3.1.3 Methodological Material_Chapter 5 "Educational Artmaking In Partners Countries: Good Practices In Community Settings"

Title

QR code implementation in education process

Country

Lithuania

Promoter

A private initiative

Context of implementation

X large city ☐small city ☐village

Goals of the activity

The goal is to include various children/young people to participate as an individual or in groups, helps with building teamwork; using young people's curiosity in the learning process; using simple tools available to every child/person in a new, unusual way.

Description

Overview. The use of QR codes for educational activities needs to be planned ahead of time in two separate aspects: first - the information that is going to be coded and second – the environment in which the generated codes are going to be hidden. It is important to use the information that is relevant to the current subject and usually when the order of discovering information is not very important.

Steps

1. First the information which will be coded needs to be structured into short sentences and written out. Pictures, links, or even sounds can also be used in QR codes.

2. Using an online tool (QR code converter) the information can easily be made into QR codes (or uploaded and direct website turned into a code).

3. The codes can be downloaded and printed on a sheet of paper. It is important to use dark printer ink so that the camera on a smart device could easily pick it up. 

4. QR codes can be cut out and hidden in any environment chosen by the educator. It is important to keep in mind that it is helpful to organize such activity in an environment that helps to understand the subject better.

5. Participants to the activity will need a QR code reading application on a smart device to scan the codes. It is recommended to make a task sheet where participants could mark down what they’ve found.

With the information gathered participants should be involved in an activity which uses the information to build stronger understanding of the subject. For example, putting found information in order, or using it to create art pieces, or using it as inspiration etc.

Implementation choices

a. Target groups:  8-9 years old children, but this method is very flexible for different ages and also different subjects. Almost anything can be turned into QR code scavenger hunt.

b. Duration: 45 – 90 minutes, depending on complexity of the task.

c. Number of sessions/activities: One session.

d. Teaching methodology: This method works best when participants work in teams as it is easy to divide the responsibilities among teammates and every student is involved in the process. This method is rather simple but for most participants exciting. Everyone gets involved and through the same process obtains very similar knowledge, feels included and awarded during the lesson multiple times. The versatility of this method can be used in almost any subject.

e. Type of assessment and tools used to identify the benefits: the assessment is carried out when participants present their findings which they collaboratively summaries.

Artistic mean

This method can be used to analyse works of art or music

Can be used to show important parts that should be included in the art created

x Painting                   A x   B x

x Theatre play            A ☐   B x

x Music                      A x   B ☐

x Sculpture                 A x   B x

x Creative Writing (storytelling, poetry, etc.)      A ☐    B x

x Arts and crafts (pottering, needlework, sewing, etc.)

☐ Other, please, specify: __________________

Materials

Internet connection, paper, printer, scissors, tape, smart devices with video cameras.

Who runs the activity

A person / parents

Benefits and results

The benefits of this best practice for the target groups

Curiosity based learning; 

Using modern and active teaching methods to engage every participants; 

Feeling of accomplishment;

Community/social impact 

Building teamwork between children groups and other participants.

Challenge to inclusion addressed

Behavioural challenge.

By participating in this activity, participants will strengthen their creativity and cooperation skills. The activity stimulates all participants to “think outside the box” and to find a subject to be transformed into a QR code. This activity can help to overcome problems of exclusion connected with social and behavioral reasons. Indeed, it helps participants to be engaged in the subject taught and to mutually respect each other in order to create a final common work.

21st Century skills addressed

Scanning QR codes and obtaining different pieces of information is important in learning skills, especially problem solving, communication and collaboration as the method itself often poses itself as a puzzle. It takes quite a few skills to put it together.

UDL as   Guiding principle

Use of multiple means of expressions

Website/E-mail /Other contact info:

e-mail: ignas.stansilavicius@gruso.lt

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflection

 How did you feel during the process of creation of a QR code?

Did you face any challenge in working with other children?

How did your group work as a team?

Do you think you improve your communication skills with others by participating in this activity?

Did you enjoy the activity?

Title

Social inclusion of vulnerable children through art in the Lithuanian-Belarusian border regions (“Pažeidžiamų vaikų socialinė įtrauktis per meną Lietuvos ir Baltarusijos pasienio regionuose”)

Country

Lithuania and Belarus

Promoter

A private initiative

Context of implementation

☐ large city X small city ☐village

Goals of the activity

To help people with fewer opportunities to engage in artistic activities and to collaborate with other students in developing emotional cognition, self-expression, self-awareness, self-control, respect and self-confidence.

To promote interpersonal interaction, tolerance, empathy of group members, to help form a positive attitude towards the environment, communication partner, to be able to control behavior.

To develop group cooperation skills, tolerance, to promote responsibility for the group, participation in the life of the school community.

To encourage students’ creativity and motivation to actively and creatively implement their artistic ideas.

