ERC InSEA partner of a #NarcissusMeetsPandora Project
#NarcissusMeetsPandora is an INNOVATIVE ARTS-BASED PRACTICE THAT TAKES UP DIGITAL TECHNOLOGIES AS TOOLS FOR YOUTH TO CRITICALLY AND SOCIALLY ENGAGE IN THE SOCIAL MEDIA CONTENTS PRODUCTION.
#NarcissusMeetsPandora addresses crucial concerns of today’s society related to digital competences, social inclusion and education. It faces young people’s lack of capacity to produce and analyse visual media content and lack of training on digital skills by teachers and school education plans. In a changing society, social sustainability calls for the involvement of young people in creative and dynamic learning processes, taking advantage of intercultural dialogue to value diversity and positive attitude.
The project aims to develop digital skills and social engagement in an innovative way, by providing high-quality skills for stimulating the reflection and creative expression, working directly with young people’s digital portraits, starting from an intrinsic habit to develop a critical and efficient pedagogical experience.
FIRST RESULT expected is that young people are capable of producing images that represent themselves and others through digital technologies with confidence and responsibility.
SECOND RESULT expected is that young people use social media to address social, ethnic and cultural diversity, to make a positive change for communities across Europe.
THIRD RESULT expected is that teachers and youth workers feel empowered to use digital skills as a transformation tool that provides social inclusion.
ERC InSEA: partner of a project for the enhancement of Visual Arts Education
On December 9 and 10, 2019, Frederick University hosted the kickoff meeting of the partners of the European research program Visual arts education in new times: Connecting Art with REal life issues (CARE), which is funded by the Erasmus+ KA2 programme. The coordinator of the project is Dr Victoria Pavlou, Associate Professor of Visual Arts, Department of Education, Frederick University.
Project CARE is about enhancing visual arts education with education for sustainable development elements that will promote creative thinking, critical and systemic thinking, reflection and development of skills, attitudes and values. The project aims to develop and deliver teacher-training programmes that will empower primary schoolteachers in visual arts teaching within the framework of education for sustainable development and thus strengthen their teaching profile. The CARE project also seeks to establish links and collaborations with local agencies and organizations (such as governmental organisations, museums, artists and others) in order to empower the educational program and connect learning with real life context and experiences.
The project has a duration of 2.5 years and apart from Frederick University, its partners are the Aristotle University of Thessaloniki, the University of Malta, the University of Exeter and the European Regional Council of InSEA (International Society for Education through Art). For more information, visit the project’s website www.care.frederick.ac.cy (soon available).
The European Network for Visual Literacy (ENViL) presented its research results, the prototype of a Common European Framework of Reference for Visual Literacy (CEFR_VL), at the InSEA Conference in Vienna in September 2016. This document is an instrument to describe and reflect art education practice in specific countries or situations. It was elaborated in a joint development process by more than 60 teachers, experts responsible for curricula, teacher trainers and researchers from 18 European countries. As a reference document, funded by the European Union, it is based on surveys, empirical research, conceptual discussions within the network and at InSEA conferences in Budapest, Canterbury or Melbourne. “It is the first time in InSEA’s history that such a widespread international approach exists”, stressed Carl-Peter Buschkühle, chairman of InSEA’s European board, in Vienna. The Common European Framework of Reference for Visual Literacy (CEFR_VL) delivers a structural competence model of what can be learnt in art education, as well as a model to define levels of competences with respective scales, and manifold examples how the model can be used in different contexts (e.g. to develop assignments, lesson plans, curricula, teaching materials or tools for evaluation). A trilingual glossary (English, French and German) is included.Since its publication in September 2016 ENViL, has started applying the CEFR_VL to different cases, covering a broad range of examples, such as implementing it into a museum for visual art in Belgium, evaluating an art-curriculum in Germany, developing new models of teacher training in Cyprus, creating a new culture of assignments in Hungary and Switzerland, writing an art textbook in Germany, validating the levels in The Netherlands, Hungary and Austria.ENViL is open for new members and invites everybody to subscribe to its newsletter.
Fund by EC
CREARTE, Creative school Partnerships with Visual Artists, is a project for experimenting pedagogies based on contemporary art practices in primary schools. The project has been co-funded with support from the European Commission ( 2015-1-PT01-KA201-012989), started in 01/09/2015 and will finish by 31/08/2017. Crearte integrates the following partners:Faculty of Fine Arts – University of Porto, Portugal; Cyprus Pedagogical Institute, Cyprus; Ministry of Education and Culture, Cyprus; University of Jaen, Spain; Stichting the European Regional Council of INSEA ( International Society for Education Through Art ) – international NGO; Goldsmiths’ College, UK and BUFF Film Festival, Sweden.
Fund by EC ( Tempus Project)
Te aim of project is to enhance the quality of RU higher education in creative design by harmonizing the RU Master Programs in Digital Arts (DA) with the EU Master Programs and by strengthening links with business and provide students of 9 Russian Universities with the opportunity to study the Double Degree EU-RU Master Program in Digital Arts both in the Russian and EU Universities. The project is in line with the principles of the Bologna process which aims at creating an European Area for Higher Education through a common new degree system, a European dimension to quality assurance and the recognition of degrees and study periods abroad. Project wider objective is to improve Russian education in Digital Arts and provide mutual degree recognition through development and introduction the Double Degree Master Program. Project specific objective is to develop business oriented MS course in Digital Arts, to harmonize RU Master Programs in direction “Digital Arts” with the EU Master Programs in Digital/Multimedia Arts .The main target group that benefit from the project is students of RU Universities participated in the project who studies in the field “Digital Arts”. The second group of the project beneficiaries consists of RU University academic staff involved into the project, and enterprises and companies in demand of DA graduates. In the project INSEA plays a role of non-academic EU partner connecting EU & RU universities with business as well as increase the effectiveness of dissemination of the project’ results in RU & EU via INSEA.
Images and identity ( 142345 LLP-1-2008-1-UK- COMENIUS-CMP)
The project linked the disciplines of Art and Citizenship education, using digital technology as a means of expression and communication across Europe. It explored ways in which discussion and production of visual images pertaining to identity can contribute to Education for Democratic Citizenship (EDC). The link between art and citizenship education has not previously been investigated in the European context and this is a new area of curriculum development and research. The project trained teachers and teaching assistants in digital imaging processes, platforms and techniques as a medium of cross national communication. Throughout the project, the photo-sharing website Flickr and the virtual learning platform StudyZone (which has now changed to Moodle) were systematically employed to document the action in each country and facilitate sharing of information, visual resources and evaluation.