Erasmus+

HIDden HEritage iN VR

Desig*ness (Teach and learn inclusive design)

The Desig*ness project aims to spread the culture of inclusiveness towards diversity and different abilities in the training system of design and fashion academies. The project involves the creation of an international training course for teachers, followed by a program of workshops and summer schools to transfer knowledge and skills to students. 

Official website: www.designessproject.com/

RIBOCA Repository of Knowledge

The project aims to support school education through a production of innovative learning materials and programmes that draw inspiration from contemporary art practices to empower self-directed learning, collaborative play and creative thinking. 

One of the key project outputs is an online platform—a growing library of learning kits that can be freely used by teachers, pupils, young adults, students and parents. All learning materials are based on the practises of artists, architects, designers, musicians and developed in dialogue with practising educators. The learning materials aim to act as Empowering Tools: to empower the curiosity to know and act, to empower an intention to fight for social justice, to empower innovation in fighting for environmental justice, and to empower an educational context that supports young people—trusting their views and ideas as well as supporting them by providing the tools, context, and knowledge required for reaching those goals.

ArtDiCo (Art, Digitality and Corona)

Project outline, call Erasmus+ Adult Education / Strategic partnership „Skills development and inclusion through creativity and the arts“

Project outline, call Erasmus+ Adult Education / Strategic partnership „Skills development and inclusion through creativity and the arts“(2020) (version 5.10.2020, Michael Sommer) Art, Digitality and Corona: Digital storytelling for people with low computer literacy – new e-learning approaches

Digital storytelling is a method in adult education that enables people to deal with their own culture, biography and identity and to communicate this to others in an entertaining and appealing way. Participants create videos using simple techniques (smartphone, etc.). The Art, Digitality and Corona project develops innovative methods for e-learning with people with low digital literacy: Based on the experiences of the Corona pandemic, they should learn to move in virtual space, to engage with art and to express themselves creatively. The project draws on the proven method of (digital) storytelling and develops it further for use in virtual space. Each participant in the project will create a video on the topic: "Corona, art and me". The task is to select a work of art from virtual museums that best reflects one's own experience during the Corona period and to create a video in the sense of digital storytelling that also includes the personal life story. All processes from the development of ideas to the presentation of the works are to take place largely in virtual space. The videos will then be presented in virtual storytelling cafés. The entire process will be documented and prepared as a best-practice learning model. In addition, the tool for creating virtual digital stories will be prepared and made available for adult education.

Creator Doctus (CrD) Network

Aims of the project

• To facilitate the implementation of the 3rd cycle in those countries in the European Higher Education Area (EHEA) where no such provision currently exists.
• To further interrogate existing artistic research methodologies towards new and innovative approaches.
• To identify good practice in developing and supporting artistic research in institutions that currently have limited or no experience in this arena.
• To foster the development of comparable, yet distinctive creative models of artistic research practice putting enhancement of career opportunities centre stage.

Deliverables

• A framework for a 3rd Cycle award/model for Higher Arts Education (HAE);
• An international database of best practice in 3rd Cycle awards in HAE, which currently does not exist;
• An online manual/handbook/tool kit for research in HAE;
• Training programmes for teachers, employers and research students;
• A position paper for research in HAE.

Plastic Justice: a new dimension in art and design education

Plastic Justice is a pan-European educational collaboration between five art and design academies in The Hague, Reykjavík, Barcelona, London and Vilnius. Together with regional environmentally engaged NGOs and scientists, the educational programme, including a conference, exhibition and website, focusses on the long-term impact of invisible micro-plastics on the human body. Plastic Justice aims to create new knowledge through cross-academic exchange and field-research promoting conscious design education for an upcoming generation.

Plastic Justice is funded by the Strategic Partnership programme of the European Union. Participating schools are: the Royal Academy of Art in The Hague, Iceland University of the Arts in Reykjavík, Elisava in Barcelona, Central Saint Martins (UAL) in London and Vilnius Academy of Art together with ELIA – European League of Institutes of the Arts.

Topics

• Civic engagement / responsible citizenships
• Cooperation between education institution and industry
• Social / environmental responsibilities of education institutions

Goals

The Plastic Justice project aims to foster new knowledge production about the effect of microplastics on health by creating and developing networks between science, relevant NGOs and the arts. This will be achieved through collaboration between the project partners (art and design schools) and researchers and local NGOs, to create curricula aimed at generating communication material that is well-informed and up-to-date on the micro-plastics issue. The collaboration model developed in this project could serve as a precedent and later be used to address other “wicked problems” (Rittel and Webber, 1973) linked to sustainability issues.

Objectives

Enhance and develop educational practices by creating teaching guide to actively inform the design process.
Create a network of collaborative learning, by bringing together academic peers, environmental experts, climate activists, lawyers, journalists, business professionals and policy makers for joint knowledge exchange and discussion.
Connect designers with scientists, to ensure that valuable research being conducted in different scientific fields can reach a broader audience through design thinking and visualization.
Influence policy on the topic of micro-plastics.

Intellectual Outputs

Plastic Justice Case Files: Online repository of information about microplastics and health.
Plastic Justice Advocacy: Teachers’ guide with tools and methodology to include microplastics issues in the arts and graphic design curricula.
Plastic Justice Verdict: Policy brief based on the project results.

https://plasticjustice.eu/