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Presentation of the European GRUNDTVIG project “ARTiT” (2012)

Presentation of the European GRUNDTVIG project “ARTiT” (2012). Alexis Kokkos. The goal of the ‘ARTiT’ project.

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Presentation of the European GRUNDTVIG project “ARTiT” (2012)

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  1. Presentation of the European GRUNDTVIG project “ARTiT” (2012) Alexis Kokkos

  2. The goal of the ‘ARTiT’ project... …was to offer adult educators a methodology including guidelines and tools that would enable them to develop training modules, based on the use of art, that would support adult learners’ creativity and critical thinking skills.

  3. Partners of the project: • Hellenic Adult Education Association: Coordinator • ABF Workers’ Educational Association (Sweden) • University of Roskilde (Denmark) • VUCFIN Ringen Glamsbjerg (Denmark) • University of Pitesti (Romania) • Hellenic Open University

  4. The Projecthas been implemented in various settings of adult education: • Second Chance Schools • Organizations of Adult Education • Enterprises • Centres of Professional Training • Prisons • Universities • Museums

  5. The project is based on the ideas of: • Dewey • Gardner • Freire • Frankfurt School

  6. STAGES OF THE METHOD Stage 1: Determination of the taken for granted, stereotyped assumptions concerning a certain topic

  7. Stage 2: The participants express their opinions about the topic

  8. Stage3: The educator examines the answers and identifies critical questions that could contribute to the critical and creative approach of the topic

  9. AN EXAMPLE FROM THE TOPIC: “Relationships between genders” Critical Questions: • How do we perceive unpaid work at home? • How do men perceive the inequality between the female-male role? • What do men think when they realize their spouses actually work more than them? • Why are there inequalities between male and female roles? • What do we think of men taking over female roles? • What do we think of the “female mystery” nowadays? • Is manhood in danger in our days? • How does the gender inequality affect sexuality?

  10. Stage 4: The learning group identifies several works of art as stimuli for the elaboration of the critical questions (the works of art are related to the critical questions) • Use of works of art from: • Painting • Sculpture • Photography • Literature, poetry • Theatre • Cinema • Music

  11. Stage 5: Each artwork is analysed and connected to the related critical questions.

  12. Girl Peeling Vegetables, Jean-Baptiste-Simeon Chardin

  13. The Laundress, Ştefan Luchian

  14. Rest in the field, Camil Ressu

  15. Life, Pablo Picasso

  16. The Wave, Camille Claudel

  17. The Rape, Edgar Degas

  18. Diego and I, Frida Kahlo

  19. Once upon a time, an old Japanese legend goes as told by Papa, an old woman traveled through many small villages seeking refuge for the night. Each door opened a sliver in answer to her knock then closed. Unable to walk any further she wearily climbed a hill found a clearing and there lay down to rest a few moments to catch her breath. The village town below lay asleep except for a few star like lights. Suddenly the clouds opened and a full moon came into view over the town. The old woman sat up turned toward the village town and in supplication called out Thank you people of the village, if it had not been for your kindness in refusing me a bed for the night these humble eyes would never have seen this memorable sight. Papa paused, I waited. In the comfort of our Hill top home in Seattle overlooking the valley, I shouted "That's the END Example of a poem which is related to the topic “Intercultural Relationships” A BEDTIME STORY: Mitsuye Yamada

  20. Stage 6: • Critical review and enrichment of the participants’ initial opinions • Comparison of the participants’ initial opinions with those resulting from the discourse

  21. RESULTS FROM THE IMPLEMENTATION OF THE EUROPEAN PROJECT “ARTiT”

  22. At the beginning of the project:

  23. At the end of the project:

  24. Indicative Learners’ comments: • “I was not interested in art, but it was interesting to realize that there are many things that I can learn from it.” • “I was surprised to see how we can interpret a painting and how we can make conclusions from this very interesting subject.” • “I like it because I understood the meaning of the artwork and I have discovered new ideas and opinions”

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