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The main focus of the project was to promote understanding of the arts and to contribute to the strengthening of international cooperation. The expansion of the project activities to the international level led to a broadening of the competence and motivation of all participants. It challenged the students to independently organize and question their own learning and create work-related and topic-oriented work results. A range of collaborative, interactive, creative Internet tools that were well suited to this mission helped them. For example, the students used the padlet, the Zeemap, the Flipsnack tools, and Google Docs for the collaborative tasks. They used Google's search for information and Google Translate for unfamiliar words as they phrased sentences. Students created and played online quiz games using game apps. This work on the project created a stronger self-confidence and a greater self-responsibility. That interest in the artistic content had increased.
The online evaluation of the project showed that everyone had worked with pleasure. The teachers and students saw working in teams, communicating in the foreign language (English), promoting creativity, and applying and enhancing digital skills as positive outcomes of the project. 83% of all surveyed students wanted to work together with their project partners in the future.

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In this project, the groups contributed to the task solving in a task-sharing process, while the groups solved the tasks by means of communicative processes. Each partner school consisted of at least 10 students aged 12 to 18 years. After the students invited to the TwinSpace, mixed groups were formed. The students were divided into twelve different groups and in each group there were different students from different countries. They were required to form a team that worked closely together. The aim was to achieve a common result and a common knowledge of all team members.
For the German group, this was a challenge because of their age.
The use of online tools offered new possibilities and forms of interaction, coordination, communication and documentation. The use of on-line tools allowed several people to visit e.g. at the same time writing a document, collecting ideas, linking a mind map, working with timelines, drawing or filling a table and securing work results. It was possible to understand individual changes and to see who contributed what content. So, in a Google Doc, the life of A. Dürer was developed and we made collaborative drawing. After the work of Raffaelo (School of Athens), the groups put together a common tableau Vivant and wrote a continuous story about his paintings. To the life of Titiano the groups linked a common Minmap and put together a creative poem about art. Finally, greetings were sent by all groups. Also, the evaluation process could be carried out simultaneously.

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At the beginning, the members exchanged views on a common project framework, which was set by the Turkish project founder on a schedule accessible to all in the TwinSpace. The next step was a joint webinar to start the project. There was also created a Facebook account and a WhatsApp group between partners. In the eTwinning TwinSpace, the teachers mainly communicated through the Teacher Bulletin. The students discussions were set up in the forum here they solved problems and made agreements. The students of each partner school received usernames and passwords so that they could enter the TwinSpace.
All project contributions from the partners were viewed by the students via the whiteboard.
At the beginning, the partner classes presented themselves and their schools through videos and contributions in the padlet. All contributions were documented on the pre-structured pages and the project blog of the TwinSpace. Feedbacks on the contributions were written by the students in groups.
In online meetings, the students were able to contribute in foreign languages.
For the selection of the project logo a competition with an online voting was carried out.
Then we worked in three parts of responsibility to the artists A. Dürer, Raphael and Titian. The students introduced the life of each artist and they dealt in activities with their works
and they created a common end product. In addition, holiday greetings were sent.
Finally, there was a project evaluation by the teachers and the students.

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At the beginning, a common project plan with Google documents was created. The students made PowerPoint presentations about the school and they introduced themselves on a common padlet. The students photographed and filmed and compiled video films with Fotostory 3 and Movie Maker. These were published on Youtube. The TwinSpace was the platform for communication on which a diverse documentation emerged by uploading images and embedding the videos. During the project work, students learned to use new WEB2.0 tools. These were inserted directly into the TwinSpace pages and edited there. A map with the locations of the schools was created at https://www.zeemaps.com/. In groups, various games were created with http://www.jigsawplanet.com/ and http://learningapps.org and played online. The project logo was selected at https://www.tricider.com/. In Google Docs, the partners created cross-country collaborative presentations https://docs.google.com/presentation/. The Flipgrid tool is used to record secure videos. For online communication, Adobe Connect meetings were used on Twinspace according to a previously created plan. A joint project presentation as a final result was created at http://www.emaze.com/de/. An evaluation was conducted online at https://docs.google.com/forms/.

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The curriculum for arts lesson of the Berlin elementary schools it is planned that the students perceive and develop artists as well as works of art from an individual point of view. That they can get to know and name artists who have favored a strategy for their work at a certain time, and that they can see works of art related to cultural backgrounds and use works of art as impulses for their own creative solutions. In our project, the student groups dealt with three renaissance artists. By considering the life and the works, they were able to draw important conclusions about the epoch. The eEducation Berlin Master Plan program, of which eTwinning is a flagship project, envisages that students will participate in the projects, by preparing all work results, by using the eTwinning platform, by testing new online tools, and by the contacts with the project partners they can prove and expand their media competence. In this project, the students were also able to introduce themselves into foreign languages and that they expand their English language skills. The division of work organization for the students' groups involved feelings of equality, responsibility, self-confidence and tolerance among the students. This contributed to the strengthening of social skills.As I only taught the 6th grade students in this project two afternoon sessions in the afternoon, I included the regular (art and English) colleagues in planning and implementation.

