The most important principle of community art education is that everyone can participate in making art. The process and shared experiences during the process are more important than the artistic products.
Transformative learning theory, practices and facilitation. The HEART project as a transformative process.
Using participatory methods and approaching intangible cultural heritage through the participants' own starting points
Information, guidance and a list of tools to help incorporate virtual environments and technology in general in your heritage project.
A description of how external digital resources and repositories can be used in an art education project, with an example from the Irish pilot.
Safer space means everyone can participate in an activity without unnecessary barriers. Each group can define their own principles for creating safer space.
How many kinds of intangible cultural heritage influence people's everyday lives?
An exercise to explore a moment in time where tradition was present.
Find out something new about a tradition by changing the perspective. An object talks about human activity.
Helpful tips around organising a site visit, including understanding the purpose, choosing a location, planning and logistics and more.
Description of one sample exercise used in the Irish pilot, including step by step instructions provided by the art educator. Exercise: organising and carrying out a field trip to a local historical monument.
A sample exercise used in the Irish pilot study, including step-by-step instructions provided by the art educator. Exercise: learning a piece of traditional music by ear.
A sample exercise used in the Irish pilot study, including step-by-step instructions provided by the art educator. This exercise could be used in other minority language contexts, where there is a real or perceived language barrier to engaging with the intangible cultural heritage form.
A selection of exercises that can be applied to secondary school classes in history, geography, sociology, or other subjects.
Study visits to heritage sites, museums and archaeological sites aim to develop specific skills, behaviours and attitudes to understand the importance of heritage education. See this example from Romania and adapt it to your heritage area.
The exercise can be applied to adult education as well as to students. The aim of this exercise is to learn the basic values of heritage and what is meant by authenticity and uniqueness in a heritage context.
One of the basic criteria that an artefact or a tradition must meet in order to qualify as heritage is age. This practical exercise helps students to understand this principle, to critically analyse a given item and to make value judgements. It can be adapted to any context that aims at heritage education.
This exercise is used to learn about ancestral symbols used in different cultures. This exercise can be used in English classes, intercultural education, or Art History.
A selection of useful tools from the LIVIND project, which focused on living heritage and sustainability
The exercise can be used in adult education as well as in schools. It fosters the ability to analyse heritage artefacts and identify cultural particularities.
Digital tools play an important role in safeguarding, promoting and preserving heritage. This exercise is aimed at both students and teachers of computer science in schools as well as university students of mathematics and informatics. Such an exercise can be accessed in any context and put to use according to one's creativity.
Heritage education can also be included in mathematics lessons. Although it seems surprising, there is compatibility between the two areas. This exercise can be used in lessons of Fun Maths or Applied Maths.
