Class 1: Once the project, instructions and EducArt platform have been presented to the class, students complete a heuristic diagram on the theme of Cultural Diversity; study a text on this theme; and share an appreciation of the works The Market, Place Jacques-Cartier by Adrien Hébert, Fruit Market, by James Wilson Morrice and A Meat and Fish Market (Winter) by Lucas van Valckenborch. Afterwards, they watch a video featuring Jérôme Pruneau and have a group discussion about the video content.

Class 2: Students return to the three works already observed. In smaller groups, they list objects they have identified in these works. They look for distinctive characteristics in order to identify the places depicted. They give an example of cultural references that define a place. As a group, they give a definition of a heritage site. In smaller groups, they produce a list of heritage sites around the world.

Class 3: Students select a heritage site. They find images that represent the country where it is found. They then select an artwork on the EducArt platform to support their choice. Students produce a video montage about the heritage site with the selected images.

Class 1: Once the project, instructions and EducArt platform have been presented to the class, students watch the video featuring Just Wôan found on the platform. Afterwards, they have a group discussion about the video content. They then study a text on theme of Cultural Diversity found on the platform. They complete a heuristic diagram on this theme. Students share an appreciation of the works related to theme of Cultural Diversity found on the EducArt platform.

Class 2: As a group, students study the idea of the musical motif. In smaller groups, students select one of the works considered. They identify how this work illustrates the theme of Cultural Diversity. They listen to a symphonic performance that includes a reference to “Orientalism.” Students then analyze this musical piece.

Class 3: Students select one of the works considered on the EducArt platform and combine it with the piece of music. In this piece, students identify the musical motifs related to the characters appearing in the selected work. After listening to the symphonic interpretation of the soundtrack from an American film, students identify the difference between the musical motifs in the two pieces of music.

Class 4: Students take part in a creative session. Students compose a music track representing a well-known figure.

Class 5: Students present their compositions to the class.

Class 1: Once the project, instructions and EducArt platform have been presented to the class, students study a text on the theme of Cultural Diversity. They complete a heuristic diagram on this theme. Students then watch the videos featuring Jérôme Pruneau and Just Wôan and have a group discussion about the video content. In small groups, they find and assemble all the copyright-free works associated with this theme on the EducArt platform.

Class 2: In small groups, students identify the cultural symbols in the assembled works that can be isolated and reproduced. Students select a work. They cut up the work into isometric rectangles (min. 6; max. 30). They find the centre of each cutout.

Class 3: Using object-oriented programming language, students define a list to produce. They attribute names to the variables in this list. They write the code for the “move” function.

Class 4: Students program a function that makes is possible to shuffle the puzzle pieces. They program a function that verifies the positions of the cutouts. They program a function that validates the completed puzzle.

Class 1: Once the project, instructions and EducArt platform have been presented to the class, students study a text on the theme of Cultural Diversity. They watch a video featuring Anne-Flore de Rochambeau and have a group discussion about the video content. As a group, students complete a heuristic diagram on the theme of Cultural Diversity; produce a lexical field; and compose a definition of cultural diversity using this lexical field.

Class 2: As a group, students share an appreciation of three artworks related to the theme of Cultural Diversity found on the EducArt platform. In smaller groups, students answer guiding questions related to this theme. Analyzing these works, students search for words associated with the culture in question.

Class 3: In smaller groups, students select one of the three works, and then an element (object or other) that appears in it. Students write a rough draft of a story in French about cultural diversity, including the element selected. The story must be between 500 and 600 words in length using the imperfect, pluperfect and past tenses in French. Inspired by the selected work, the story must include characters, a setting, a conflict and an important symbolic object.

Class 4: Students apply strategies to revise and recopy their work.

Class 5: Students present their story to the class.

Class 1: Once the project and EducArt platform have been presented to the class, students study a text on the theme of Cultural Diversity. They complete a heuristic diagram on this theme and share an appreciation of the works related to this theme found on the platform. Afterwards, they watch the videos featuring Jérôme Pruneau and Just Wôan. They have a group discussion about the video content.

Class 2: Once the instructions have been presented to the class, the students work in smaller groups, identifying the cultural symbols found in the works studied and selecting one. They find the number of planes in the selected artwork and list the cultural symbols found within. In smaller groups, they produce a sketch representing the group’s work, incorporating the same number of planes and listed cultural symbols.

Class 3: Students take part in a creative session. They produce a scene based on the selected work.