14 relevant to them. OTA project is taking this in serious account, when developing methodology, furthermore, OTA project is accompanying to this aspect also the letter A – art in STEAM. Therefore, the stage, where the motivation for pupils should be implemented OTA project sees as a opportunity for art to be given a voice. A scientific issue can be presented to pupils through art. It can be an interesting phenomenon, which pupils could observe in their habitats (e.g. Why are statutes green?). This is something that will raise their interest, because immediately they will connect science to a circumstance they experienced outside the classroom in what is likely to be understood as a “real life” to their perspectives. After research on TSM proposed in the PROFILES project, the scenario set in the first stage seems to be a valid starting point for lessons. It is necessary to connect subjects from the curriculum to a situation that is familiar or relatable to pupils. Teachers are often faced with questions of a type “What good will this do to me in my real life?” etc. If we take these types of questions as a cry for help from pupils' perspective, we can quickly conclude that it is on teachers to show possible connections. With such an approach, we gain several benefits. Firstly, the question is answered, before it is even stated out loud. Secondly, pupils are taught to connect, link, observe and better understand the division between subjects in school’s curriculum is not necessarily a reflection of other so-called real-life departments. Thirdly, the barriers of division are thus blurred and are creating paths for further connections pupils create in other situations – outside school as well as within other school subjects. To ensure the motivation is set strong, the OTA project proposes that the first stage of school lessons is dedicated to this particular establishment. It can be formed in several ways. One of which is definitely setting the scenario, as PROFILES project suggests. Teachers showed some serious second thoughts, showing worries about length of time to carry out the whole lesson (Sormunen et al., 2014, p. 54). One of the crucial elements for the OTA project is that planned activities don't extend over a schoolhour. Expressed time worries have to be taken into account, so the motivational stage doesn’t feed off the time of other, also important, stages of school lessons. Propositions of formatting efficient motivational starting points are to create circumstances, where pupils are left with open questions to a proposed topic. A topic should be carefully chosen and also has to have a strong connection to a science theme, planned for the lesson. OTA project proposes, the topic is taken out of a world of visual arts, so the interdisciplinary approach starts as early as at the beginning of the lessons. To use art as a tool, though, it is not necessary to implement it in the first stage, especially if it doesn’t make a lot of sense. Art as a tool can have a significant role in the second stage of the school lessons. Expressing oneselves through visual art forms can leave a strong and long-lasting impression on pupils. When planning a second stage, some directions have to be
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