SUMMARY OF USED METHODS AND GAINED KNOWLEDGE
Czech Republic, Bohemia Discovery, Ltd.
Culture heritage discovery in authentic places and context
The Bohemia Discovery company is using this method during its discovery courses focused on history of art, architecture and music. Culture heritage discovery is introduces as tool for personal and professional development. The principal aim of these courses is to introduce art and history of art related to Bohemia to participants and to stress out the role of Bohemian territory in the development of European Art and European art history.
The most activities (lectures, seminars, focus groups etc.) take a place in authentic places and context. Participants have the opportunity to meet artists (or their descendants) and art historians. They can discover the artists´ personality and characteristics of different periods in art history. Comparative method of European context is used as well.
Learning by experience and impressions sharing between participants
The Bohemia Discovery company is using this method in its creative courses.
The art creativity (painting, dance, theatre) is the principal aim of these courses; all activities are done directly by participants. The main objective is the global personal development of participants in 3 different ways:
a/ development of art skills: „I already do art“ or „I already did art“
b/ realization of an aspiration: „I feel I have art potential, I always wanted to do art, but I have never had any chance or courage.“
c/ proof of availability to art activities: „Am I available to do any art? I need to „taste“ to do it.“ „Is it art a good „way“ for me?“
Sharing of experiences, attitudes and opinions between participants and also intercultural exchange (different traditions and practices in hobby art education in European countries) constitute an important added value.
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Finland, Hamina Adult Education Centre / Haminan kansalaisopisto
Connection between education activities and day to day life of the community
All our activities are connected to Hamina city public life, keep tradition and present them.
There are several ways of the cooperation:
- We prepare performances for city events, festivals,
- Hamina city can order in our school courses, workshops, to ask us to prepare special events, for example anniversaries of famous local artists, etc.
Connection between participation in courses and individual work of participants
Participants of our courses can continue with their activities in individual work after lessons, using infrastructure, equipment of the school.
It allows everybody to get individual access: time to study, to work, to learn, individual needs.
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France, Associacion Tambour Battant
Cultural heritage discovery by practice
Tambour Battant is using this method during its music courses. We explain to our learners from where the instruments came from (for example: Africa, Cuba, Brazil…). We also use different European music pedagogies (Baschet, Willems, Kodaly, Orff and Percustra) in order to show the musical heritage in Europe. Our learners attend master classes where they can learn about the history (country of origin, date of creation) of an instrument and the can try to play with (example: cymbal).
Cultural heritage discovery by visiting cultural institutions and organizations
Tambour Battant is using this method during its workshop for adults focused on music. Cultural heritage discovery is introduced as a tool for personal development. The principal aim of these activities is to introduce music related to our region to participants and to show the role of Strasbourg and its region as an important place for music among European countries. We also underline the history of the region when the participants visit the different institutions (for example: Opera). Our region (Alsace) is well known for its organs (more than 1000 organs) and we try to explain it to our participants when we visit some organizations (Conservatory).
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Italy, Italia Nostra Onlus
Musical Landscape
Workshop forecast on orientation only using the auditory sense, first in the middle of a Place, and then in the wood. Understand the aspect of landscape around the subject. Guided by a doctor of physics, students could develop their hear ability. Orientation in base of the sound of: animals, nature, water, town sound.
Grand tour of Trasimeno, from Dottori until today.
Before students had a meeting with an artist and an historical art expert, that explain them the principal aspects of Futurism arts, especially the old Umbrian artist, (Gerdardo Dottori). His paintings are used to understand and explain landscape of Trasimeno Area. The meeting with artist took place in Palazzo della Corgna in C.LAGO during the exposition of Dottori. After it students reproduce the arts not in front of them but in front of the subject.
The importance of Fortress in Trasimeno area: historic and architecture approach.
Workshop organised by Italia Nostra for the popular university student of Castiglione del Lago during 2 days. The first day University Teachers (Architecture and medieval history) explain the main aspects of the fortress located in the Trasimeno Area, his function and structural features. Second day laboratory activities: introduced by responsible of Borghi più belli d’Italia and the technical staff of the Municipality, students try to represent fortress landscape of Trasimeno area with different techniques: painting, wood modulations and Visual Computing Laboratories (3D model).
