries to pique the interest of other students.

Source: I Run Read Teach

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10. Make it motivational.

Pump up your students and send them out into the world with motivational messages to and from each other. We really love the idea of each child writing a special note to another student in the class.

Source: Teacher Idea Factory

11. Do a daily theme just for fun.

In addition to motivational activities, post themed questions each day (or every so often) that are just plain fun. It’s a wonderful way to fill a few minutes at the end of class, or get them in learning mode before the bell rings.

Source: Tonya’s Treats for Teachers

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12. Show an image to spark discussion.

Prompts don’t always need to be questions or even words. Display an image and ask students to jot down their feelings or reactions to it. It’s an interesting way to talk about symbolism.

Source: Jillian Watto/Instagram 13. Use graffiti walls to share information during guided reading.

As kids read, have them jot down important points for others to note too. (Graffiti can be done on a table, too, as in this example.

You can post them on the wall later if you like.)

Source: Scholastic

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14. Reflect on the week’s learning.

Before students fly out the door on Friday, ask them to jot down one important thing from the week behind them. Leave it up and have kids look it over on Monday to get them ready for the new week ahead.

Source: Melissa R/Instagram

15. Hold a drawing contest.

One teacher holds a robot drawing contest every year, and her students love it. Choose any topic your kids will enjoy, then have them mark off their place on the board and go crazy!

Source: Mrs. Iannuzzi

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16. Find out how they feel about music.

Working on music appreciation?

Ask kids to listen to a piece of music, then write down how it makes them feel. They can also draw pictures of what the music brings to mind, or suggest their own song title.

Source: foxeemuso/Instagram 17.

Introduce new concepts with open-ended questions.

Before starting a new unit or book, get kids to reflect on what they already know about a topic or idea. Ask them “What are clouds?” or “What do you know about the history of our state?”

Save the graffiti walls and compare their answers after they’ve completed the unit to see what they’ve learned.

Source: Musings Middle School.

from

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18. Learn about graffiti as an art form.

Street artists like Banksy have shown that graffiti is a legitimate art form in many cases. Have a conversation in your class about the difference between graffiti and vandalism.

Then have kids draw a brick wall and cover it with their own graffiti art.

Source: My Craftily Ever After 19. Build graffiti walls with LEGO bricks.

If your classroom has a good collection of LEGO bricks already, this project is easier than you might think. Buy bulk packages of flat base plates and attach them to the wall with double-sided tape. Then let kids build, build, build!

Source: bricklive 20. Just let them do whatever… really.

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Don’t overthink it! Just throw up a blank piece of paper and allow kids to add to it throughout the semester or year. At the end, they can all snap a picture so they’ll have a record of some of their favorite memories.

Source: stephaniesucree/Instagram

5 Benefits of Graffiti

1. Graffiti Can Help Brighten up a Building.

Have you ever gone down a street, especially in the city, and noticed how drab and monotone the buildings are that you are passing? One of the best things about graffiti is that it can help break up the monotony of the city and keep all of the buildings from looking the same.

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Graffiti can be used by businesses to draw attention to their services and their products. Depending on where the business is, it may be graffiti in English, Spanish, or another language. Usually, the words aren't just words but they are put together with graphics and drawings to make them stand out.

Although many people associate graffiti with something negative, if it's done right, it can really be a positive way to bring attention to the building and make people sit up and take notice.

2. Graffiti Gives You Different Ways to Express Yourself.

Looking for a new way that you can express yourself? One of the biggest benefits of graffiti is that it provides you with self-expression opportunities. For instance, there was once a boy who was always doodling during class. Guess what happened to him? He's now making money decorating the walls of businesses with his doodles.

Graffiti is something that's associated with people "tagging" signs and buildings with foul language.

However, that's not always the case. Graffiti is an art form, just like many other types of art. Those who have true talent and skills, like the young boy mentioned above, can really get far in their life with this type of artwork.

It's just like anything else. You have to find your niche and do it the right way. When someone sees what you are doing and its value, you never know what could happen.

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3. Graffiti Can Help Bring Awareness.

One of the best things about graffiti is that it can be expressed in many positive ways. Something that many people use graffiti for is to bring awareness to the causes that are dear to their heart.

When it's breast cancer month, the graffiti that is done on this subject might be done in pink. For those areas where poverty is a huge problem, poverty might be a topic for graffiti. Then there's the topic of bullying. It's a huge problem, and much graffiti has been used to raise awareness of those who suffer at the hands of a bully.

One of the best things about art is that it can be used to represent so many different things, and graffiti is no exception. If you are interested in making a difference in the world, a good way to do it is through using graffiti as your medium to change the world in a positive way.

4. Murals Can Bring a Community Together.

There was a movie that involved a mural that anyone could work on. It was located in an outdoor area and during the movie, different people would come to the mural and add to it. In the end, the mural's scene was revealed.

Murals are popular community art projects that can help with creating something the community can do together. Many times, prominent people in the community will come together and discuss mural ideas and invite others to be a part of the collaborative effort.

There are many benefits of creating a mural.

