ArtescommunityART AS A VEHICLE FOR EDUCATION AND SOCIAL INCLUSION

  1. Teresa

    Listening

    by
    Introduction The Listening workshop is based on experiences and practices that The Mosaic And Sound (UK) performed for years in different settings of formal and non-formal education and on resources created within the “Euphony” European Union funded project (Socrates programme). The following steps are also inspired by the content of... Comment
  2. Panni

    Social Circus

    by
      WHAT IS SOCIAL CIRCUS? The Social Circus is a teaching-learning process of circus skills that aims to include people at risk and the social development of their community. In a pedagogical proposal such as this stimulating creativity and promoting social skills are achieved by the participants. These can improve... 1
  3. Aleksander

    ARTISAN ENTREPRENEURSHIP EDUCATION

    by
    This example of artisan entrepreneurship education comes from the Polish partner organisation, Lifelong Learning Centre EST. The initiative was launched in 2014 and is expected to continue for at least two years. It involves young unemployed people from the region of Małopolska who have some basic skills in woodworking acquired either in vocational school or through informal learning. Comment
  4. Juan

    The INSART Project

    by
    The training outlined below is a result of the project "INSART" in which a specialist in Theatre of the Oppressed (Munir Othman) and the intercultural training association (Elan Intercultural) have set themselves to adapt the methodology of artistic mediation developed by Werner Moron and Paracommand'arts the specific in their work with underprivileged youth in Paris. Comment
  5. Cinzia

    The Romani culture through the arts – Exploring music

    by
    Feedback from one of the trainer of the Art4ROM project "... In particular, by giving the chance to Roma children to express themselves, communicate and learn through music and multi-art forms, they realize that they are not as bad as people expect. Their classmates and teachers understand that they are not "bad pupils" and the relationship can change. Giving a chance to learn subjects through music and the other arts can be cathartic, especially with Romani children who respond much better through participative or artistic activities rather than through traditional pedagogy" by Pedro Casermeiro, Union Romani, Barcelona Spain Comment
  6. Maria-Schejbal

    BIBLIODRAMA AND INTERCULTURAL AWARENESS

    by
    INTRODUCTION The working process described below was part of the International ARTES conference held in Florence on 14-15 November 2014. The workshop led by Maria Schejbal on 15 November was a follow-up to the LLP Grundtvig project titled “Bibliodrama as a way of intercultural learning for adults” completed in 2013:... 6
  7. Alicja

    VILLAGE Program

    by
    The Village program gives children a chance to practice the community building that adults around them are doing. The students create and govern miniature villages, which they build in a scale of 1:25. In doing so, they confront real world issues in a safe yet challenging setting. Every child needs to learn how to create community and how to find his or her place within it. The Village Project aims to empower primary school children as individuals, to give them a better understanding of community, and to help them learn how to build a world they wish to live in. 2
  8. Panni

    FOTEL: combating Early School Leaving by Forum Theatre

    by
    This Learning Path contains a lot of exercises of drama and Forum Theatre, used during the project in different countries, among diverse groups of disadvantaged youngsters but for the same aim: to understand better the factors why the students leave the school before finishing it and to try to find common solutions, empowering the youngsters in risk. Comment
  9. Isabella

    ALICE _ A Learning path for an Intergenerational Creative Experience

    by
    Creative languages such as music, storytelling, digital narrations or games, literature, cooking can facilitate communication between adults or elder people and the young, in the informal setting and atmosphere of a shared activity. The LLP-GRUNDTVIG Multilateral project “ALICE _ Adults Learning for Intergenerational Creative Experiences” (2011-2013) provided – through piloting... Comment
  10. Krzysztof

    THEATRE OF OBJECTS AND STORIES

    by
    The working process described below is based on 2 two-day workshop sessions implemented by Grodzki Theatre in Ireland on 22-25 November 2014 at the invitation of two organizations: ALâ - Adult Participatory Theatre, Arts and Education (Galway) and Clarecare (Ennis). The main aim of the training was to explore different use of objects in theatrical activities for approaching difficult social problems. The techniques which proved to be the most effective and appreciated by participants are presented in the form of four modules, containing detailed descriptions of several exercises and activities, also illustrated with photos and short films. Both workshops were designed and led by Maria Schejbal and documented by Krzysztof Tusiewicz. 2
  11. Cinzia

    ARTinED: Art in education

    by
    ARTinED: a new approach to education using the arts has designed an innovative methodology to add creativity in to primary schools through the arts and bring creativity through artistic expression in to every curricular subject. The arts play a fundamental role to support a student’s creative abilities, self-expression and learning abilities. They are a necessary tool especially when not thought as separate subjects but integrated throughout the curriculum. For example, dance, music, drama, creative writing and poetry, visual arts used into the teaching of maths, science, and languages at primary education level 6
  12. Jan Ulrik

    Education through Rehabilitative Art-photo

    by
    Art photography helps people with special challenges, people with difficulties or people who are experiencing considerable discomfort to express themselves creatively, and in turn develop greater autonomy, discover hidden abilities, develop positive life attitudes, and enable relationships with others. The hypothesis is that while expressions in words, moods or thoughts... 4
  13. Vera

    Art, migration, adaptation for trainers

    by
    "Art, migration, adaptation" explores how engaging in artistic creativity can be transformed into a personal, social or intercultural creativity and bring new perspectives, new energy, autonomy in the process of adaptation to a new environment. Participants of this course are usually trainers, educators and artists, working with foreigners, migrants, any kind of global nomads. The methodology used is non formal, connects to theories and dynamics of adaptation and interculturality, and is rooted in a variety of art branches. The course is the fruit of the two years long collaboration "Ariadne" which took place between 2011 and 2012, offering a variety of art workshops to newcomers in Spain, France, Hungary, Greece and the UK. Ariadne's partners were Universidad Complutense de Madrid, Artemisszio Foundation, Momentum Arts, Osmosis Intercultural, TAN Dance, The Fine Arts de portent of the University of Peloponnese and Elan Interculturel. 4