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The encounter with the artworks and the artists in this project consisted of research on the biography and the examination of the artwork. The students worked in twelve complex groups. In each group there were different students from different countries, some working on the same documents or mind maps on different topics. But there was also a common e-book in which was worked on a continuous text. Information received by the pupils through their thematic work was repeatedly consolidated through self-made quizzes and educational games. The students were able to demonstrate their creativity when creating a project logo. Together, images were selected in which the students drew parts and these were finally assembled into a whole. Also, the groups recreated images of the artists and finally, in a common tableau Vivant, the "School of Athens by Raffaello Sanzio" was presented. A common poem, and speaking of self-developed texts expanded and consolidated the English language skills of all participants.

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In this project we would like to inform our students about the life and work of selected artists from Europe. We have chosen exemplary artists of the Renaissance.
Project partners from Italy, Turkey, Greece, Serbia, Armenia, Ukraine. Bosnia Herzegovina and, Romania and Germany  work together in the project. Our main goal is to help students see themselves as part of a large team, but also as an independent person with their own contributions.
All project partners deal with the artists and their work in transnational groups, research and create contributions, which are exchanged and commented in the TwinSpace.
In dealing with the art of earlier times, students learn to understand basic artistic strategies. In doing so, they will recognize the value of artworks by famous painters and advocate protecting and maintaining them in the future.
With the use of digital media for research and for the implementation of their contributions, the pupils enrich their expressiveness and expand their media literacy. contribute. In particular, the topic-related webinars with the partner schools help to improve their communicative abilities.

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Integrating curriculum in to the real life with a project is main outcome of this project.

We used our ice-breaking activities like introducing the partners; both teachers and students to the padlets. They first met with a logo election. Partner school students learnt and used the following web2tools throughout the project. Kizoa, Padlet, google forms, Prezi, sway, Emaze, Wordart, Flipsnack etc.

Partner school students  used Wordart to create logos. Lots of photos and videos are taken on tasks. By using these photos and videos according to the e-safety rules students prepared presentations. On videos students faces are blurred in order not to be noticed. The same process is made on photos too. Students also used collage maker tools on their smart phones. Students learnt different ways of communication and production. They used google search for information and google translate for unknown words while making sentences. Students also played some online quizzes by using Quizizz web2tool. Students prepared story books via story jumper, Issuu, Flipsnack and Flipgrid tool. And at the end of the project, each partner prepared his/her own website. As sample of a great collaboration five different collaborative work are created and shared both on twinspace, facebook group account and project website. The project e-book was prepared by using Issuu /Flipsnack. This project guided us work on further projects successfully. All partner schools developed themselves by the help of the collaborative task done on this project. Two different evaluation process are done. The first one was for students. They are asked several questions. The second one was for teachers. The results of the survey is analysed and found the weak and strong sides of the project.

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From the begining to the end all the activities are carried out by the help of web2tools. So as to give an example students used Padlet, zeemap and presentation tools(Prezi, Emaze etc.) for the ice breaker activity.For the collaborative e-books: issuu, Flipsnack tools are used. Flipgrid tool is used to record secure videos. google forms is used to evaluate the project process. Moreover to increase the effectiveness of the communication whatsapp groups, mail groups, social media facebook group account are used effectively. For online communication skype meetings, adobe connect meetings on twinspace are used according to a plan prepared before. All of the explained activities above are shared on twinspace under each months page.

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We always collaborated with partner students and teachers from the beginning of the project to the end. We prepared our project plan collaboratively by using google docs. We thought about the formal and informal holidays in the calendar. (Teacher's Day, The Day of old people, Tolerance Day, Christmas, St Valentine's Day, By using these days  guided all partner schools make students feel free during the project. For example, first activity was introducing ourselves. Children created presentations about school, they introduced themselves on a shared Padlet There were twelve complex groups. But in each group there were different students from different countries. On some tasks students studied to work on collaboration (in the team), they learnt how to be responsible, to be more creative. As art tools are main point on working twinning projects we had a great success by learning them. All partner schools visited several organizations in their towns presenting a small play and disseminate our project. During the project students have studied actively, creatively and even bravely. By the help of the projects students learnt to use new WEB2.0 tools and improved their skills for example students used Padlet, quiz, zeemap and presentation tools(prezi, emaze etc.) for the ice breaker activity.

For the collaborative e-books: issuu, Flipsnack tools are used. Google forms is used to evaluate the project process.