Description

Content of the artistic activities carried out

The activity is organised as creativity – aesthetic ritual, maintaining the fixed structural part of the beginning and end framing the activity (ensuring the need of security) and the middle part the changing content, but constant, predictable structure (ensuring the need for new discoveries). An integral part of activities other than greetings and farewells is reflection and/or self-assessment. Children reflect on two levels: 1. about their emotional state (how they feel); 2. About how you managed to participate and complete the tasks (what you learned)

Main Steps

The logic of the program: "I", "me and you, we are both", "me and you, we are together". Regularly, the topics are arranged according to the sequence of tasks “I” - student-centered tasks; “You and Me” - tasks that develop interpersonal relationships; "We" - Collective creative tasks. Implemented in 3 stages:

1. Topics of self-knowledge, student-centered tasks

2. Topics of communication with another, tasks developing interpersonal relationships

3. Group communication / collaboration topics, Collective creative tasks

Theories on which the practice was based on

The curriculum is based on the principles of inclusive education and specific methodological provisions. Based on music and art therapy principles.

Implementation choices

a. Target groups –children at school age from 4 to 18 years old

b. Duration – 60-120 minutes, depending on the age of the children

c. Number of sessions/activities – 1 activity in a weak – one year

d. Teaching methodology – author methodology

e. Type of assessment and tools used to identify the benefits

Artistic mean

Analysis of famous artistic expressions

artmaking activity

X Painting A X B X

☐ Theatre play A ☐ B ☐

X Music A ☐ B X

☐ Sculpture A ☐ B ☐

☐ Creative Writing (storytelling, poetry, etc.) A ☐ B ☐

☐ Arts and crafts (pottering, needlework, sewing, etc.)

Materials

The recommended learning environment and learning tools for the program are: whiteboard, easels, mobile tables and chairs, audio listening equipment, musical instruments, and various art tools and materials.

Who runs the activity

Teachers who have taken special course

Benefits and results

a. The benefits of this best practice for the target groups

Children can get to know each other better by participating in art classes. Participants are developing their socioemotional and creativity skills.

b. Community/social impact

In order to ensure social integration, Lithuanian and Belarusian art school teachers and social service specialists will acquire new competencies to work with the target group and help it participate in the same learning process as other children.

Challenge to inclusion addressed

Social challenge.

 How it addressed that challenge

The practice provided a safe space for common work between students with various interests and status. It is an excellent example of how the setting should be organized in order for the involved participants to create bonds and to bring out the best out of all participating children – giving them the possibility to pick their tasks, to work alone or in cooperation with someone, establishing rules of acceptance and friendship.

21st Century skills addressed

The art-making activities included in these ateliers develop innovation and creativity. Considering that activities also facilitated the development of communication, self-awareness, social, cognitive and creativity skills, which are among the most important skills, we believe that they also address living and career skills.

UDL as   Guiding principle

During the activity, different means of expression and engagement were used.

Website/E-mail /Other contact info:

www.varena.lt

http://schuchin.grodno-region.by/ru/

https://varena.lt/naujienos/varenos-j-ciurlionytes-menu-mokyklos-ir-moksleiviu-kurybos-centro-pastato-rekonstrukcijos-darbai-arteja-pabaiga/

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflection

How did you feel during the activity?

Did you like the topic addressed during the activity? Why?

Did you feel heard and involved during the activity?

Do you think that improvements to the activity are needed? If yes, which ones?

Title

Second Life to Objects

Country

Turkey

Promoter

Besime Özderici Secondary School 

Context of implementation

X large city ☐small city ☐village

Goals of the activity

To help waste materials gain aesthetic value and originality with imagination.

Description

Content : In this event, participants bring together many different materials (fabric, metal, plastic, etc.) as a reflection of originality and imagination and make aesthetic touches.

Main Steps : Studies under the name of modern arts begin with the discovery of materials that are inactive or that have lost their function. Independent pieces are brought together using interpretation and imagination and rearranged to form a harmonious whole. The participant who makes a new embodiment can color it if he/she wishes. It is a creative type of art that shows that imagination has no limits and manages to attract attention. Participants complete the work with original combinations and descriptions.

Implementation choices

a. Target groups: 5th,6th,7th and 8th grade students (11-14 years old)

b. Duration : 60 minutes each sequence

c. Number of sessions/activities: 4 -5 weeks 

d. Teaching methodology : It expresses imagination with the techniques of analysing, connecting parts and interpreting.

e. Type of assessment and tools used to identify the benefits : As a form of expression in modern arts, originality and creativity are the most important criteria in terms of evaluation.

The activity was carried out face to face and resulted in success.

Artistic mean

analysis of famous artistic expressions

artmaking activity

☐ Painting                    A ☐   B ☐

☐ Theatre play            A ☐   B ☐

☐ Music                        A ☐   B ☐

X  Sculpture                 A ☐   B  X

☐ Creative Writing (storytelling, poetry, etc.)      A ☐    B ☐

☐ Arts and crafts (pottering, needlework, sewing, etc.)

Materials

Idle objects that have lost their function

Who runs the activity

A person / parents and schools

Benefits and results

a. The benefits of this best practice for the target groups : The work of art that emerges as a result of imagination reaches a concrete reality through different materials. It enriches the perspectives and supports art and creativity.

Challenge to inclusion addressed

Socio-economic challenge.

