13 Ljubljana 12th of March 2013 Michael Wimmer What school can learn from the arts – Some transnational considerations that might effect us all © ohneski/Photocase, daniel.schoenen/Photocase © Eva Lausegger
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Cultural Bazaar 2013 Ljubljana 12th of March 2013
Michael Wimmer
What school can learn from the arts – Some transnational considerations that might effect us all
© ohneski/Photocase, daniel.schoenen/Photocase© Eva Lausegger
Why arts education?
Why arts education?
Why arts education?
The appearance of the unexpected and the teacher
EDUCULT – A European research institution
Acting as critical friend
Research and development: EDUCULT as a player in international cultural and education policy research
Studies, evaluations, consulting and projects:
Diversity and CooperationArts Count!European Arts Education Fact Finding Mission Cultural Education in EuropeMultilingual rhetoric competition: Sag´s multi!Cultural.Explorers!
UNESCO Initiatives on Arts Education
UNESCO World Conferences: Road Map for Arts Education
Aims Concepts Strategies Research and knowledge sharing Recommendations for educators,
parents, artists, directors, trainers, administrators and their institutions
UNESCO Initiatives on Arts Education
Soul Agenda: Goals for the Development of Arts Education
Accessibility as a fundamental and sustainable components of a high wquality renewal of education
Assurance that arts education activities are of high quality in conception and delivery
Application of arts education principles and practiceso to contribute to resolving social and cultural challenges
On the long road of recognizing the power of arts education
„Arbeitsschule“ and the private initiative of Eugenie Schwarzwald - A critique of paternalistic education for hundred years
Four pillars of a new school
specialization where there are particular talentsfocus on particular subjects at a particular timeautonomous learning during all school phaseslearning in touch with realities
Still on the Agenda: Towards a contemporary concept of learning
Learning is a creative process. What we learn depends on how
and where and under which circumstances we learn.
Creativity is an interdisciplinary guiding principle in education that is not bound to any specific subject
Unfolding multiple potentials of an individual’s personality, the connection of “brain, heart and hand”
Learning by means of art-based methods opens up specific spheres of experience and development
The essential questions and the four UNESCO pillars of education
What we learn
How we learn
Where we learn
To learn to know
To learn to do
To learn to be
To learn to live together
Art Education, Arts Education, Cultural Education, Creative Education
How to define what we are talking about? How to define clear aims and objectives? How to learn from each other?
Towards a new wave of hope production: creativity and innovation And the reaction of the European authorities
On EU-level: Cultural competences: cultural awareness and expression
© Elsabe/Photocase
Cultural knowledge includes an awareness of local, national and European cultural heritage and their place in the world …
Cultural Skills relate to both appreciation and expression …
Elliot Eisner: What education can learn from the arts
There is more than one answer to a problem
Form and content interpenetrate The importance of imagination The importance of relationships The importance of intrinsic satisfaction Learning is not just about literal
language and quantification The importance of being flexibly
purposive The importance of a flexible time
regime to relish the experience that one seeks
© Martina Gaigg© Martina Gaigg
„School Budgets for Federal Schools“ – Organisational aspects
More autonomy for schools
Cultural/creative education is more than traditional music or fine art education
Culture for school profiling
The role of „mediators“
„Cultural.Explorers!“ – Methodological aspects
© PwC/DKJS – Kultur.Forscher!
Towards a new way of learning: aesthetic research
School as an open learning centre – co-operation is the key
Paradigm change: how to explain that something has been learnt
„Ruhratlas“ – Quality aspects
© Martina Gaigg
There is no quality per se – excellence is about decisions
The quality of learning processes depends on the formulation of transparent targets
The need for networking or: the actors are not alone
What kind of challenges do we see and how do we want to respond?
The traditions of the established institutions are (too?) strong
Persisting prerequisites like: What we can‘t measure is of no value or The utilitarian dominance
The changing role of the state and the appearance of new players
The undetected potentials of the learner
The fear of professionalisation and the need of a common understanding of quality
Teachers are decisive (Hattie)
The long way from detecting weaknesses to fostering strengths
The teacher as facilitator
The teacher as co-researcher
The teacher as motivatorThe teacher to be assessed
The teacher as a trustful backbone in risk-taking
The teacher and the question of (mutual) assessment
Directions to go
© kallejipp/Photocase
Towards
a new culture of teaching and learning: cooperative, project-orientated, interdisciplinary
a new combination of practice and theory: Learning is about doing and thinking
The provision of a new generation of education programs in cultural institutions
increasing importance of informal education provision
broadening the range of qualification: from knowledge transfer to the acquisition of competences
Let’s keep in mind
© ohneski/Photocase, daniel.schoenen/Photocase
Good solutions do not come from above
Take advantage of the arts
You are not alone
Be on a par with each other
Choose transparent objectives
Make use of mistakes
Remain curious
Be brave and enjoy
Thank you for your attention!
© Mages/Photocase
„Talking about creativity means accepting instability and taking advantage out of it“
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