Cultural education offers a variety of suggestions for overcoming the classic model of the school of instruction. The school as a whole is enriched by new forms of teaching and learning, such as studio lessons or art and life art projects in the social space. Since 2014 I have been offering projects in the field of cultural education. The offer is aimed at schools, kindergartens, associations, self-help groups, church sponsors and theatre groups. It is necessary to decide in which period the project will take place (semester, project week, workshop) and on which topic it will be developed. If you are interested in creating a project with me, please send me an e-mail.
My observations from five years of practice
Creativity enables us to perceive the world from different perspectives. It is the exploration and visualization of potential. A creative mind is able to try out different approaches and find new solutions. There is no recipe for creativity. Creativity is neither a question of age, nor can it be learned or taught mentally.
This ability is developed in free spaces through experimentation and play, and the key is early childhood development. When children play, they are by themselves without the need of outside instruction to develop stories. They explore the world in a playful way and invent a new one. In creative spaces they try out imagination without restriction. This ability slumbers as an early childhood as normal state. My projects are about getting closer to the ability.
Creativity is key competence and there is no recipe for it!
In later professional life, creativity is a highly demanded key competence for solving complicated and qualified problems. At the same time, however, it is difficult to communicate creativity in the school-based education system. This can be seen in the fact that there is little time and funding in the education system for the acquisition of creativity. Subjects that promote creative competences, such as art, music and sport are not developed in a modern way, they often only take place every six months or not at all. In Western Europe, where the main emphasis is on economic usability of educational content, process-oriented contexts have a hard time. But creative subjects are primarily process-oriented and not result-oriented! In school context their results are exclusively in “raw state” and therefore difficult to exploit. Many decision-makers do not recognize value that lies behind it.
Who I want to reach?
The intention of my cultural education projects is to create open spaces and make it fruitful for one’s own creativity. The production by means of various arts, such as fine arts, dance, theatre, design is the sole focus. There is no need for a perfect presentation result – the focus is on the growth of the children within the project. In the narrower sense, art is the culture of mediators. Also the combination possibilities of different arts apply nothing else, in order to understand and solve the problems of tomorrow to learn – and not excluding formulas and rules to apply – but these practically and creatively to use.
The offer is aimed at school classes, youth theatre groups, kindergartens or church sponsors. The children and young people are understood as artistic actors and producers who devote themselves to a previously defined topic in a coordinated period of time. Contents are mediated and practically introduced. The creative approaches are to be tried out. I have had particularly good experiences with a project week.
Cultural education projects in Germany 2014 – 2018