 How did it address that challenge?

Students will find a chance to improve their creativity and they can express their feelings freely.

They can combine past and present using different materials by producing new products using old things or the objects that have meanings for them

21st Century skills addressed

They may make appropriate/right decisions in difficult situations and they can be more confident in society. They  facilitate the development of communication and team work / interpersonal relations skills, decision making skills and problem solving.

UDL as   Guiding principle

This practice encompasses different means for engagement of the participants and provides freedom of expression with unlimited imagination.

Website/E-mail /Other contact info:

Hatice Egemen

Haticeegemen1981@gmail.com

https://besimeozdericiortaokulu.meb.k12.tr

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflection

Did you like the activity?

How did you feel while you were doing the activity?

What did you feel while you were transforming old ones to new ones?

Did your waste materials gain a second life?

For what purposes do you use them? 

Title

Art activities with teenagers from a Center for children with disabilities “St. Vrach”

Country

Bulgaria

Promoter

Irina Apostolova – a private initiative

Context of implementation

X large city ☐small city ☐village

Goals of the activity

Developing the communicative skills of children with disabilities via artistic activities.

Description

Content of the artistic activities carried out

Art activities for children with disabilities.

Main Steps

The practice implemented various visual arts tasks, which were combined with theatrical elements. The children drew, modeled, applied and in the end got the opportunity to present (with the help of a specialist), to play as a pantomime or simply to tell what they have created. The audience applauded after each presentation, encouraging each participant in their expression.

Theories on which the practice was based on

Art-therapy methods applied by specialists – consultants in art therapy.

Implementation choices

a. Target groups – children from grades 4 to 8

b. Duration – 60 minutes

c. Number of sessions/activities – 8 sessions

d. Teaching methodology – art-therapeutic methodology

e. Type of assessment and tools used to identify the benefits

Artistic mean

analysis of famous artistic expressions

artmaking activity

X Painting A ☐ B X

X Theatre play A ☐ B X

☐ Music A ☐ B ☐

☐ Sculpture A ☐ B ☐

☐ Creative Writing (storytelling, poetry, etc.) A ☐ B ☐

☐ Arts and crafts (pottering, needlework, sewing, etc.)

X Other, please, specify: presentations

Materials

Depending on the artistic task: tempera or watercolor, cardboards, colored paper and cut out ready elements, glues, scissors, modelling clay and plasticine, decorative elements for applications.

Who runs the activity

Irina Apostolova, systemic art consultant

Benefits and results

a. The benefits of this best practice for the target groups

The children develop their skills to express themselves in different ways, which is sometimes very hard for them, but in a friendly and artistic atmosphere this takes place in a much easier fashion.

This particular practice has been beneficial for children with physical and cognitive disabilities.

b. Community/social impact

An opportunity for a closer contact of adults with children with disabilities, for a more successful communication of emotions and expression of needs. Inclusion within the community.

Challenge to inclusion addressed

Physical challenge.

 How did it address that challenge?

Easing the expression and communication skills of children with disabilities is a tool for making their integration and inclusion easier, as their behavior would become more socially acceptable for their peers. Art has always been and will always be an instrument for bringing people closer, as it manages to convey messages without words, overcoming linguistic or confidence barriers.

21st Century skills addressed

Art is something which supports the process of learning to learn and can be very useful for that purpose.

The activities in the presented practice support the development of:

Self-awareness

Creative thinking for the purpose of forming an artistic expression

Effective communication - presentation of one’s emotions and thoughts via arts

Decision making - art presents numerous choices for expression

Problem solving

UDL as   Guiding principle

multiple means of representing the concepts: reading and listening

multiple ways to express the solution they propose

multiple ways to engage: use of several different tools

Website/E-mail /Other contact info:

Irina Apostolova

E-mail: apostolovairina@gmail.com

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflection

How did you feel while participating in the activity?

Which part of the activity did you like the most? Why?

Would you like to see something different/improved next time? What and why?

Title

Saturday family ateliers (for children and parents)

Country

Bulgaria

Promoter

A private initiative

Context of implementation

X large city ☐small city ☐village

Goals of the activity

Sharing of pleasant activities for family members; spending time together in artistic activities; developing the relationships within the family; expanding the individual talents of the family members; creating friendship bonds between different families through sharing of common interests and activities; forming a neighborhood community of families with similar interests.

Description

Content of the artistic activities carried out

A series of Saturday ateliers were conducted, each of which was based on a different art technique (collage, installations, decoration, painting, applications construction and others). The different art tasks/operations were allocated spontaneously among the family members, depending on their preferences, skills, dexterity and talents. The painting tasks had different levels of complexity and required a different length of the activities. The ateliers were joined by families with children of various ages, sometimes they were even joined by their grandmothers and grandfathers.

Main Steps

1. The first ateliers required time for allowing the participants to get to know each other, gradually, the use of these minutes shifted to creating a more pleasant atmosphere – with coffee, tea, music and short talks between the participants.

2. The facilitator would assign the tasks – idea, objective, artistic materials to be used, algorithm, technical specifics and so on.

