Dear colleagues,

This paper focuses on building an intervention project that advocates and encourages education through art in a social perspective, which initially involved the crossing of social design and artistic pedagogy fields. The main goal of this proposal is determined by an understanding of social design as a key to intervene in society, awarding the designer the leading role in changing mindsets, as well as, throughout his/her skills to nourish a greater good, hence, contributing to the behalf of the community.

The educational component is in turn determined by the knowledge that children should participate in the making of activities that stimulate the aesthetic dialogue through projects involving art itself, with creative tasks driving to critical reflection. Educational challenges with and through art can develop their skills in this area.

These premises led to the creation of ‘Ulisses’, the foundation to the definition, frame and identity of communication elements. Finally, in a last stage, and to emancipate the conceptual dimension, the application and targets were planned (primary school students — 6 to 9 years old).

This paper focuses on building (on the building of) an intervention project that advocates and encourages education through art in a social perspective, which initially involved (not sure about the use of Past Simple here) the crossing of social design and artistic pedagogy fields. The main goal of this proposal (I do not see any proposals here, which proposal?) is determined by an understanding of social design as a key to intervene in society, awarding the designer the leading role in changing mindsets, as well as, throughout his/her skills to nourish a greater good, (punctuation seems wrong, consider  as well as,  throughout his/her skills,  to nourish a greater good), hence, contributing to the behalf (contributing (to him/her) on the behalf of??? )  of the community.

The educational component is in turn (better, in turn, with commas) determined by the knowledge that children should participate in the making of activities (of the activities) that stimulate the aesthetic dialogue through projects involving art itself, (no comma needed) with creative tasks driving to critical reflection. Educational challenges with and through art can develop their skills in this area.

These premises led to the creation of �Ulisses�, the foundation to the definition, frame and identity of communication elements. (Very ambiguous to me) Finally, in a last stage, and (comma needed) to emancipate the conceptual dimension, the application and targets were planned (primary school students � 6 to 9 years old)

I disagree with Giorgi in a few places. It looks like a lot, but it really isn �t much disagreement.