REPORT Artmile International Collaborative Learning 2023
Country/Region [ Pakistan ]School[ Mansehra Public School & College ] Teacher [Bushra Rehman ] Grade (9-12 ) Member (25)
JP School [ Sera Junior High School ]Teacher [ Kenta Hazama ]# Subjects, Activities and Hours of the lessons
SubjectConception of the lesson

Hours

SDGs
SDG 12: Responsible consumption and production

10

Art

Use of colours, Blending, Drawing

10

ICT

Making PowerPoint presentations
Interacting on VCs
Researching on internet

10Science# Theme and Message of the mural
ThemeMessage
United thoughts toshare with the world

Preserve Our Planet: Small Acts, Big Impact
In a world with finite resources and mounting environmental challenges, it is crucial foreach and every one of us to adopt the philosophy of "mottainai" – a Japanese term thaturges us not to throw away what we can still use. The planet we call home is not anendless reservoir of resources, and every action we take impacts its delicate balance.
Food and clothing waste continues to plague our planet, contributing to environmental
degradation. It's high time we recognize the problems facing our world and take action
to improve the global environment for the sake of future generations. By making
conscious choices and reducing waste, we can collectively make a profound difference.
Let's embrace "Mottainai" and act today for a more sustainable and thriving planet
tomorrow.

# Effects and Problems
Effects your students have gained
Points for further improvement
Through this project, students were able to engage in All went well and nothing special to point out formeaningful dialogue, exchange ideas, and harness their improvement.
creativity to visually represent the importance ofsustainable consumption and production. The act of
creating a mural not only served as a platform forartistic expression but also as a medium for raisingawareness and initiating conversations aboutsustainability and its implications on a global scale.
By working together towards a common goal, students
learned to appreciate diverse perspectives, navigate
differences, and find innovative solutions to complex
issues such as sustainable development.
Students developed a deep understanding ofsustainability and its interconnectedness with various
aspects of human life and the environment.
# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
1. Cultural Understanding: Through interaction and 1. Professional Growth: Engaging in a collaborative
collaboration, students have gained a deeper project of this nature has provided teachers withappreciation and understanding of each other'scultures. They have learned to respect differences opportunities for professional growth andand celebrate similarities, fostering a sense of global development. They have learned new teaching
citizenship and cultural empathy.
strategies, methods, and approaches for integrating
2. Interdisciplinary Learning: Engaging in a project global issues such as sustainable development into
centered around SDG 12 has exposed students totheir curriculum.
interdisciplinary learning. They have explored thecomplexities of sustainable consumption and 2 Cross-Cultural Communication Skills: Teachers
production from multiple perspectives, integrating have honed their cross-cultural communication skills
knowledge from various fields such as economics, and through collaboration with their counterparts fromenvironmental science.
different cultural backgrounds. They have learned to3. Critical Thinking Skills: Working on a real-worldissue like sustainable development has challenged communicate effectively, overcome language
students to think critically and analytically. They have barriers, and navigate cultural differences tolearned to evaluate the implications of consumption facilitate meaningful dialogue and collaboration.
patterns and production processes, considering their 3. Interdisciplinary Teaching: The focus on SDG 12
environmental, social, and economic impacts.
has
encouraged
teachers
toadopt
an4. Collaborative Skills: Collaboration lies at the heart
interdisciplinary
approachtoteachingandlearning.
of this project. Students have honed theircollaborative skills by working together across cultural They have explored connections between different
and geographical boundaries. They have learned to subject
areas,
integrating
concepts
fromcommunicate effectively, share ideas, and resolve environmental science, social studies, economics,conflicts, fostering teamwork and cooperation.
and art to address complex issues related to5. Sense of Responsibility The focus on SDG 12 hasinstilled a sense of responsibility for sustainable sustainable consumption and production.
practices among students. They have become more 4. Promotion of Global Citizenship: Teachers haveaware of their consumption habits and the need to played a key role in promoting global citizenshipmake conscious choices that minimize environmental among their students. By facilitating cross-culturaldegradation and promote social equity.
6. Artistic Expression: For many students, the project exchange and collaboration, they have encouraged
has provided a platform for artistic expression and students to develop a sense of empathy, respect,creativity. Through the creation of the mural, they and responsibility for addressing global challenges
have been able to communicate their ideas and and fostering intercultural understanding.
messages visually, harnessing the power of art toinspire change and raise awareness aboutsustainability.

# Flow of the Activity
ContentMonthRESEARCH
the theme

SHAREwith thepartner

UNITE
the thoughts

CREATEthe mural

APPRECIATE
the wholelearning

June
July

July toOct

NovFebMar

What you did
Introduced the project tothe students.
Shared intro of students,
school and country with thepartner.
Students studied SDGs
Researchedabout
responsible
consumptionand production.

Your students’ attitude/reflection
Students got to know about the purposeof Mural exchange. They also learnt
about Japan culture.

Shared different Mural ideas
with partner school.

Students learnt about how to express
their ideas through drawings.

Students completed the half
painted mural received frompartner school.

Students appreciated the art skills ofpartner school students and applied
their own skills to complete the muralArt

Students appreciated andreflected on the projectthroughwritingandspeaking.

Students reflected on the skills theyacquired and learnt to appreciate apiece of art.

EnglishStudents got to know about SDGs, theyalso learnt about issues related toclimate change and their solution.

SubjectICT
GeographyICScienceArt# Effect and evaluation gained through the collaborative learning
Evaluation: Rank 5 to 1 (5: very effective / 4: effective / 3: so- so / 2: not so effective / 1: not effective at all)

Expected effectCross-cultural
understanding

Active learning

Critical thinking

Collaborating withdifferent people
Expressing in words,
in shape

Evaluation

55555

Scenes and reasons that teachers felt the effects
Students on both sides learnt a lot of things about each other culture
for the very first time.

Students learnt to collect the data objectively and represent their pointof views logically.

Students were actively involved in learning through practicallyresearching, interacting and painting.

Students shared ideas and research findings with each other and withstudents of Japan which helped them to understand how to collaborate
with others through long distance partnerships.
Students learnt how to express their thoughts in front of others inwords and shapes.