LLinE Lifelong Learning in Europe

ORIENTATION - ARTS AND LEARNING
ARTS AND LEARNING

Magda Trantallidi
Re-evaluating the Potential of Cultural Education
Today we are speaking about lifelong learning and the learning society. Both would benefit from taking the combination of education and culture seriously. Cultural education liberates creative forces necessary for a successful life and a well-functioning society. The EU has defined eight key competences; one of them is cultural awareness. More research is needed to determine the impact of cultural education on creating the desired competences.
The article also describes the culture – school network set up by the Dutch Ministry of Education, Culture and Science.

Johanna Lasonen
Interculturalisation through Music Teaching
Interculturalism is an essential constituent of any field of occupational competence today, concludes this article after discussing the concepts of multicultural and intercultural education. From there the writer goes on to reflect on multicultural and intercultural competence. She completes her article with an account of a case study concerning a musician’s development of becoming an expert in an intercultural context.

Projects
The articles are followed by Neothemi, a multinational project of 10 countries each with a different point of view, and a national project, MELINA, on cultural education from Greece, which has plans to devise a curriculum over the whole formal education, and expert teacher training as well.
Claudia Saccone: Virtual Museum Shows Cultural Heritage. Neothemi-project
Nikos Paizis: Education and Culture. MELINA Project

COMMUNITY ARTS

Timo Jokela and Mirja Hiltunen
Art pedagogical projects in Northern wilderness and villages
Experience-based art as part of everyday life can help rebuild an individual relationship with the environment and turn the surrounding community into something meaningful. In the art educator training at the Department of Art Education of the University of Lapland, village projects and part of the teaching practices aim to develop functional models which help villages use communal art education to find their own strengths and support their local identity.
The article describes also two projects realised by the students with communities in the area.

Projects
Arts-based projects concerning education and the community – making people believe in themselves and their capacities for learning and change – use creative approaches which can cut across society’s traditional sector boundaries, a process of making links between the commonalities and differences of communities and sectors.
Jennifer Williams: Where the Arts, Education and Society Intersect

Leah Bartal
Body as an instrument. An invitation to experience
The writer has developed a holistic approach to allow people to discover their dimensions, to recover their true capacity. She uses many forms of creativity from experiencing your body through movement to myths to music and painting, etc. The process puts people into a connection with their profound emotions, with the ‘non-academic’ and the not purely analytical mind.

LEARNING AND SIGHT

Pete Worral, Tom Davies
Media Literacy and Perceptions of Schools. Art and the Specialist Pedagogy
In a world of lifelong learning and learning to learn, teachers need to do better to make the students acquire sufficient knowledge in school and retain their motivation to learn even afterwards. Developments in the UK point towards changes in the position of the teacher: expensive private schools are gaining ground, teachers are increasingly contracted for a short term and performance based. The impact of ICT is dismantling the boundaries to knowledge building, questioning traditional methods and providing different conceptual models/paradigms for teachers.

Projects
PYRAMIDE invited all the young in Europe, artists as well as common people, to contribute to a vision for the 21st century. Millions visited the pyramid of two thousand colour triangles in 1999 Weimar.
Wieslaw Karolak, Steffi Engelstädter: PYRAMIDE 2000, 2000 pictures for the year 2000
Kaiju Haanpää: The Program on Basic Art Education in Finland
Kaiju Haanpää: The Art School in Espoo

LEARNING AND SOUND

Sara Sintonen
Exploring the Sound World within Media Education
Western societies have regarded writing (and reading) as a valued intellectual activity, while e.g. music and visual arts have been considered to influence aesthetic development. An effective pedagogy should embrace both production and reception, not only in national curricula but also in all possible contexts during the entire life span – in the form of tertiary, non-formal and lifelong education. In outlining a program for media education, the goal should be the possibility of making personal choices and being an independent consumer of the music culture.

Projects
The movement of allowing non-traditional public to get the experience of listening to live classical music has spread from the UK to many other countries, and found new forms. But still, the individual experience of the importance of music in one’s life, with all the extra bonus, is not to be underestimated. Of the 50,000 students in music institutes in Finland, 2 percent actually choose a career in music.
Richard McNicol, Denise L. Mellion and Larissa Israel: Zukunft@Phil - Berliner Philharmoniker Open for New Audiences
Hanna Kosonen: Music from Birth - The Godchild project of the Helsinki Philharmonic Orchestra
Kjell Thoreby: School Concerts – Arts and Education?
Ebbe Høyrup: Children Meet Professional Music
Jukka Niemi: Music in My Life
Eeva Siirala »