ArtescommunityART AS A VEHICLE FOR EDUCATION AND SOCIAL INCLUSION

E.T.R.A.

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Short introduction

E.T.R.A. – Education Through Re-habilitative outsider Art photo

The ETRA project was involved in the rehabilitation area: here photography becomes gaming experience, leaving freedom of expression and creativity to be true possibilities without receiving personal judgments, or conditionings. The goal was to communicate the immediate and authentic thoughts and emotions. In this way people with challenges can have a chance to show their true inner self and their way of seeing the world.

The ETRA project was involved in the preventive and educational area: Photography is useful to encourage greater self-knowledge in various moments of life, and therefore may be useful to gather creative energies through artistic workshops.

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Project framework

Grundtvig Multilateral project, 2011-2013

 

Link to the website of the project

Website: http://etraproject.eu/

 

Project coordinator

Provincia di Perugia (IT)

 

Partner countries

Denmark, Estonia, Greece, Italy, Portugal and Spain

 

Target group

Young adults with cognitive/ developmental and multiple disability, adults at risk of marginalization, young adult immigrants

 

Objectives

  • encouraging empowerment processes, promoting interpersonal skills and acquisition of Soft & Key/Transversal Competences among people with challenges
  • experimenting with pedagogic practice based on artistic creations and exploiting recreational interactive tools such as digital photography
  • experimenting with pedagogical path based on the principles of learning by doing, cooperative learning and maieutics, also aimed at improving personal skills and interactional strategies among professionals within rehabilitation, through the creation of a peer learning set and monitoring of interpersonal processes
  • exploiting art, mostly photographic art as a tool to promote learning, to give voice to marginalized people. encouraging wide networking processes and increasing critical consciousness enabling to perceive them as embedded in society
  • raising awareness of the external world as well as of adult education stakeholders, mental health stakeholders and policy makers of the cultural sector on the importance of integrating culture into social inclusion goal and strategy, at local, national and European Union level
  • set up a complementary inter-institutional cooperation among different kind of subjects and above all among the professionals of ART, the social sector bodies, the policy makers of the cultural sector and the academic world.

 

Project activeties

Workshops were developed in Italy, Spain, Portugal and Estonia. In Greece and in Denmark there were no workshops. In Greece the focus was on training future educators/ trainers. In Denmark the focus was on the virtual museum and the dissemination of the project.

Users: the conductor of the workshops, operators and the target group or trainers and their pupils.

All partners experimented with a common methodology. The ETRA methodology is based on the principle of “knowledge” through “know-how” and was inspired by maieutic principles and cooperative learning. This methodology is built at project level, through complementary skills and results from a research process and the recognition of the best practices. The language of photography has been used in the following ways:

– In the initial phase the photograph was introduced as a tool to translate into images the art products created during the work on perception through the use of color and art materials. This allowed to explain in a simplified way to use of the camera.

– Photography as a tool to describe and narrate through the use of the technique of photocollage.

– A photo shooting was organize to demonstrate how to use the camera (framing, point of view, what to say), and to show how the same object (situation) can be read and told in ways different.

– Photograph as a tool to represent reality.

– Through the use of PhotoCard (a selected printed images) photography was used as a starting point to create stories and then as a narrative medium.

– In the last phase the photograph was used to encourage activity of editing, selection and construction of meaning.

 

 

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