In exploring this central question, we aim to instigate structural cooperation and cocreation between formal and non-formal education. Our goal is to elaborate an innovative social-artistic learning method through which we connect and strengthen each other.
We want this method to especially cater for the needs of persons threatened by undereducation, illiteracy, unemployment, poverty.
Every dream matters.
Everyone matters.
We proudly share some of the activities that students who participate in this project, worked on. Each activity leads to a product, a show, an event that grew from participant’s hearts and dreams. Is tapping into your own potential and overcoming shyness, fear and doubt something that helps you participate in todays’ society? Can it strengthen you to keep on striving for upskilling your way at school and in your daily life?
Please take a glimpse at these intermediate outputs from Art As Leverage and be sure to see it for yourself at one of our upcoming events.
In this performance, a group of 15 newcomers who speak a foreign language – who are also students at Ligo – get together with theatre makers Stefan Perceval and Marit Stocker to work on their stories and dreams.
Who are they, what is in their hearts, what are their dreams?
Stefan and Marit guided this group to the performance, but the active makers were the participants themselves. This performance was made and is played by them.
The photography works of other students were exhibited in the hall. As part of the same project, they worked with Juan Monte in the DeRuimte art studio on photography and the visual arts.
Methodology and lessons learned
In this performance, which was the output of our second theatre workshop, a new group of participants who speak a foreign language – who are also students at Ligo – got together with theatre makers Stefan Perceval and Marit Stocker to work on their stories and dreams.
Stefan and Marit guided this group to the performance, but the active makers were the participants themselves. This performance was made and is played by them.
Methodology and lessons learned
With a group of 8 students that expressed their motivation to participate in a photography workshop, we explored new crafts and ways of expression through photography in combination with various visual techniques at De Ruimte. Under guidance of Juan Monte, we explored textures, colours, light, what role they play and how they are of importance in this craft but also what they mean in our daily life. We rehearsed expressing our taste in how we want the end result of our art to become and at the same time we trained ourselves to find the right words in a language that is not our own.
The photography works of the students were exhibited in the hall of the venue where the performance of the theatre workshop took place on February 19th.
Methodology and lessons learned
We started with a group of 9 students that expressed their motivation to participate in a photography workshop, and 5 students completed the workshop. We explored new crafts and ways of expression through photography in combination with various visual techniques at De Ruimte. Under guidance of Juan Monte, we explored textures, colours, light, what role they play and how they are of importance in this craft but also what they mean in our daily life. We created tote bags with our names on it, and worked with masks that are shields to our true face and at the same time give us the choice on how we want to present ourselves toward the outside world.
It is estimated that more than 13 million children under 15 in Europe have poor reading skills. And more than 55 million adults between 15 and 65 have literacy problems. The sense of urgency is clear in Europe.
Illiteracy has consequences for the labour market and the workplace. Working on literacy in the workplace increases independence and contributes to the personal development of employees.
Low-literates have difficulty keeping up in a rapidly evolving knowledge society.
Illiteracy is also a problem when citizens come into contact with different services within a city or municipality. Especially since digitization is rapidly growing.
Post-traumatic stress and worries, which is occuring with most people who had to flee their home due to war, hinders learning. We must enable broader support for traumatised refugees, so that language acquisition and integration also run more smoothly. Creativity can play a major role in this.
We are a curious collective of makers and thinkers from various (art) disciplines who conducted an applied research into creativity and art as lever for adult education, basic skills and talent development.
Together with partners in Belgium, Germany and the Netherlands, we explore how to capture insights and learning outputs in a comprehensive and accessible methodology.
During a two-year cultural participation process, we work to strengthen and connect vulnerable students.
We focus on the development and integration of skills through creativity and arts. We formulate responses to the increasing demand and acceptance of learning through effective outreach, guidance and motivation strategies. We strengthen teachers and other staff who support adult learners.
From this practice, we extract a connective socio-artistic methodology that can be sustainably deployed in learning environments.
What immediate change do we want to affect?
What intermediate change do we want to affect?
