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9 Courses
0 - TTT Curriculum
The CRE8IVE train-the-trainer curriculum will help to support the achievement of high-quality youth work resulting in some of Europe's most disadvantaged and excluded youth being re-engaged in education and training.
The creative arts are attractive to many young people and can be used as an alternative and robust educational environment for the acquisition of key competences. They are especially useful for embedded learning and intuitive learning processes and are diverse enough to provide something of interest for almost all potential students, even the most reluctant. For many disadvantaged youth, formal education approaches have failed to deliver the learning outcomes required in today’s economy and the creative arts can be a more effective teaching method to acquire basic and transversal skills.
1 - Induction to Pedagogy
This is a module providing knowledge, resources and tools on Induction to Pedagogy for trainers/educators/youth workers dealing with marginalized youth.
This Module aims to provide trainers/educators/youth workers with the theoretical background to pedagogy. The goal is for trainers to familiarize themselves with adult learning models, learning styles, teaching theories and curriculum delivery approaches in a manner compatible with education through art.
2 – Facilitation and Conflict
This Module aims at supporting trainers/educators/youth workers in those situations when it is fundamental to act on facilitation practices (before, during or after tensions created by conflicts/sufferings affecting the young people for direct or indirect experiences).
The module core is the “circle time” method, and the proposed exercises should integrate this approach, which can be exploited with different age groups, since primary to high school.
The main concepts embedded in this proposal are:
The facilitator’s approach should be open to the “not-knowing”.
The provision of a “space/territory” for co-building joyful educational experiences, without removing the conflict.
The opening to "useful” and “not utilitarian” human relations to strengthen the “engagement” with others and to cultivate relationships of mutual responsibility and respect.
“Facilitation & coping with conflicts” can be run in different learning environments (youths’ centres, schools, training courses etc.) and according to the interests of each group, the facilitator can propose it using different tools, therefore exploiting diverse creative expressions, e.g.: the choice of a musical piece, the drawing of a portrait, the photo shooting of facial or body (statue) expressions, the video-recording of the “slow motion mime”, the video-shooting of a dance, or the “positive” writing.
3 - Drama
“Man is a make believe animal - he is never so truly himself as when he is acting a part.”
William Hazlitt
Drama can be used in the education and training environment to create learning paths, fostering discovery and providing long-lasting knowledge. Being drama “human beings confronted by situations which change them because of what they must face in dealing with those challenges” (Heathcote:1967), it’s indisputable that drama is a powerful learning tool to challenge marginalized young adults. Through appropriate drama exercises we can approach trainees’ perceptions about society and about themselves: like a real life metaphor, drama allows them to reflect their own life experiences, even the hardest ones. The module focuses on the use of drama for personal development of individual in several levels, such as speech (communication), concentration and intellect (learning to learn, mathematical and digital competences), emotions and senses (sense of initiative and social and civic competences) and imagination and physical self (cultural awareness and expression).
4 - Storytelling
"Storytelling is the most powerful way to put ideas into the world today." (Robert McKee)
Since time began generations have been telling and retelling stories through families, passing on traditions, cultures and family values. The retelling of these stories helps embed these values to the next generation so that these stories continue to be told for generations to come. Stories when told well, help to form our ideas and perceptions. Stories have the power to change our hearts and our minds. When we connect with a story we sometimes get a physical reaction. We get chills up our spine, our hearts race, we laugh, we cry and we can even feel sick to our stomach. We can also change. We can think, behave and feel differently after experiencing a powerful story. One that we connect with emotionally. One that has the power to change both our hearts and our minds. Using storytelling in training is an extremely useful technique to transfer learning to the audience.[1]
This module focuses on the use of storytelling by responding to the unique needs of marginalized young adult with a flexible and creative structure. In a storytelling situation it is assumed that there is a common language between storyteller and listener and a successful story is when the storyteller keeps the listener’s attention and interest. The listener will co-create with the storyteller. The language in storytelling is both verbal and non-verbal, there are words, rhythms, gestures, sounds and situational awareness.
5 – Music
A vast body of research[1] has been carried out into the many and varied benefits of engagement with music, which include but not limited to the following: enhanced intelligence learning and I.Q.; improvement in memory performance; improvement in concentration and attention; enhanced literacy, numeracy and language skills and promotion of creativity, self-confidence and social skills. These benefits have obvious potential for youth workers who are engaging with young people, particularly those considered ‘at-risk’ or those with learning challenges. They mirror, in many respects, the key competences upon which the Cre8tive initiative focusses. The enhanced language skills tie in with Key Competence 1 and 2. The digital environment in which the training will be carried out, the numeracy skills and the enhanced intelligence learning and I.Q. aspects satisfy Key Competences 3 and 4. Learning to learn – Key Competence 5 – is satisfied by the enhanced intelligence learning aspect, improvement in concentration and attention as well as the methodology and assessment employed in this module. The social and civic competences of Key Competence 6 are addressed in the enhancement of social skill and promotion of team working and co-operation skills. The cultural aspects of the module programme also underline this competence. Key Competence 7, sense of initiative and entrepreneurship, is addressed in the promotion of creativity, promotion of self-confidence, improved productivity, improvement in concentration and attention, reduction of stress and in the promotion of team working and co-operation skills. Finally, Key Competence 8, cultural awareness, is focussed upon in the subject matter that underpins this training module. Music, itself, is arguably, the greatest medium through which culture is expressed and appreciated. The universal language-transcending nature of music makes it an ideal vehicle for dealing with youth across national, regional and cultural boundaries.
[1] “The power of music: its impact on the intellectual, social and personal development of children and young people”, Susan Hallam, Institute of Education, University of London, UK, International Journal of Music Education (2010)
6 – Photography
The module aims at presenting photography as a suitable educational tool, both for youth and adults. It will present the different usage of photography for training. This can give the trainers the possibility to widen their knowledge in the art of photography, as well as encouraging their creativity and critical thinking. This will improve their work with marginalized youth by giving them alternative approach to develop social awareness, and to widen their education in the field of emotional intelligence and empathy.
Furthermore the art of photography is just a tool for representing messages and emotions. By focusing on colors and figures the trainers can learn how to communicate on a non verbal level and to express themselves in a new, artistic way. In this way they will gain a balanced notion on both technical and theoretical perspective on how to make photography, how to express themselves through it and how can describe different ideas through motion and color techniques.
7 – Film Production
Film can act as an influential educational tool especially for marginalized young adults. Incorporating film into youth training can contribute to developing transferable competencies, raising confidence, increasing professional aspiration and evolving cultural understanding, while at the same time enhancing the enjoyment of learning. This module focuses on the use of film through different elements including critical elements (watching and understanding films), cultural elements (discussing the films and broadening the horizons and experiences of the beneficiaries) and creative elements (film-making) to achieve the aforementioned objectives.
8 – Digital Media
The use of digital media in today’s society has extended beyond socialization, to education and professional development. Developing literacies in digital media and understanding the importance of digital media in our daily lives and ways in which young people can benefit professionally from its proper use is the main focus of this module. Incorporating audio, video and photo (digital media) into youth training can contribute to developing competences which today are as important as ABCs, raising confidence, increasing professional aspiration and evolving cultural understanding, while at the same time enhancing the enjoyment of learning.