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All partner teachers worked with teacher bulletin and project journal on twinspace and all the partners write their opinions on board. As an Agreement we set up a Facebook social media account of the project for dissemination and communication. We used Padlet as a great tool for communication. We also used twinspace, whatsapp group. Partner school students worked on written communication tools like bulletin boards about each activity. For pupils each partner school got usernames and passwords so that they could enter the twinspace. Icebreaking activity was used for the kids where they wrote about themselves in the page “student introduction” on the Padlet and read the writings of the pupils from the other countries. Each partner school sent online Christmas cards  to other partners. All partner schools had a skype conversation between partner students. They introduced themselves and used spoken language in a real life.

We agreed on communication with each other in various ways  throughout the following ways;

*Communication form: At the early  beginning of the project it has been asked to fill out an online google sheet doc for a better communication. We collected all the necessary data for communication.

* Twinspace : both partners and students used twinspace for getting into contact. The forums are used effectively.

The other ways of communication we used on project are the following steps:

*sending mails to each other via twinspace mail,

* eTwinning live mail or personal mails,

* Through social media Facebook account,

* Through Whatsapp group: A group is created between partners.

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The Project’s main aim is to integrate the curriculum into real life. As partners we have discussed this issue both on twinspace –forums- and at our schools. Moreover, we wanted to improve the feelings such as equal rights, responsibility, truth, self-confidence, tolerance, empathy etc. on students’ lives. That’s why we decided to run this Project.  We collaborated in the project with seventh class students because the curriculum perfectly matches with the topic here. For example on our first collaboration it identical with unit one “Art at Home” Studentswill be able to relate new information to visual concepts in memory via familiar, easily retrievable visualizations.” On another collaborative part of our project matches with unit 5 “Events Students will be able to write short, simple messages, reports and advertisements relating to traditional folks, poems, food etc. Students will be able to write a short description of a process.” The outcomes of the units help us improve the effectiveness of the project.  We have also coordinated with some branches at school.

By doing the zeemap activity on the beginning of the project we asked social science teacher to guide students on world map. After this activity student learnt more about the world map. We also used social science class for learning and discovering new info on traditional culture.

In Art lesson student prepared project logos and from the logos we selected best logo of the school. We participated the logo election on the project by the help of art lesson.

On English literature lesson students improved their communicative skills by having webinar with partner schools. They gained self-confidence on speaking second language. In ICT lesson students used different web2tools and share it on twinspace. By the help of ICT lesson students improved the effect of the project.

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Our project’s main aim is to help students to improve themselves as a part of big team and as independent person with his/her own views. Exchanging work among partners created new atmosphere for sharing and studying. By working with different countries, meeting new culture, created brilliant atmosphere for the partner students.  The most successful part of our project that it has been created a social network between partner schools.

Each partners school consisted of at least 10 students aged 13-18. After inviting student to the twinspace mixed groups were created. Students are divided into twelve different groups and in each group there are different students from different countries. Task sharing is done before the activity process

We used Project based learning on our project. We did the following steps.

1. Each Partner Teacher sets the stage for students with real-life samples of the projects they will be doing.

2.Students take on the role of project designers, on logo election, on collaborative works.

3.Students discuss and accumulate the background information needed for their designs on the tasks.

4.Partner teacher  and students negotiate the criteria for evaluating the projects. The questions are selected and used in survey.

5.  Students accumulate the materials necessary for the Project : All the data needed for the Project is prepared by students under control of teachers.

6.  Students create their projects tasks collaboratively.

7.  Students prepare to present their schools and tasks on the Project.

8.  Students present their projects in exhibitions.

Students reflect on the process and evaluate the projects

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All the tasks given on the project plan are done successfully with a great collaboration. Moreover each member prepared his/her own website(blog) and share all the outcomes there. In order to disseminate the project we used three different methods. 1 st one is to create a facebook group account for the project. 2 nd we set up a project website  to share the tasks. We also created project blog page to disseminate the activities. 3 rd we invited the press to our schools and inform them about our project. We did exhibition at school. We also published news on EBA. All the links related to our project is written as a word doc and uploaded to the other documents.

Visitor Account username for twinspace : discovering.art

Visitor Account password for twinspace : 123456

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The project main goal is to pay attention that artistic skills take a great role of importance. That’s why we would like to work on this project with our students. As teachers we are responsible to help students to get self-awareness of themselves as an active member of community. Having worked on this project lets students to get awareness on art. Each partner school had a big contribution on this project. We discussed all the things from beginning to the end.

For the E-Safety rules each partner school get special permission paper from students’ parents which shows that students can freely work on projects. Although special permission is taken from parents each partner school pay a lot attention on e-safety rules. To give an example students faces are blurred on videos and photos on tasks in order not to be recognised by anyone