Be U.R.B.A.N eTwinning project final report

An early expression of street art is considered the Mural Movement, which developed at the beginning of the 20th century in Mexico and left a valuable legacy of techniques and experimentation to contemporary artists. Nevertheless, the origins of today's modern street art are placed in the emergence of style writing Graffiti in New York in the late 1960s and during the '70s. At the same time, there was a tradition of gangs writing slogans on the walls who wanted to demarcate their territory. In the following decades, this art form developed, diversified, and acquired many guises and representatives, sworn friends and enemies. Street art is a form of intervention in the urban body and the public space.

Street art, often considered illegal in many countries due to its association with vandalism, is a reflection of rapid social phenomena and economic changes in the daily lives of citizens. It is a product of a society marked by insecurity and risk, a psychosocial substrate that fuels the increased production of civic Graffiti. This art form, at its core, is a direct or indirect response to social crises, often developing a sharp civic discourse that mirrors the reality of each society. Its societal impact is undeniable, making it a significant subject of study and discussion.

Graffiti, stencils, and murals, once considered acts of vandalism, have now become a significant part of modern Art, gaining recognition in galleries and attracting a dedicated fan base. With this in mind, we initiated the European eTwinning project BE U.R.B.A.N, connecting schools from different countries in Europe. Our program, which brings together students and teachers from Italy, Turkey, Romania, Croatia, Serbia, and Greece, is a testament to the educational and cultural benefits of such initiatives. In a constantly evolving multicultural context, we discovered the unique aspects of our countries and the cohesive bonds that can be developed through education and Art.

During the project, we learned about the history of street art and the representative artists who were born and grew up in the urban landscape and used walls, sidewalks, pillars, and cement in general as canvases. At the same time, we analyzed famous works that touched passers-by, who saw them as they passed by, stopped, and looked at them as if they were in modern art museums.

Our students worked in transnational teams, developing their communication skills and, through discovery and experiential learning, approached art-related concepts. At the same time, however, they developed their skills using collaborative tools. They practised using WEB2 collaborative tools as they collected material on digipads and created an Ebook, a calendar and a virtual exhibition from the material gathered. We take for granted the improvement of the use of English as the official language of the program.

This experience, and in particular, the contact with Art, we are sure, helped our students develop all-around, acquire sensitivity, ability to learn, critical thinking, and creativity, and contribute to a better understanding of themselves, other people, and the world in more holistic ways.