Class 1: Once the project, its objectives and the EducArt platform have been presented, students explore the documentation related to the theme of Peace found on the platform. In smaller groups, students share an appreciation of the artworks Man Size by Richard Mosse and Cactus Man No. 1 by Julio González, found on the platform. Students study the text related to the theme found on the EducArt platform. Students complete a heuristic diagram to define peace. Students watch the video featuring Monique Mujawamariya found on the EducArt platform.

Class 2: Students define and study the technical manual (specifications). In smaller groups, they select a work from the EducArt platform and begin to develop a technical manual (specifications), based on the work, that includes the following constraints: human, technical, physical, industrial, economic and environmental.

Class 3: Students take part in a creative session. Students continue to prepare their technical manual.

Class 1: Once the project, its objectives and the EducArt platform have been presented, students discuss the theme of Peace, making links between the concepts of peace and social justice and their own experience. Students study the text related to the theme of Peace found on the EducArt platform. Students complete Maslow’s Pyramid to illustrate their idea of vital needs. They post their thoughts on Knowledge Forum.

Class 2: Students listen to the album "L’homme sans chaussettes". Students discuss the album so as to help them better understand the need for recognition (acknowledgment) and the power of the smallest gesture.

Class 3: Students are introduced to Maslow’s Pyramid as it is viewed by experts and scientists, and produce a large-scale pyramid. They complete the pyramid with their own ideas.

Class 4: Students define the theme of Peace and the concept of social justice. Students list all the concepts related to this theme and complete a heuristic diagram.

Classes 5 and 6: Students share an appreciation of the work Peace and Justice by Pompeo Batoni, taking their guidance from a line of questioning previously established. Students watch the video featuring Monique Mujawamariya found on the EducArt platform in order to refine their thoughts, the formulated definitions and their appreciation of the work.

Classes 7, 8, 9 and 10: Students find gestures that generate social justice applicable to daily life. They plan the content of their photograph by creating a sketch of the image. Using photography, they capture the generating gestures blocked and staged by the students. They share their works with the students of École Fréchette, École Saint-Damien and École Serge-Bouchard on Knowledge Forum.

Classes 1, 2, 3 and 4: Once the project produced in collaboration with students from École du Bon-Conseil has been presented and its objectives explained, students discuss the theme of Peace and share an appreciation of each of the artworks related to the theme found on the EducArt platform; these will serve as a starting point for this project. Students use the guiding questions related to these works to make connections between the artworks and the students’ daily lives and experience. Students watch the video featuring Monique Mujawamariya to deepen the discussion. Students discuss and share an appreciation of the photographs taken by students at École du Bon-Conseil. Students study the text related to the theme of peace found on the EducArt platform. Students make connections between the artworks made by the students of École du Bon-Conseil and the theme.

Classes 5 and 6: Working on their own in the computer lab, students look for images and references to the principles of opposition and asymmetry, photography and the economy while keeping the theme of Peace in mind. To create a media work that uses drawing while incorporating visual opposition and textures, students produce a sketch related to the works from École du Bon-Conseil, the artworks found on the EducArt platform and the theme of Peace.

Classes 7, 8, 9, 10 and 11: Students take part in a creative session. Students work individually to complete their media work.

Classes 12 and 13: Students finish their work. They post their work on the collaborative platform Knowledge Forum to provide access to students from École Serge-Bouchard.

Class 1: Once the project is developed with École de Bon-Conseil and its objectives are presented, students explore the documentation related to the theme of Peace found on the EducArt platform and share an appreciation of the works Man Size by Richard Mosse and Cactus Man No. 1 by Julio González, found on the platform. Students watch the video featuring Monique Mujawamariya. Students complete a heuristic diagram to define the theme of Peace and the concept of social justice. Students form teams and begin their rough drawings.

Classes 2 and 3: In teams, students take part in a creative session. Using their rough drawings as their starting point, students build sculptures depicting two figures out of metal wire, masking tape and strips of plaster. They work on the placement and shape of their iron wire sculptures.

Classes 4 and 5: In teams, students take part in a creative session. Students add polystyrene foam to the sculptures and attach the figures to a plinth.

Class 6: Students work on the sculptures’ finish with acrylic paint to create a bronze effect. They post photographs of the completed works on the collaborative platform Knowledge Forum in order to provide access to students at École Serge-Bouchard.