Collaborative art-based teaching methods (collage, clay, drawing, dancing and body movement etc.) are suitable for teaching tolerance, diversity and empathy in multicultural classrooms, irrespective of existing language barriers. This course can be targeted either to school teachers or to educators teaching adults and seniors, or both.

Art-based teaching methods can be a source of inspiration for all teachers who want to teach differently concepts like tolerance, diversity and inclusion in multicultural classrooms of adults, seniors or children. This course helps teachers boost their self-confidence with using creative techniques in order to break possible language barriers and adapt to the  different learning styles.

Collaborative art-based exercises are very suitable for teaching a variety of interdisciplinary topics in diverse and inter-generational classrooms. Art helps learners express their emotions, especially when they learn in a second language they don’t master. By using learning-by-doing methods focused on non-verbal interactions rather than talking, reading or writing, teachers can encourage participation of disadvantaged learners and increase group cohesion.

Since art is typically taught in school and, except the case when adults have discovered a particular artistic talent, people often stop using their (other) artistic skills. Furthermore, adults and children from vulnerable backgrounds are even more prone to do). By helping learners to see art as an experience that everyone can do for enjoyment rather than an outcome consumed by elites, teachers can boost the self-esteem and empower their learners at the same time as creating a stimulative and engaging learning environment.


  • Improve intercultural skills and cultural awareness.
  • Reflect on the realities of adults and seniors from other cultural backgrounds.
  • Increase self-awareness about the needs of the different types of disadvantaged learners.
  • Get insights on how to promote tolerance and empathy towards learners from disadvantaged backgrounds.
  • Learn how to use art-based techniques to teach learners that are learning in a second language they don’t master
  • Understand how to apply art-based and learning-by-doing methodologies with disadvantaged learners.
  • Get familiar with the advantages of cooperative art-based techniques increase group cohesion and prevent exclusion of disadvantages learners.
  • Learn how to deliver art-based exercises that help learners reflect on discrimination, racism and class segregation.
  • Exchange best practices with other teachers on how to handle difficult situations with learners from vulnerable backgrounds.
  • Get inspired on how to encourage a stimulating and open learning environment and foster collective learning.

Target audience

  • Teachers: pre-school, primary, secondary and vocational schools.
  • Teacher trainers.
  • School leaders and other school staff.

Any professional workers who would like to learn how to use art-based techniques in multicultural classrooms.

For groups of 8 teachers or more, we adapt the course content and approach to the specific needs of your educational center and offer personalized funding assistance.

 Training activities

Day 1 – The realities of intercultural classrooms

  • Welcome to the course
  • Ice breaking: Matching the pieces of the puzzle
  • Sharing stories about the realities of intercultural classrooms
  • Exercise: Active listening and building empathy
  • Case study: Refugees vs asylum seekers vs immigrants
  • Group dynamics: Building trust in the group
  • Understanding the needs and challenges in multicultural classrooms
  • Exchanging good practices on how to handle difficult situations with learners from vulnerable backgrounds.

Day 2 – Dance and body movement

  • Team-building exercises
  • Think-pair-share: What are art-based techniques?
  • Role play: the importance of non-verbal communication
  • Challenge in pairs: The importance of eye contact
  • How to focus on learning by doing than speaking/writing?
  • Active game: Building empathy towards learners studying in a second language
  • Dancing dynamics: Building group cohesion and reinforcing trust
  • Exercise in groups: Sculptures/Living pictures to reflect difficult family situations
  • Exchanging ideas for other dancing and body movement exercises
  • Reflection exercises: How can I apply dancing and body movement activities in my class?

Day 3 – Collaborative visual arts

  • Warm-up and creative exercises
  • Think-pair-share: The benefits of visual arts in multicultural classrooms
  • Individual exercise: Draw an emotions wheel
  • Group work: Using collaborative activities with clay to express emotions
  • Group work: Using art therapy and collaborative drawing to teach tolerance and acceptance of others
  • Group discussions and reflection: Marginalization and isolation
  • Finger painting exercise to create a stimulating and engaging learning environment
  • Exchanging other examples of visual arts techniques for adults and seniors
  • Group reflection: How can I adapt collaborative visual arts techniques to my teaching?

Day 4 – Collage techniques

  • Warm up and group division exercises
  • Introduction to the collage techniques to teach interculturality
  • Overview of different materials and styles to make collages
  • Collaborative collage exercise: What is diversity?
  • Using collage techniques to understand emotions and the realities of the learners
  • Collage exercise: My personal story
  • Pro and cons grid of individual vs collaborative collage exercises
  • Group reflection: How can I use collage techniques in my class?

 Day 5 – Networking and closing

  • Energizer and quiz with Kahoot
  • Group dynamics: Networking skills
  • Open discussion on possible future collaborations and planning follow up activities
  • Summary of key learning points
  • Final course evaluation and feedback
  • Validation of learning outcomes and handling certificates
  • Cultural activity or guided visit (optional)


We tailor our working methods based upon the participants‘ needs and professional profiles in order to ensure easier adaptability and application of the tools to the real life.

Our standard methodology is based on active learning and it is highly participative and practical. We have a hands on approach that comprises group exercises, role plays and simulation exercises. We use collaborative learning techniques to foster the exchange of good practices and collective learning.

The pedagogical methods used in this training course are based on art-based and learning by doing methodologies. Our focus is on showing the participants how the learners’ motivation increases when they become the actors of their own learning because the teacher takes the role of facilitator or learning guide. Thus, the participants get the chance to experience on themselves the benefits of the active learning methodology at the same time as learning how to apply it in their classroom.

Energizers, games and group dynamics are foreseen daily in order to ensure a positive energy and a cooperative learning climate in the group.

Group reflections and daily brief feedback sessions are planned to help adapting the learning programme to the specific needs of the participants.

We organize optional social and cultural activities in order to give the participants the opportunity to get to know the Canarian and Spanish culture as well as to do some professional networking and exchange good practices.

Certification and validation of learning outcomes

  • Certificates of attendance, including a description of the training content
  • Support with the Europass mobility certificates – to be issued by the applicant’s National Agency

Upon request, we also provide educational centers with additional documents that are required to certify the presence to the course and the competences learned. For example, we provide photos of the training course and a sum-up video that can be used for dissemination purposes.

As follow-up activities, we also create online group discussions so that the participants can share with their peers the results of the course and continue reflecting on how they can adapt the methodologies and tools learnt in their context.

 Pre-register to our courses!

Write us some details about your project idea. How many participants do you want to send? What are the profiles of the teachers/staff interested in the course?