3. The families spontaneously allocated the tasks among their members or decided that everyone would do everything on his/her own. They gave each other advice, helped each other, figured out solutions to occurring artistic problems, sometimes had arguments, sometimes encouraged each other or entered into collaboration with other families. The facilitator was available for clarifications and consultations at all times.

4. The last minutes were dedicated to an improvised exhibition of the results. The facilitator conducted a discussion, during which the participants were encouraged to share their experiences during the atelier, as well as to present their works.

Theories on which the practice was based on

Art teaching methodology, art-therapy, family therapy

Implementation choices

a. Target groups – families with children at school age from the same neighborhood

b. Duration – 60-120 minutes each atelier

c. Number of sessions/activities – 10 Saturday ateliers

d. Teaching methodology – author methodology, property of Green Art Center

e. Type of assessment and tools used to identify the benefits

Artistic mean

Analysis of famous artistic expressions

artmaking activity

X Painting A X B X

☐ Theatre play A ☐ B ☐

☐ Music A ☐ B ☐

X Sculpture A ☐ B X

☐ Creative Writing (storytelling, poetry, etc.) A ☐ B ☐

☐ Arts and crafts (pottering, needlework, sewing, etc.)

X Other, please, specify: construction, applied-decorative art, collage, relief painting, monotype

Materials

Depending on the artistic task: tempera paints, oil pastels, inks, cardboard, yarn, cotton, toilet paper, corrugated cardboard, wooden stirrers, tree leaves, beads, scissors, glue, silicone gun, box-cutters, Styrofoam balls, decorative elements, plastic straws, etc.

Who runs the activity

Green Art Center

Benefits and results

The benefits of this best practice for the target groups

Enriching the relationships within the families, developing personal talents and skills, developing trust and respect among the generations.

b. Community/social impact

Bring families within the same neighborhood closer to each other and create sustainable friendly relationships through sharing of artistic activities.

Challenge to inclusion addressed

Socio-economic challenge.

 How did it address that challenge?

The practice provided a safe space for common work between families with various interests and status. It is an excellent example of how the setting should be organized in order for the involved participants to create bonds and to bring out the best out of all participating children – giving them the possibility to pick their tasks, to work alone or in cooperation with someone, establishing rules of acceptance and friendship.

This practice could be most beneficial for tackling exclusion due to social, cultural and socio-economic reasons.

21st Century skills addressed

The art-making activities included in these ateliers develop innovation and creativity. The ateliers encourage decision making skills development and creative thinking. Considering the group-activity nature of the ateliers, they also facilitated the development of communication and team work / interpersonal relations skills.

UDL as   Guiding principle

The UDL principles are followed in this practice, which encompasses different means for engagement of the participants and provides the latter with freedom of expression, even if there are certain limitations as to the type of art, which is in the center of the practice.

Website/E-mail /Other contact info:

Fb: Green Art Center

e-mail: gac4friends@gmail.com

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflectionI

in what way did the artistic atelier bring you closer, including intergenerational, to the members of your family?

Has the artistic atelier helped you create bonds and network with other families within your area?

What artistic skills have you improved thanks to this atelier?

Do you think that improving artistic skills is the most important benefit you have drawn from this experience? If not, what do you consider as your main benefit from the atelier?

Can you relate any particular changes in your style of expression, communication and/or behavior to your involvement in these ateliers?

How did you feel working with families that were very different from your own, if this was the case?

Anything else you can mention as a valuable take-away from the experience?

Title

Riborquestra

Country

Promoter

Local initiative

Context of implementation

X large city ☐small city ☐village

Goals of the activity

Riborquestra is an intergenerational and community organisation in the Ciutat Vella district of Barcelona. It aims to contribute to improving the lives of people in the neighborhood by providing resources for artistic learning. Riborquestra fosters young people's personal growth and facilitates community development by providing them with the opportunity to learn an instrument and be part of the orchestra. Riborquestra´s goal is to, through culture and group musical practice and performance, promote solidarity, inclusion, coexistence and interculturality within the neighborhood.

Description

Content of the artistic activities carried out

Children and young people participate by learning specific instruments separately and then coming together to form an orchestra. Participants have an hour of instrument class per week and an hour of orchestral rehearsal where they have the opportunity to meet all the other people learning different instruments. The organisation seeks to generate spaces for interaction and positive coexistence between people from different backgrounds and diverse socio-cultural situations.

Main Steps

All of the music classes are free and accessible. Instruments are donated to the organisation and there is an instrument bank from which each participant is given their own. You can register online to participate and when instruments are available new members can be incorporated into the social project. Musicians engage in two hours of classes weekly; one hour of instrument specific learning and one hour where all participants come together for orchestral rehearsal. Practice is building towards performances which permit a shift away from spectatorship and facilitates the active participation of the community in the neighborhood’s cultural life. This also allows for a connection with the community to their area and transforms the neighborhood into a public meeting space.

Theories on which the practice was based on

The project is based on an innovative and inclusive methodological model which democratises artistic practice and facilitates citizen participation, enabling the generation of new relationships between people.

