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Learning and Training Model
Learning and Training Model
The innovative learning and training model we put into practice corresponds to new challenges in education.
The new learning model is based on changing from an individualistic knowledge acquisition towards a collaborative knowledge and creation.
This is carried out by developing students’ intrinsic motivation in learning through challenge, competence, context and practice.
By using this method:
- students are challenged to complete a task.
- students must develop competence by searching and looking into new perspectives and techniques and taking an active role in workshops.
- students learn new skills in a meaningful context with new partners.
- through the practice in artistic workshops we explore how to awaken the vital creativity for the artist.
Role of participants
Participants support each other and work collaboratively with other students and teachers, and this results in a massive exchange of expertise. In the workshops we broaden our knowledge of artistic techniques, and this training gives all participants the opportunity to be comfortable with the creative process and to develop their creativity.
Reciprocal cooperation among schools
Cooperation is reciprocal as we all benefit from the expertise and each school expert knowledge and leadership provides the rest of participants with the necessary know-how to grow and improve the creativity within each of us. This reciprocity creates a sustainable cooperation between schools. The new fresh ideas are disseminated between staff and their present and prospective students.
Working process
Considering this learning model, we pay attention to the steps necessary to carry out our tasks.
Previous information
The host school briefly presents its school and the type of art activities that are learned at it.
The host informs about the art workshops that will be carried out. The information can include what students should know, what students are expected to do, useful vocabulary, safety instructions…
They must prepare a detailed file about the cultural heritage of the city, region,...
This information should include
- cultural heritage sites which are in good state of preservation (or in restoration)
- cultural heritage sites which are not in good state of conservation (due to agents such as climate change, abandonment or armed conflicts).
Previous activities carried out by all partners at their schools before the mobility
The schools will analyse the information provided by the host and work with their students.
They will try to study and get information about the artistic techniques to be carried out in the workshops.
They will learn about the cultural heritage of the city/region (historic sites, monuments, landscapes …
They discuss how the agents such as climate change, conflicts and/ or abandonment can affect the cultural heritage. They propose solutions for its preservation and how to prevent its decline and deterioration.
Drawing of sketches: students draw sketches (using pencils, felt pens, colours, charcoal, …) to represent cultural heritage of the city/region at present (sketch A). Then the student will choose an agent (climate change, conflicts and/ or abandonment) and draw a new version of the sketch to show its impact on the heritage (sketch B).
In the case of heritage in a bad state of conservation the student can draw a sketch of it (sketch A) in its present state and imagine in a sketch (sketch B) a reconstruction based on respectful and ecological criteria with the original.
Activities during the mobility
Sharing of the results of the discussions prior to mobility on the threats that can affect the conservation of cultural heritage and measures to help its preservation and prevent their deterioration.
Knowing and visiting the cultural heritage of the city/region
Learning of art techniques and taking part in the art workshops with the host school teachers or experts.
Creation of artistic works using different techniques. After visiting the heritage in situ or from photographs students create artistic works ( work A) and then make versions with the impact of the threats (climate change, conflicts, abandonment) on the heritage (work B), based on the previous sketches. Also, they can show the actual deterioration of some cultural heritage items (work A) and represent a version with an imaginary restoration of the same place (work B).
Exhibition of the artistic works created (A + B) and selection of works of this mobility that will be part of the final exhibition in Badajoz (exhibition with the works selected from each mobility).
Exhibition of the artworks created either individually or collectively in the workshops
Activities after the mobility
Dissemination of the activities that have taken place at the mobility. Using pictures, videos and presentations participants show other students at their school what they have been doing.
A post on the school website, an article in local magazines with the students’ views on the activity.
Evaluation of the activity. What should we change so that we make the most of the next mobility activities?
Team Bonding
One of the key features to enhance our team's collective productivity is team bonding.
We focused on strengthening the relationships within our team and on knowing how to work with each other. We worked on ways to connect the members of a team and to strengthen the relationship between them with ice breaking activities, most of them devised by our own students.
In short, good relationships within our team are one of our main aims. Team bonding matters a lot in our model as it motivates team members to participate and engage in the process of learning and training
Members of the Erasmus+ team should enjoy spending time together.
All in all, the learning process is based on creating the best conditions to provide quality learning material, effective communication, reciprocal support and immediate feedback and evaluation.
The aim is to arouse intrinsic motivation so that participants do something because the process is personally rewarding. And if your effort provides satisfaction the whole process becomes enjoyable. By operating with these means in mind, all participants are really able to work effectively, create distinctive artwork and make the most of their creativity.
And the Erasmus+ experience will always be worthy of being remembered and disseminated.
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