There are several factors to consider in the planning and organization of an art education class or course. In addition to making all the necessary practical arrangements, it's important to make sure that participants feel welcome and that the atmosphere during the training is safe and inclusive. The different stages of planning and implementation overlap and influence each other. It's crucial at the beginning of the planning process to consider what we hope participants will learn and what kind of learning we expect to occur during the training. Learning objectives affect the choice of instructor, the duration of the training, and the teaching methods used. On the other hand, available resources also impact these same factors. 

Before the training begins

Selection of topic and learning goals

• Consider what the main topic of the training should be and what the participants are expected to learn. 
• Align the learning goals with available resources, the duration of the training, and participants' prior knowledge and skills. 

Finding a suitable instructor (if you are not an instructor or teacher yourself) 

• Consider what kind of instructor would be effective for teaching the selected topics. 

Define what you expect from the instructor: what teaching methods will be used, what expertise is needed, whether it will be an expert lecture or an interactive training session, and whether the instructor needs to represent a particular field of art education. 

• In our own pilot, we contacted communities to inquire about suitable trainers for our pilot program. We looked for someone who is an experienced art educator who also has experience or a strong interest in cultural heritage.

Defining the duration of the training and the number and length of meetings 

• Determine the type of training that your resources can support (considering e.g., venue rental, instructor fee, the instructor’s schedule). 
• Consider how much time the participants might be willing to commit to the training. 

Making a contract with an external instructor 

• If an external instructor is involved, make a contract specifying the number of working hours, fee, and other terms related to the work, such as time allocated for lesson planning, individual guidance, or evaluation of participants' work outside of class hours. It's also important to define any copyright issues related to teaching materials. 

Aspects related to the training venue 

• When choosing a venue for the classes, consider accessibility and the suitability of the space for training activities. If the venue is not accessible, remember to mention it in the promotion. 
• An ecologically sustainable training venue is one that participants can easily reach by public transport. 

Planning the training with the art educator (if an external instructor is involved) 

• Allocate time for planning and discussion to ensure that the organizer and instructor have a similar understanding of the training goals and methods. 

Advertising the training to the target audience 

• Consider your target audience(s) and write your advertising and course descriptions with that audience in mind.
• Keep the text of the training advertisement simple and clear so that potential participants can easily understand what content the training will offer. 
• In our pilot training, we advertised the training on social media. Additionally, we searched for contact information for various cultural heritage and art-related associations, as well as contact information for teachers' associations in different fields, and sent emails directly to the associations. 

Participant registration 

• Consider how and when you need to have the participants register for participation. 
• It's advisable to ask for the participants' contact information at the time of registration so that you can contact them before the training begins. 

Providing participants with preparatory information 

• Before the training, it's a good idea to send participants a message detailing where the training will take place, what activities are planned, what kind of attire is expected (considering movement or messy work), and what tools or materials participants are expected to bring. 

Considering participants' wishes and special needs in planning 

• Ask participants about their preferences and special needs regarding the training during registration and take these into account in the planning process. 

Preparation of training materials and space before the training. 

• o Prepare the space so that it is easy to work in and the necessary materials are readily available. 

During the training

Creating an atmosphere conducive to learning 

• Especially at the beginning of the training, it's important to ensure that participants get to know each other and that there is a supportive atmosphere during the training. 
• The instructor should review the guidelines for creating safer space and discuss them with the participants, aiming for a shared agreement. 
• The instructor should pay attention to fostering a sense of inclusivity and ensure that everyone feels they can participate according to their own interests and abilities. 

Guiding the process while listening to participants 

• It's good for the instructor to have a clear plan for how the training will progress, but the plan must also allow for flexibility and changes based on participants' needs, prior knowledge, and ability to participate. 
• The work of the instructor involves two levels: teaching content-related matters and going through that with participants, as well as guiding the group in their work and facilitating the group process. 

After the training

After the training, it's a good idea to gather feedback from participants. 

• In our pilot training, feedback was requested immediately after the training and three months after the training. In our feedback, we also asked about participants' learning experiences and whether they felt their thinking had changed in any way three months after the training. Often, learning processes are slow, and new insights continue to emerge long after the training. 
• It's good to go through feedback together with the instructor and to reflect on the entire training event with them. This helps in the development of future trainings and one's own practices. 

If an external instructor was involved in the training, they should be paid according to the contract. 

If the trainer wishes, a certificate of employment can be provided.