Creativity is focused on from distinct points of view. One area is personal creativity, and the ability to critically question one's own reality and create tools to open new pathways. Creativity is also seen as a way of analyzing everyday circumstances and conflicts in order to generate alternative solutions. The learning and development processes and the relationship between the participants favor positive behavioral change, generated as a result of personal and contextual awareness, enhancing the potential for individual and community transformation.

Implementation choices

a. Target groups: young people in the neighborhood aged from 6 to 20 years

b. Duration: continuous

c. Number of sessions/activities: weekly classes for specific instruments held in small groups of between 8-15 students and a weekly orchestra practice where all participants come together.

d. Teaching methodology

Different technical and musical techniques are developed using a participative and creative methodology. The project implements an inclusive methodological model which facilitates active participation, and the development of relationships between participants, their families, and the wider community. The democratization of artistic practice generates a space for positive socio-cultural interaction between people from diverse backgrounds.

In this complex environment, Riborquestra is instrumental in the creation of opportunities, building social cohesion and guiding children and young people in the development of artistic, communicative and social skills.

e. Type of assessment and tools used to identify the benefits

Riborquestra, founded in 2009, was dedicated to using culture as a means of community development. By 2012 they were forced to cease activity as a result of insufficient financial backing. A number of teachers and families took it upon themselves to continue with the project which was then subsidized the following year by the municipality. Since then, it has received financial support from the district, from companies and individuals in support of the socio-cultural contribution the project makes to the community.

The project has also received recognition from key institutions in the area of culture and education. It has been named a success story in education by The Fundació Carulla and it won the third prize Mayor Zaragoza in the social and cultural category promoted by the Associació Amigues i amics de la Unesco Tortosa.It has also been selected for the CompArtte project that supports artistic proposals with social commitment and that promote Spanish art. Riborquestra in collaboration with the Cervantes School also won the Carles Capdevila 2020 grant, promoted by newspaper ARA and the La Caixa Foundation, for their project “Tandem for the universal right to music” which had inclusion as its principal focus.

Though project activities generally take place in venues within the neighborhood, the project successfully transitioned to online work during the Covid-19 lockdown.

Artistic mean

analysis of famous artistic expressions

artmaking activity

☐ Painting A ☐ B ☐

☐ Theatre play A ☐ B ☐

X Music A X B X

☐ Sculpture A ☐ B ☐

☐ Creative Writing (storytelling, poetry, etc.) A ☐ B ☐

☐ Arts and crafts (pottering, needlework, sewing, etc.)

☐ Other, please, specify: __________________

Materials

Instruments and sheet music, music stands

Who runs the activity

Organization / Institution.

Benefits and results

a. The benefits of this best practice for the target groups

The project has provided a space for coexistence and dialogue between people from diverse cultural backgrounds who are all living in the neighborhood. This project fosters the personal growth of the children and young people participating and enables them to actively participate in the positive development of their community. They experience learning through active and creative participation and experimentation and the project demonstrates the benefits of intergenerational relationships. Young people have benefited by having access to musical instruments and classes and partake in artistic and cultural events and activities. The project has reinforced self-esteem and created an open, inclusive, cooperative environment between the participants and the locality.

b. Community/social impact

The Riborquestra has become part of the identity of the neighborhood where it is located. It is a space where social connections are created and fostered. As a result of the project there is a greater sense of pride, trust, and community both within the organisation and with the locality. Through the communal language of music, there is an enhanced sense of belonging. The educational and musical instruction has paved the way for social transformation within the community and has added a rich cultural aspect and relevance to the community.

Challenge to inclusion addressed

Cultural challenge.

 How did it address that challenge?

The project has provided a space for coexistence and dialogue between people from diverse cultural and socio-economic backgrounds who are all living in the neighborhood. Riborquestra, with over 120 members, is fundamental in the fostering of respect, inclusion, tolerance, interdependence, teamwork, and commitment within the district of Ciutat Vella. It has played a key role in developing a feeling of identity and belonging within its participants connected with the locality. A collective image and strengthened self-esteem have been developed as a result. By providing this opportunity free of charge, and arming participants with instruments, the project is accessible and democratised so that anyone with any level of knowledge or skill can play in an orchestra.

21st Century skills addressed

As a result of the practice, participants have the opportunity to hone key 21st century skills. Creative thinking is developed through the one-on-one and group music lessons. Effective communication skills are improved through group work and coming together to create the orchestra. Finally, empathy is also developed as participants collaborate with other members from different cultural backgrounds and gain a better understanding of each other and the makeup of their shared community.

UDL as   Guiding principle

multiple ways to engage: use of several different tools

The activity includes multiple ways to express and support student understanding

Website/E-mail /Other contact info:

Riborquestra (2021) https://comusitaria.wixsite.com/riborquestra/

https://www.facebook.com/associacioriborquestra

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflection

Why do you think this activity is important?

How much did you know about the subject before we started?

What have you learned from participating?

In what ways have you worked with the other participants? How have you helped each other?