Not only can it help young and old to take pride in their community, but it also can teach them Motivating the Learning Engine to Increase Student’s School Professional and Social Success and Reduce Absenteeism 2019-1-RO01-KA229-063851 Project Funded By The European Union

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the importance of creating something that can make their town beautiful. Pride in their hometown can make a huge difference in the way residents act.

5. Graffiti Can Brighten Up Sidewalks.

Have you ever watched kids happily drawing outside with sidewalk chalk? Chances are that you wouldn't look at that and think that's graffiti. But the truth is that drawing on the sidewalk is a form of graffiti.

If you open up your browser and search for something like "sidewalk art," you're going to find a lot of

amazing pictures. Of course, you might find some beginner pictures drawn by kids who just got their first sidewalk chalk. But then again you might see some 3D type art that will make you think you're either going to fall into a deep hole or that something is leaping out at you. OK, so you won't be able to jump right into the chalk picture just like children did in a well-known Disney movie, but they're amazing nonetheless.

Do you really want to have your mind blown? Go to a sidewalk art festival. Chances are that you are never going to look at sidewalk chalk the same way. The incredible talent of those who showcase their art during these festivals is truly incredible. As you can see, graffiti can do a lot of good in the world. Just like anything else, graffiti can be used for both good and bad. When you use it for good, you may just be able to change the world.

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Teaching With Graffiti Walls -Romania "Me in my mirror and in my colleague's mirror" Teacher Drăguț Violeta Tehnological High School Costești Prof. Univ. Dr. Ion Stoia Caladararu Secondary School Type of activity: extracurricular 7th grade Discipline: Leadership Objective: To increase self-esteem, empathy and group cohesion Specific skills: identifying the relationship between personal qualities, personal values and personal success; elaboration of a personal resources development plan.

Lesson title: Self-image. Self-esteem Operational objectives During the activity students must: - show interest in permanent self-cultivation in a changing world and in the knowledge society; - be flexible in the elaboration of their own educational and professional route; - value interpersonal relationships; - show confidence in oneself and in others.

Forms of activity / Methods: • debate; • small / large group discussions; • exercise; • demonstration.

Teaching aids: computer, worksheets Cass development: 1. Checking class attendance; 2. Analysis of the activities from the previous week, the established tasks; 3. Capturing students' attention / motivation; Motivating the Learning Engine to Increase Student’s School Professional and Social Success and Reduce Absenteeism 2019-1-RO01-KA229-063851 Project Funded By The European Union

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4. Theoretical presentation of the exercise; 5. Demonstration.

Exercise 1 consists of grouping students 2 by 2, randomly. Of the two students, one will be the mirror and one will be the image. The student who represents the image makes movements and activities as in front of the mirror, but without words. His colleague, who represents the mirror, must make at the same time movements identical to those of the colleague, but in the mirror. The student-image must constantly look in the mirror and the mirror must reflect it.

All groups will work simultaneously, on a slow musical background.

At a signal from the teacher, in about 5 minutes the role changes between the group members.

Exercise 2 It consists in maintaining the previous groups, but the 2 students change their role of mirror and image, without being announced, without speaking, basically one student makes a movement, or more, and the other colleague reflects it in the mirror, without the 2 students to perform different movements.

Activity Students will be placed in a circle and in turn with questions: 1. Which role was easier to perform: image or mirror? Why? 2. How did you feel when you were a mirror?

3. How did you feel when you were an image?

4. Which exercise was harder? Why?

Workshop PMG Education And Motivation Through Art Teacher Drăguț Violeta Tehnological High School Costești Prof. Univ. Dr. Ion Stoia Caladararu Secondary School Following this project we want our students to: Awareness of the importance of respecting your neighbor regardless of ethnicity, religion, economic situation, race; Learning from the horrors of the past and avoiding them in the future by respecting human rights; The ability to analyze documents, online source and work with concepts related to the Holocaust.

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Editing the magazine with the title " The Holocaust seen through the eyes of students" and realization of teh power-point materials and some of their Holocaust films.

Activity 1-Seminar Students will come up with a series of essays on the Holocaust commemoration and on november .............

Activity 2 Weekly students will be directed by the project coordinator to find information about the Holocaust at the National Archives of Pitesti, the Costesti City Archives, the libraries and on the field to collect the testimonies.

The schools with which we collaborate online will also post the materials collected from their area, from the archives and libraries and post them in the e-Twinning workspace.

Activity 3 In January organize an event of dissemination of everything we have worked and we will invite neighboring schools. Presentation of pupils' catches of power-point materials and some of their Holocaust films.

Activity 4 From January we will continue the research and the coordinator, together with the project team and the designated students among the participating students will write our final product - a brochure with all the materials we have made.

Our exhibition about the holocaust From the activities presented, we annually publish an issue of the history magazine, combined with the students' drawings.

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Teaching With Graffiti Walls –Romania

Graffiti used in schools to learn.

Teacher Ghitulescu Daniela Tehnological High School Costești Prof. Univ. Dr. Ion Stoia Caladararu Secondary School

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Motivating the Learning Engine to Increase Student’s School Professional and Social Success and Reduce Absenteeism 2019-1-RO01-KA229-063851 Project Funded By The European Union

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MARKET GUERRILLA PYGMALION