Summary
The project brought together primary school students from Sweden, Cyprus, and Greece, using music, dance, and creative movement to support learning in mathematics and communication in English. Glossaries in English, Swedish, and Greek were developed to facilitate both travel communication and understanding of mathematical terminology. This innovative approach enhanced students’ motivation to learn languages, as they discovered commonalities in mathematical vocabulary across different languages.
”Now I know 7th table in English, because I did dance it on ice!”
Topic(s) addressed
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- The power of language
- Communication among EU citizens
- Multilingualism
- Democracy
Target group(s)
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- Staff and students in all partner organisations
Methodologies used
This project connects STEM subjects with the arts, using language as a tool for communication. It employs creative, multidisciplinary methods that actively engage learners and bridge formal, non-formal, and informal learning. Inclusive approaches ensure the participation of diverse groups, supported by continuous feedback and assessment. Collaboration with schools, families, and local stakeholders further strengthens the project’s impact.
Innovation environment
A Swedish primary school in a sparsely populated area opened its doors to the world through a project that used art to enhance learning in STEM subjects. The entire school embraced a creative atmosphere, where music, movement, and languages made mathematics more enjoyable and accessible. Schools became spaces where new ideas could flourish, thanks to strong collaboration between teachers, students, and external partners.
Teachers’ role
Teachers played a central role in driving the project forward – not just as educators, but as innovators. They explored new teaching methods and supported one another throughout the process. Emphasising the importance of integrating music and creative movement into learning, particularly in relation to mathematics, they used language as a tool to enhance understanding. In an era dominated by screens and sedentary lifestyles, students had the opportunity to sing and dance mathematics in English, combining physical movement with theoretical knowledge.
Impact and output
The project had a positive impact on both teachers and students, fostering greater engagement and more creative approaches to learning. It reached children and educators in rural and underrepresented areas, helping to bridge educational and linguistic gaps through innovative methods and multilingual support materials.
The approach spread to other schools, teachers, and networks – both locally and internationally. Parents and local communities also became involved through various activities and by sharing the project’s outcomes. The tools and materials developed will remain available and continue to be used well beyond the project’s duration.
Learn more about the project