Title

‘Barrios: inclusión social a través del arte’/ Neighborhoods: social inclusion through art

Country

Promoter

City based project

Context of implementation

X large city ☐small city ☐village

Goals of the activity

This project is about the sustainable development of society and the search for identity within the sectors that make up the diversity of a specific urban environment. It focuses on a setting where children can feel integrated, using art as a catalyst of communication and development of the individual.

The first general objective is to promote the cohesion and social inclusion of groups of children and young people through their recognition as a community and through interrelation with other peer groups. The project facilitates coexistence by recognizing the neighborhood and the various sectors that make up the community, taking the experience of art, creativity, and symbolic expression as a reference.

Description

 Content

The program consists of a series of activities and workshops with different

Objectives, such as using the social character of art, especially in relation to its possibilities for building social cohesion and shaping identity, promoting the individual development of young people in relation to elements such as creativity, and the acquisition of knowledge and skills through group work. Art is used as a vehicle for the practice of habits that help improve society through solidarity action. It is also intended to bring the art centre closer to society and disassociate it from the classic vision of an elite space.

Main Steps

The project encompasses knowledge and practices aimed at developing cohesion and social inclusion. The project has worked in different artistic disciplines such as: direct experimentation, manipulation, touch, look, drawing, and photography of their surroundings in order to see that art is the creative expression of ideas, experiences and emotions. The project also proposes to experiment with the transformation and reuse of objects by decontextualizing a pre-existing object and placing it in the artistic realm.

The main activities of the project include:

Initial small group discussion on one or two works of art, following the methodology of the Visual Thinking Strategies. This occurs for students to recognise their ability to be active participants in the project, form a group, observe, listen, and discuss topics related to the artwork. This will eliminate prejudices about their ability to analyse the art, and as such is a key element in the development of the project.

A series of workshops where they will take their neighborhood as inspiration for various works of art and creativity.

They will conduct interviews with people from their neighborhoods

They will organize an exhibition of their work, inviting their neighbors to also participate and contribute their artwork based on their neighborhoods. In this way, the installation grows in time, in size and in styles, encompassing diverse elements of the neighborhood. This involvement of the public in the reflection of art and their surroundings is one of the main project objectives.

Theories on which the practice was based on

The project utilises Visual Thinking Strategies in which students cultivate a willingness and ability to present their own ideas, experience how to inquire and listen actively, and provide logical reasoning. Through the use of artwork students learn about and respect their peers' diverse perspectives and the group develops an awareness of different ideas and perceptions. The activities have tried to use this method to enhance aesthetic development, stimulate creativity and encourage the ability to remove judgement, integrate mistakes and reflect critically.

Implementation choices

a. Target groups: Students aged 8- 14 years from 4 different schools in 2 different neighborhoods of the Gran Canaria Capital.

b. Duration: 3 months, 6 weeks of workshops + 3weeks of artistic installations in the two neighborhoods + 3weeks exhibition at the San Martín Centre for Contemporary Culture.

c. Number of sessions/activities: 8 workshops sessions and then the exhibitions

d. Teaching methodology: This is an art-based project focused on building and strengthening social cohesion and inclusion through creativity. The project methodology encompasses interactive participation and hands-on activities to get the young people engaged with the inspiration that surrounds them in their classmates, neighbors, and neighborhoods. Students are guided through the creative process in workshops and peer partner learning is emphasized in order to gain different perspectives and see the beauty in diversity. Similarly, intergenerational methodologies were used through the interviewing of locals from the neighborhood which allowed for an exchange of competencies and an authentic learning experience. Finally, the exhibits and displays are used as a method to enable students to take ownership of their learning. Through this they can work together, encourage other community members to get involved, and share their creations within their community.

e. Type of assessment and tools used to identify the benefits

The project began in 2017 and has occurred for 3 consecutive years. Its success has allowed it to continue annually, focusing on different schools and neighborhoods each year. The growing interest from schools and communities to participate in this project highlights the positive impact that it has had. Furthermore, from the project exhibitions created, the interviews, and the community participation, it is clear that this project has brought intergenerational communities together and strengthened social cohesion and social interaction through the medium of artistic practices.

The Covid-19 pandemic disrupted last year's initial project plans however, it was successfully adapted and was fortunately able to continue virtually.

The project could potentially be manipulated and used in a secondary or high school context with minimal changes (perhaps changing the art content to make it more relevant to older age groups).

Artistic mean

analysis of famous artistic expressions

artmaking activity

X Painting A X B X

☐ Theatre play A ☐ B ☐

☐ Music A ☐ B ☐

☐ Sculpture A ☐ B ☐

☐ Creative Writing (storytelling, poetry, etc.) A ☐ B ☐

X Arts and crafts (pottering, needlework, sewing, etc.)

☐ Other, please, specify: photography

Materials

creative materials including- paper, crayons, coloring pencils, cardboard, needle and thread, cameras, notebooks and pens

Who runs the activity

A foundation and an Art Museum

Benefits and results

The benefits of this project are clearly threefold:

1. For the students (the main target group) the project enabled them to develop as individuals by recognizing that their surroundings help them to shape their identity. They also benefited from knowledge acquisition through group work and learning from their peers. This also worked on coexistence, understanding a plurality of opinions and accepting differences.

