ECLN 6P FRAMEWORK

CURRICULUM ITEMS TESTED IN:POLAND; creative contexts

UK; teamwork THE NETHERLANDS; creative proces

PEOPLE1. Visual artist; professor in academy of fine arts; formal education; work: excluded people and prisoners. 2. Social animator (music, singing); secondary music school, internat. Communication; work: international exchanges3. Organiser of medialabs; phd student cultural communication; work: non-governmental cultural organisations, cultural institution ‘City of Gardens’4. Graphic designer; cultural studies university of Silesia, academy of fine arts, ecole regional des Beaux Arts, doctorate in fine art;formal education,Work: academy of fine arts, projects and publications Silesian heritage.5. Graphic designer;Formal education; work; academy of fine art

PURPOSE1. Can art transform consciousness of convicts, to reintroduce women through art related activities. (informal and non formal situations)Aim: change consciousness, change attitude to world and themselves, create different behaviours.2. Participants of international exchanges connected with music/singing. (informal situations)Aim: Discover/share knowledge different cultures, build intercultural dialogue, promote openness and tolerance behaviours among youth from different countries.3. Cobine tradition with language of new media and contempory design(non formal situation)Aim: promote openness in sharing knowledge/experience to disseminate skills/tools of social change, arrange temporary cooperation platforms for people with different backgroumds to create new narratives/solutions for the city

PURPOSE4. Focus on cultural routes in thematic tours (in-formal, non-formal and formal situations)Aim: promote good/modern design, promote Silesian heritage.5. Aim: teach students collaboration on labour market with entrepeneurs (formal situation)

PLANS1. Organise periodical meetings; 20 theoretical and practical art workshops for 10 convicted women to explore painting techniques. (led by prof artists)Process: multimedia presentation, workshops & artistic achievements analysis.Outcomes: art therapy method, presentation in professional gallery in public space2. international project Civic Engagement Workshop; Polish-Ukrainian-Belarusian non-formal youth education program.Goals: promote democratic values and active civil society (informal activities).process: inspire young people to make changes in their enviroment, help realize ideas on socio-cultural initiatives.3. 1 media lab form the cycle ‘Urban Data Stories’.Process: use of new technologies, workshops and work teams meetings.Outcomes: open-to-all public summary, a key lecture, short presentations, discussion of completed projects.

PLANS

4. Organise classes, workshops, cultural routes to inspire eachother through discussion and common experience.5. Organise classes with real needs of labour market, showing connections between ‘real’ world and artistic expression

PLACES1. Prison and a gallery2. Camps in different countries3. Modern cultural centre4. In premises of Academy of Fine Arts and in city spaces5. In premises of Academy of fine Arts

PROGRESS1. Dialogue between convicts and workshops leader, help to formulate and express personal opinions about achievements, teaching new ways of expressing one’s experience reinforced a new identity of participants.2. Informal aspects of activities, creative teamwork, emotional influence of art.3. Discover what digital cultural heritage has to offer, combine creative activities, research and education, develop possible application with given material and how to present to general public, create a public space installation, rethink what online exhibitions should look like.4. Combiantion of ‘book’ knowledge and direct experience, accessibility and personality of the leader.5. Collision of artistic ideas and needs of clients, informal education and observation.

POINT OF VIEW1. I use the quote: “At this point I would like to emphasize the huge role of the multimedia presentation, especially the part relating to contemporary art! It strengthened my belief that a painting or any other art form as the projection through storytelling enables inclusion in the world of valuations. Perception and interpretation of the image is the key to the complex inner world of an individual, where through dialogue with external or internal interlocutor increases the awareness of self and the world. Visual language shows the complexity of the relationship. Dressing analogies in words we move in different codes of representation of reality: verbal and sensory. Deliberate art therapy action, using visual arts, allows to reach resources inaccessible to verbal code which we use every day. Art with all its problems, both in the present and in the past, is a great material to help in shaping and correcting attitudes.”2. Using creative and art activities during intercultural meetings.3. Using new tecnologies are attractive for young people.

