Cultural Vehicles in Education - assisting the needs of vulnerable social groups

Pilot workshops

Youth centre "Babilonas"                                              

Educational Unit

ART AS A CHANCE IN THE PERSPECTIVE OF INTERCULTURAL MISUNDERSTANDING

Subject of the unit Competences (key Lisbon competences) Practical skills Pedagogical aim Methods Didactic materials Duration and date
Social Profit of Social Diversity in Intercultural Cooperation and Collaboration

Competence no 5 Learning to learn

 

Competence no 6.1 Interpersonal, intercultural and socialcompetences

5. Knowledge of availableeducation and trainingopportunities and howdifferent decisions during thecourse of education andtraining lead to differentcareers.Ability to reflect critically on the object andpurpose of learning.Ability to communicate

Understanding of theintercultural dimension inEuropean and other societies

Positive appreciation oflearning as a life-enrichingactivity and a sense ofinitiative to learn.Adaptability and flexibility.To develop the attitude of openness towards other people and culturesTo develop ability to communicate constructively indifferent social situations (tolerating theviews and behaviour of othersTo increase awareness and understanding of nationalcultural identity in interaction with thecultural identity of Europe and the rest ofthe world; To develop ability to see and understand thedifferent viewpoints caused by diversity andcontribute one's own views constructively.To develop ability to negotiate. Individual and group work with materials discussion,method of Moral Imagination as an attempt to see the things from different, often opposing, points of view. Pieces of Fine Art:some painting, fragment of the text of novel, the movie or article from the newspaper.The scheme of telling stories: Action, Intention, Outcome.

4 hours (4 x 45 minutes)04/14/08-04/18/08

ART AS A CHANCE IN THE PERSPECTIVE OF INTERCULTURAL MISUNDERSTANDING

1. A description of the activities undertaken during the unit, including comments on the reactions of the group/individual participants

- Whole unit/ De l'unité: 3 hours: two activities by 90 minutes each
- Activity1/ Activité 1: 90 minutes
- Activity 2/ Activité 2: 90 minutes

Activity 1
Look at the Art and Tell Me Your Story

Give the same piece of Fine Art to the members of pairs. Ask them to reflect: some painting, fragment of the text of novel, the movie or article from the newspaper. Ask them to be prepared to tell the story from painting, movie, newspaper or novel, interpreting the same situation, described above in the same piece of Art - emphasizing Rightness or Wrongness of Action, Intention or Outcome, ACCORDING TO SCHEME:

Telling Stories in Intercultural Dialogue
Scheme N.1.


Tell the story anticipating eight versions of possible actions, intentions and various outcomes.
Collect examples of "good practice" based on different interpretations from different cultural mentalities.

1. Right action, based on positive intention leads to the positive outcome.
2. Right action, based on positive intention leads to the negative outcome.
3. Right action, based on negative intention leads to the positive outcome.
4. Right action, based on negative intention leads to the positive outcome.
5. Wrong action, based on positive intention leads to the positive outcome.
6. Wrong action, based on positive intention leads to the negative outcome.
7. Wrong action, based on negative intention leads to the positive outcome.
8. Wrong action, based on negative intention leads to the negative outcome.

Instructions:

1. Tell the story from painting, movie, newspaper or novel, interpreting the situation, described above in the same piece of Art - emphasizing Rightness or Wrongness of Action, Intention or Outcome.
2. Exchange the story with Your partner in the pair and re-tell the same story from different cultural, social or linguistic perspective, changing the interpretation of rightness or wrongness of Action, Intention or Outcome.

Tips:

- The Art may give the sense of identity through knowledge and understanding of the spiritual, moral, social and cultural heritages of diverse societies.
- The Art may develop skills that will help participants to combat prejudice and discrimination.

Questions inviting participants to reflect on the activity

- Does the interpretation of piece of Art give the chance to practice to see the things from different, often opposing, points of view?
- Does the interpretation of piece of Art give the chance to learn how to overcome cultural stereotypes?

Activity 2
Become an I and Let Other Selves to Be I's.

Logic as a Chance in the Perspective of Intercultural Misunderstanding

Give the same social/moral/political/religion situation to all members of workshop. Ask them to be prepared to give different interpretations of the same situation, emphasizing Rightness or Wrongness of Action, Intention or Outcome. It may be three different interpretations based on different cultural, social, linguistic backgrounds. I.e.: the same situation in different cultural interpretations may seem as:

1. Right action, based on positive intention leading to the positive outcome.

In other cultural context it may be interpreted as:

2. Right action, based on negative intention leads to the positive outcome.

In third cultural context it may be interpreted as:

3. Wrong action, based on negative intention leads to the positive outcome.

Instructions:

1. Tell the story interpreting the situation from different cultural background emphasizing Rightness or Wrongness of Action, Intention or Outcome.
2. Tell the story interpreting the situation from different linguistic background emphasizing Rightness or Wrongness of Action, Intention or Outcome.

Tips:

- The each person's point of view becomes richer and more comprehensive when it is seen in the context of many points of view.
- The philosophical, critical and creative thinking and so called method of Moral Imagination may improve the relations between people of different cultural backgrounds and different mentalities.

Questions inviting participants to reflect on the activity

-
Do the different interpretations based on different cultural, social, linguistic backgrounds may help to overcome cultural stereotypes?
- Does the philosophical, critical and creative thinking and so called method of Moral Imagination may help to solve the problem of improving relations between people of different cultural backgrounds and different mentalities?

2. Was the aim of the unit achieved (the implementation of practical skills and the pedagogical aim)?

This workshop was principally aimed for the exploration of intercultural understanding and misunderstanding by the means of philosophical, critical and creative thinking and so called method of Moral Imagination. It was aimed to the inquiry of a problem of improving relations between people of different cultural backgrounds and different mentalities.
Participants become ready for reflection of various situations as of permanent choosing and of permanent making decisions with all the moral responsibility for all decisions
Participants were challenging stereotypical images of other places and cultures.
Participants have developed skills that would help them to combat prejudice and discrimination.
Participants were collect examples of "good practice" based on different interpretations from different cultural mentalities.
Participants were learning how to overcome cultural stereotypes.
Participants were learning how to develop skills that will help them to see their personal point in the context of many points of view.


3. Other remarks (for example on the interaction between artistic and educational elements)

This workshop was an application of a principle of intercultural dialogue. This application was based on the idea of reciprocity as an attempt to see the things from different, often opposing, points of view. It was based on the idea that each person's point of view becomes richer and more comprehensive when it is seen in the context of many points of view. It may be extended to dialogue about similarities and differences, to dialogue about social profit of social and linguistic diversity in class or community. The aim was to engage those who might see themselves as parts in a conflict of identities. In the process of dialogue they were asked not to accuse, justify or forgive, but just tell their stories and analyze them, seeing the reasons behind different perspectives of different identities.
Some of participants, remarks: "By very simple and clear speaking it made me give much thought, reflection", "I got frightened by the title "philosopher", but now I feel exrtremely good"

 

 

 

 

 
     
 
The Bielskie Artistic Association Grodzki Theatre
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