2. Through the project, students were encouraged to participate within the wider community of their neighborhoods. This allowed for the development of appreciation of their community and to feel rooted within the space. As well as building a sense of pride for their neighborhood, the project encouraged solidarity within the community as a whole by bringing people together through creative practice and appreciation of place. Finally, intergenerational dialogue was started through the interview process and the invitations by students for their neighbors to take part in the project, further adding to its social impact.

3. The artistic experiences and creative thinking explored by the participants of this project enabled them to gain skills and experiment with different creative disciplines and mediums. This artistic expression facilitated coexistence through the recognition of diversity within the community, shared neighborhood space, and an opportunity to really analyze and reflect on the beauty of their neighborhood and how that shapes their sense of identity.

Challenge to inclusion addressed

Socio-economic challenge.

 How did it address that challenge?

Given the social, economic, educational and cultural diversity of these young people, the project has taught the participants that diversity is not seen as an obstacle but rather an opportunity. This project proposes in an innovative way that all minors and adolescents themselves actively participate in the creative process that works to create more inclusive and socially cohesive neighborhoods. Participants learn how to work together, how to see things from new and various perspectives and also the benefit of building a sense of community within their neighborhood.

21st Century skills addressed

Through participation, young people sharpen their interpersonal relationship skills. They have the opportunity to build relationships with not only their peers, but also with members of the wider community living in their neighborhood. As a result of these connections, they are learning effective communication skills and are engaging with people from diverse socio-economic and cultural backgrounds all living in the same area.

UDL as   Guiding principle

equality of rights for all, without discrimination;

avoiding stigmatisation

participation

freedom of creative expression

inclusion

The practice could be considered to be in line with UDL in that it offers multiple means of engagement for participants. There are diverse forms of creativity from arts and crafts, photography, and painting, as well as analysing and discussing famous works of art. Additionally, participants are required to invite and interview neighbors living in their area which requires someone to design questions, someone to write them, someone to interview and possibly someone to record or photograph the interview. All of these elements enable young people to participate in ways that suit them.

Website/E-mail /Other contact info:

CAAM. (2017). Proyecto Barrios. https://www.caam.net/es/actividades_int.php?n=3897

CAAM. (2019). Barrios comienza una nueva aventura. https://caam.net/deaccion/barrios-comienza-una-nueva-aventura/

Fundación Disa. (2020). El proyecto ‘Barrios’ desarrolla actividades en Internet

https://www.fundaciondisa.org/salaprensa/noticias/2020/04/24/proyecto-barrios-desarrolla-actividades-internet

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflection

How did you feel while you did the activity?

What did the group have to do?

What was one of the challenges of doing this activity?

Did the activity help you learn more about your classmates/community? How?

How can you take what you have learned and apply it to your own life?

Title

Classic is fantastic! (Clasic e fantastic)

Country

Promoter

National projects

Context of implementation

X large city ☐small city ☐village

Goals of the activity

The main objectives of the event are to instill the love of music in young people, make classical music accessible and educate young people in the spirit of harmony and understanding among people.

Description

 Content

The programme focuses on concerts and encourages the audience’s interactive participation. A national broadcasting of the programme was planned to make it accessible to a larger number of students, which the pandemic has accelerated. The event has been transferred online.

Its live performances organised by George Enescu Filarmonica institute addressed young people in Bucharest when it started in 2012.

The programme focuses on live concerts where the audience benefit from concrete explanations and are encouraged to participate (by asking questions or answering the moderator’s questions, demonstrating their feelings through drawings, miming or dancing while listening to music).

The main objectives of the event are to instill the love of music in young people, make classical music accessible and educate young people in the spirit of harmony and understanding among people.

The pandemic accelerated the plans to make the materials created accessible to a larger number of students all over the country and the event has been transferred online.

Theories - Music is a means to educate and sensitise young people. The main idea of this project is that music strengthens concentration, memory, joy for life, tolerance, wellbeing and motivation to be a better person. It stimulates linguistic, musical, logical visual and interpersonal intelligences.

Implementation choices

a. Target groups - young people, adolescent, and teachers, 210 participants

b. Duration - 7 days

c. Number of sessions/activities - 7 sessions

d. Teaching methodology - interactive participation, music, theatre

e. Type of assessment and tools used to identify the benefits - The event has its own website comprising recordings of interviews (about music and life experience) with famous musicians and writers, a virtual library presenting famous musicians and composers’ lives, participants’ testimonials and students’ drawings and paintings based on the concerts they attended. Its live performances organised by George Enescu Filarmonique Institute address young people in Bucharest.

The pandemic accelerated the plans to make the materials created accessible to a larger number of students all over the country and the event has been transferred online.

Artistic mean

analysis of famous artistic expressions

artmaking activity

☐ Painting A ☐ B ☐

☐ Theatre play A ☐ B ☐

X Music A X B ☐

☐ Sculpture A ☐ B ☐

☐ Creative Writing (storytelling, poetry, etc.) A ☐ B ☐

☐ Arts and crafts (pottering, needlework, sewing, etc.)

