Stefanides, Brittni- Greece
Mammina, Janeva- Italy
Mcginn, Brenna Jeanne -Portugal
Ross, Rodneya Vivian- Spain
Barron, Codie- Morocco



All of the artists we chose for our countries were painters; as well as various other type of artists.


Painter: Mohamed Hamri


Painter, Photographer & theatrical set designer: Yiannis Tsarouchis
Four Men In A Coffee-house, Painted Unawares (1927)
Four Men In A Coffee-house, Painted Unawares (1927)


Artist (painter, sculptor, sketcher, musician), mathematician, scientist and writer: Leonardo da Vinci.
external image %28davinci%29-mona-lisa.jpg

Painter, draughtsman, sculptor: Pablo Picasso

Painter, poet and writer: Jose de Almada Negreiros
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All of the schooling in our countries were mandatory in both primary and secondary education. Also, the public education in these countries were free for the lower level schooling. We all had at least some higher level education systems that were US based and allowed multi-cultural learning environments.



Morocco: The Project “Lollipops Crown” was a one year program introducing film production to the children of Morocco. It was focused on lower income, troubled kids in hopes of giving them an artistic outlet. It was brought to Morocco by one man which got funded by a governmental scholarship. He was born in India and moved over to the US in the 1970’s and has lived here for most of his life.

Greece: Thessaloniki International Film Festival is an arts organization with many educational programs for children. It is the top film festival in Southeastern Europe. Founded in 1960. TIFF offers many educational programs for children which is sponsored primarily by the Ministry of Culture and the Ministry of Education. With their educational programs, TIFF aims to develop programs that will promote media literacy amongst students of all ages, establish an open and two way exchange of art theory and practice between students, as well as the industry of film. The also hope to provide a incentive and framework for young people to be creative in relation to film and filmmaking.

Italy: The Studio Arts Centers International, or SACI, was founded in 1975 in Florence, Italy and made into a US non-profit organization in 1976. SACI offers undergraduate and graduate level programs in studio art, design and also liberal arts. The school immerses students into Italian culture. Information regarding Italian arts programs in Italy is extremely hard to come by on the internet because the only information avilable is on study abroad programs or US affiliates.

Spain: The Foundation Centre of Glass of Barcelona is a non-profit organization. It's aim is to preserve the artistic craft of making glass. The foundation offers classes for individuals that are interested in learning how to make glass. The foundation also provides scholarships for school kids and schools to enable to improve their skills by providing them with a workspace.


Morocco: 99% Is Arab-Berber. Other ethnic groups include: white Europeans, black Africans, and Jews.

Italy: Over 93% Italian with some small minority groups.

Greece: Little immigration, overall mostly Greek.

Spain: There are many different ethnic groups in Spain consisting of: the Catalans, the Galicians, the Basques (Euskal-dun), and the Spanish Roma (Gitanos). Roman Catholic is the biggest religion in Spain.

Portugal: Majority Portuguese with minorities of African and eastern European.


Not a large emphasis placed on arts education except in the American-Moroccan schools. This is due to the poor economic conditions Morocco is in, as well as political and religious reasons.

Just like Morocco there is not a large emphasis on arts education in Spain. This is especially true at the lower levels. Arts education is more common at the University level. As of 2005 the Ministry of Education has been working to integrate arts education into the school systems. In the 2006-2007 school year 311,198 students were able to enroll in art classes including: dance, music, art and design, and drama.

Although Italy has high standards for education, art is not quite as important. Much like Spain and Greece, in 1998 the Ministry of Education has agreed to encourage arts education throughout the schools by collaboration between the educational system and the community. Traditionally, art education has been included in high school curriculum.

Very similar to the United States, art education in Greece was not very significant in the school curriculum. Then in the 1990s, the Ministry of Education made efforts to reform the current curriculum & to include more art in education. Music was integrated into the schools & used to help children learn. This was all funded primarily by the Ministry of Education.

Arts education was incorporated into basic education (first nine years). In basic education, as the students got older more specific arts education was incorporated into the curriculum such as music, dance, printmaking, etc. As of the 2006/2007 school year music and creative arts were incorporated into the curriculum of nearly all, 99%, the primary schools in the country. It seems as if art is newly starting to become integrated into the schools.


What surprised us is the fact that for all of the different types of artists there is out there we all chose a painter (who happened to do multiple other mediums as well). It was just a very ironic coincidence that we all went with the same type of work.

Another thing that was very surprising to all of us (except for Morocco) was that it was so difficult to find art education inclusion. Knowing that these were European countries, we expected there to be a lot of art based education within the schools due to the fact that these are such art rich countries and seem to be very influential to many artists.