THE THE ‘VOICE’ PROJECTPEOPLE

- Radio presenter and media tutor, Vocal artist and coach; professional singer, vocal coach and teacher.Work; divers rage of clients, individuals and organisations, develops voice, confidence and personal presentation skills- A community radio presenter/producer and tutor; studied music businessWork; publishing and event promoting in the music industry, Greensleeves and Westbury Music Publishing, ‘Lawless Reggae’ brand on community radio, peer tutor in non formal sector at collage Arts, music production workshop facilitator, assessing level 3 apprentice media and transferable competences- 10 level 2 and 3 media learners

PURPOSE- To help participants to communicate and express themselves clearly and confindently.- To develop awareness of how they present to others- To create a rapport- To im prove interpersonal an team skills to ostensibly coordinate and

record radio content effectively.- To coach and support each other in the process

PLANS- 8 learners, 16-19 years old with mixed needs, Participate to 10 workshops- Produce a series of podcasts in the studio- 6 x voice coaching and communication skills workshops- 4 x project led effective team working workshops

PLACES

- at Collage Arts in worshop space and recording studio

PROGRESS

- Group workshops and one to one coaching sessions- Resistance to group activities with element of performance or showcase- Noticeable gap in expectations of workshop facilitator and group- Reasonable participation during initial group discussion- 50% did not participate in performance exercises in front of their peers- During one to one coaching many participated in discussion and limited

performande activities.- Of the 10 participants starting, 4 completed the 6 group ‘Voice’ workshops

and 5 participate to the one to one coaching.- 1 participant was deaf and benefited one to one coaching

POINTS OF VIEW- workshopleaders; some resistance from participants when not seeing relevance of

activities and feeling too self conscious to participate when working as a group.- Following the one to one coaching by the voice coach, during planning sessions for radio

podcasts recordings increased willingness to express creative ideas and present them to a group. Based on keenness to ‘get started’ on the ‘product’.

- Criticism based on participants claiming not to see relevance of the workshop to their objective.

- some improvement in communication, teamwork skills and engagement in learning activities immediately following the coaching workshops and the one to one sessions

- workshop delivery style and culture in workshop space different to what learners were used to

- Level of expertise from the voice coach engaged some participants by employing micro exercises which were instantly gratifying to the participant

- Tick box questionnaires were completed before/after activities- Participants were invited to a group evaluation and one to one evaluation with their

tutor.

‘NEET TO BE FREE’PEOPLE

- Musician; professional artist, rap teacher and life stories writerWork: music teacher at New Arts College, artist, partner in European projects. Experienced in working with young people- Theater maker; coach, theater teacherWork: theater teacher at KOM, coach at KunstWerk, partner in European projects . Experienced in working with groups with special needs and young people.- Projectmanager; who keeps the overview in this curriculum testing and is

experienced in working with arts and sports as an instrument to support (young) people in developing skills.

- 5 young people aged 20-28 who are not in education and not employed.

PURPOSE- to create a safe environment to explore hidden or new qualities/skills- To transfer skills to real life through creative activities in a non formal

setting- To create creative educational activities that inspire and connect- To contribute in the development and personal growth of the participants

by offering both individual- and group assignments

PLANS- 5 learners in the age of 20-28 participate to 6 workshops- 1 workshop with creative games in relation to dreams, future goals and

thoughts about freedom.- 2 workshops in communication and presentation skills; story telling and

writing- 1 session; visit a second world war concentration camp; personal

experience- 2 sessions; translate personal experience in art form and presentation of

art form in public- Ended with certificate for their participation

PLACES- Youth center and concentration camp

PROGRESS- Tutors kept searching for the right approach. Talk versus activities- Participants felt valued and appreciated that they were heard- All participants found their way in society or is finding it; work, school,

internship

POINT OF VIEW- Some participants achieved more convidence, were more aware of

themselves, saw better how they refere to society and were more responsible of choices they made in life

- trainers experienced a new way of working together that helped to improve their professionalism

- All participents produced a written piece; poem or document