☐ Other, please, specify: __________________

Materials

Live concerts

Virtual library (links to recordings of concerts, musicians’ life stories, recordings of interviews about music with famous musicians and writers, opera scripts, links to video clips on YouTube).

Who runs the activity

Organization / institution.

Benefits and results

The concerts are of high quality and the explanations accompanying each piece of music are useful, give student’s insights into the musical world and bring classical music closer to students. Teachers can use the site, its recordings and articles in their classes to create a nice atmosphere and stimulate students’ wellbeing, to encourage students to listen to quality concerts, analyse famous artistic expressions, or understand the context when they were created.

Challenge to inclusion addressed

Social challenge.

 How did it address that challenge?

The materials can be used in classes to promote students’ wellbeing through the implementation of arts. The materials foster collaboration between art specialists (musicians) and teachers. The role of music in our life: music strengthens concentration, memory, joy for life, tolerance, wellbeing and motivation to be a better person. It stimulates linguistic, musical, logical visual and interpersonal intelligences.

21st Century skills addressed

Creativity and Innovation
Collaboration and Communication

Teamwork

Global and cultural awareness

Interpersonal relationship skills

UDL as   Guiding principle

The activity includes multiple ways to express and support student understanding

Website/E-mail /Other contact info:

Filarmonica George Enescu. (May, 5). Clasic e fantastic. https://www.clasicefantastic.ro/ https://www.facebook.com/clasicefantastic/

Filarmonica George Enescu. (May, 5). Clasic e fantastic. ttps://www.youtube.com/channel/UCH7X-X4enyZtZKv_wheIqtw

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflection

What does music mean to students? Have you talked about this with your students? (How does music make them feel? What piece of music has influenced them? How?)

Do they like listening to classical concerts?

Have they been exposed to classical music?

Do you use music in your classes with students? How?

Has music helped students? How?

Have you noticed any changes in your students’ behaviour, motivation, and understanding?

Title

The Ray of Light

Country

Promoter

National projects

Context of implementation

X large city ☐small city ☐village

Goals of the activity

Favour an approach to reality and knowledge development.

give meaning and greater freedom to the scientific thinking innate in human beings.

Description

 Content of the artistic activities carried out: Light and the phenomena of light are doors leading to discovery and knowledge of the world. They can be explored through the ‘classical’ range of visible light, which can be broken down into colors, but also through the invisible spectrum with, for example, infra-red and ultraviolet rays.

Main Steps The Illuminatories: contexts organized around a knowledge concept or problem, and offering different tools, materials, questions, encounters, and access points. These do not guide investigators towards a single solution but make different journeys possible, and are particularly conducive to interaction and the construction of group learning.

The task: Through the means of different languages – words, drawings, sounds, constructions, and visual compositions –construct and verify hypotheses and theories.  

Theories on which the practice was based on: Research, dissemination and formative experience where the imagination, the fantastical, and the narrative form explanations and interpretations in organic ways with more scientific and rational processes. 

Implementation choices

a. Target groups: middle school students

b. Duration: 60 minutes

c. The number of sessions/activities: afternoon activities in community centers

d. Teaching methodology: multimedia learning

e. Type of assessment and tools used to identify the benefits: 21st-century competencies questionnaire (Mancinelli, 2020)

Artistic mean

Analysis of famous artistic expressions

artmaking activity

x Painting A ☐ B ☐

☐ Theatre play A ☐ B ☐

☐ Music A ☐ B ☐

☐ Sculpture A ☐ B ☐

X Creative Writing (storytelling, poetry, etc.) A ☐ B x

X Arts and crafts (pottering, needlework, sewing, etc.)

Materials

Collection of drawings, sounds and visual constructions

Who runs the activity

School

Benefits and results

Creative engagement of children.

Sense of significance and satisfaction from personal achievements.

Developing the imagination and cultivating a love of language and speech.

Challenge to inclusion addressed

Cognitive challenge.

 How did it address that challenge?

Opening to differences in the use of different languages in communication and highlighting the possibility for each individual to find a personal way to address a task.

21st Century skills addressed

Creative thinking:  generating new ideas, shifting perspective, conceiving of something new, and building on other ideas.

But also

Problem-solving:  looking at a problem considering the different options for solutions and coming to a solution after weighing the pros and cons of the different options available.

Interpersonal relationship skills:  developing collaboration skills while searching for the best solution

UDL as   Guiding principle

multiple means of representing the concepts are proposed.

multiple ways to express the solution: participants can use verbal, pictorial, visual means.

multiple ways to engage your students: several different tools are provided and participants choose those that motivate them more.

Website/E-mail /Other contact info:

Driven from programs implemented by Reggio Children

Reggio Children is a certified Educational Provider under the International Standards UNI ISO 9001:2015 for the design and provision of professional development educational activity.

atelier@reggiochildren.it

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflection

How many different ways to perform the activity were proposed?

List what you and the other participants choose.

Did you understand your task?

Did you find a way to complete the task?

How did you explain what happened?

How many different solutions were proposed during the activity?

Which is the one that you proposed?

What did you learn?