Cultural education offers a variety of suggestions for overcoming the limitations that the classic model of schooling has. 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 their public areas. Since 2014 I have been offering projects in the field of cultural education. These are targeted at schools, kindergartens, associations, self-help groups, church sponsors and theatre groups. First one needs to decide when the project will take place (during a semester, project week or workshop) and on what topic of focus will be.

If you are interested in creating a project with me, please send me an e-mail.

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Creativity enables us to perceive the world from different perspectives. It is the exploration and visualization of potential. A creative mind is able to explore different approaches and to find unique solutions. There is no recipe for creativity. Creativity is neither a question of age nor can it be learned or taught.

But we can develop this ability in children through experimentation and play in an open carefree environment. When children play, they don’t need outside instruction to develop their ideas. They explore the world in a playful way and invent a new one. But, children are often not permitted the freedom to give their imaginations free reign and to develop these skills. In the creative environment we provide my projects allow them to do so.

In the professional arena, creativity is a highly demanded key competence for solving complex problems. At the same time, however, it is difficult to nurture one’s creativity in the premise of the common educational system. This is seen by the fact that there is little time and funding given to the development of creativity. Subjects that promote creative competence, such as art, music and sport are not given the importance they deserve. They often take place only every six months or not at all. In Western Europe, where the main emphasis is on economic applicability of educational content, process-oriented contexts find inadequate room to be developed. And creative subjects are primarily process-oriented and not result-oriented! In a school context their results are exclusively in a “raw state” and therefore difficult to exploit. Many decision-makers do not recognize the profound value that it holds.

The intention of my cultural education projects is to create open environments that are fruitful for one’s own creativity. I provide the opportunity to immerse oneself in various arts; such as fine arts, theatre, design; and this is the sole focus. There is no need for perfect results – the integral growth of the children is the only intention.

It is likely that many of the professions of today won’t exist in the same way in the future. Creativity and adaptability will be an even more valuable tool in the quickening and unpredictable world of tomorrow. I don’t want to exclude formulas and rules needed for application, but these should be applied practically and creatively so that we can make the best use of them.

I offer these programs to schools, youth theatre groups, kindergartens or church sponsors. All participants will be artistic actors and producers that will devote themselves to a previously defined topic in a coordinated period of time. The content is mediated and practically introduced. The creative approaches are to be discovered. I have had particularly good experiences with the period of one week. This seems to allow for the broad phases of introduction and development, gestation, and finally completion and realisation to unfold.

Bogna Grazyna Jaroslawski

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My observations from five years of practice

Creativity is key competence and there is no recipe for it!

Who I want to reach?

Cultural education projects in Germany 2014 – 2018