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Latvia, Society " Oleru muiza" (Oleri manor)
No presented Methods
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Lithuania, Vilniaus Dailiuju Amatu Asociacija
Creation of crafts and arts by using natural materials
Practical creation of crafts and arts by using natural materials and applications of the old techniques in order to make an impact on the participants who would learn how to preserve or reconstruct heritage, via their involvement in festivals, courses and exhibitions.
To facilitate participants’ working art practices by making a positive psychological effect on participants, who are from different social, economic and educational background, which would boost their self confidence and inspire them to improve personal development.
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Norway, Sor-Trondelag musikkråd
Contact between the teacher and the student here and now
Within the field of traditional music and dance we facilitate learning through using musicians and dancers who are good performers in playing their own instrument or dancing as a teacher for a group of musicians or dancers. These kinds of teachers have a lot of experience in traditional music and traditional dancing. The method is a direct method – contact between the teacher and the student here and now. The group tries to play by listening to melodies and dance by looking at the instructor and then trying themselves. Then the instructors go around and advise small groups and couples in dancing.
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Poland, Muzeum Narodowe w Krakowie
Connection between art history and individual creativity and life experience
During our workshops we are presenting and discussing medieval and modern art, participants express their feelings, reflections by the means both art and word. Participants share their opinions and attitudes and they also do common pieces of art. Literary works and works of art were selected to prove references to the living traditions; they provide vital inspiration for communication to all participants.
Creative reconstruction of medieval craft
Our participants observe real medieval objects of art (jewelry, books, furniture, cloth, etc.) either painted or original pieces. They are getting more information about the object (theoretical lecture) and after they meet artist to show methods and tools how it was done in past time.
Last step of the methods is to let participants to make the piece of art their way, after inspiration of the original object.
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Spain, CEA EL ESPINAR
Learning through the content of specific course.
CEA El Espinar prepare a specific course focused on the Heritage, in that course we presented aspects of Historical and Artistic Heritage and Natural and Cultural Heritage. We pretend that the students not to be just simple passive listeners to the content we teach, but persons that take part continuously in his/her education, even suggesting what they want to learn, implying themselves in the curriculum. We do that through debates, eye-birds view of the Historical and Natural places on the Internet (using for example Google Maps). We use all the ICT resources that we have for example the Digital Board, Internet, DVDs…etc. One of the basis of our content has been the reality of our students have, that there is the own village where the students live as well as the Heritage Town that are nearby.
Improve the knowledge of the Heritage through trips to World Heritage Towns
The center of El Espinar prepare visits to complement the explanation in class, as well as to encourage the analysis or to think about what we can see in the reality. These visits have two purposes:
- realized with an expert in the topic so the contents of the course are consolidated as well as extended;
- they also works as practice of what has been learnt in the lesson.
Examples of the visits are: a visit to the bench mark in Los Angeles de San Rafael, a visit to the town of Segovia and Ávila, just to mention some.
Extended aspects of the Heritage with the participation of external collaborator/ organization
We, as an organization, contact other persons that are “experts” in a specific topic to help us to extend the content of the curriculum, for example we had an informal lecture about mycology, other example is that the local forest ranger take us out to see “in situ” the landscape and explained us what we were seen. Taking advantage of the tradition of the Gabarreros (woodcutter), we invited to the school an expert that explained us the origin of the tradition, the life of those persons, the evolution of the job…etc, because El Espinar has a very important tree area. That tradition brought with it songs, dances, and also a way of life, and this is the culture we want to show for the students to remember.
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United Kingdom, Pro Art & Co
Presentation of heritage through visits to historic places
Through our practice and experience we found that one of the most effective methods in applying specific subjects to a learning process is to enable the participants, whether they are young, middle age or older people, to give them the direct experience and let them to take part in the projects proactively. This first part is facilitated in cooperation with other organisations and institutions, such as museums, heritage sites , concert halls, historic buildings or natural habitats, where we organise visits and talks about the collections, artefacts, art or heritage, given by our experts or guides and curators from the sites.
Proactive learning during creative practical work
The second method is a proactive participation in the workshops, which are engaging the participants in the discussions about chosen subjects, where they actively record and comment their visits and create outcomes such as diaries, exhibitions or booklets/catalogues, which are the evidences of our project and reminders to the participants on their learning process. There are different techniques which we use in the process, such as photographs, CDs, DVDs, Power Point presentations, talks, showing slides, music, books and manuscripts etc.
