2018 is declared as the European Year of Cultural Heritage; so we decided to address this issue from the school perspective: What can we do about it from school? What can the study of this subject contribute to the school?
We decided to focus on the intangible heritage, which we believe provides great cultural richness and is close to being lost due to changes in customs and relationships, the uniformatization promoted by the media, …
- PROBLEM: a lot of intangible heritage is being lost.
- FIRST ANALYSIS: there is a great lack of intergenerational communication, both inside and outside the family nucleus; the media impose standardized behaviors and products on a national and even global level; traditional games are lost in favor of digital entertainment. The new generations are unaware of their cultural heritage and therefore are not aware of its value and importance.
- DEEPER ANALYSIS:
– There is a great atomization of the families, decreasing the time for communication between generations. This has an impact on the education of children, which do not get the transmission of values or adequate emotional and behavioral education. This in turn affects to the school, since is expected that school assumes these functions of education in values and attitudes that are not carried out at home.
– There are very few play activities among teenagers, type of dances or traditional games. This entails less relationships between them and there are no group bonds, with the loss of emotional and social integration. Sometimes these group relationships are sought in others less healthy environments. Loosing the physical activity that many traditional activities usually had, we get sedentary lifestyle.
– Ignorance of the cultural heritage prevents it from being valued. It is considered belonging to the past and lack real value. There is absolutely no awareness of the added values they bring: adaptation to the environment, sustainability, creation of bonds in the community, closeness of families, artistic expression, physical activity, knowledge of one’s own roots, .. and direct economic effects, such as the promotion of sustainable and quality tourism.
- CONCLUSIONS: Choosing the intangible heritage as a central theme of the PBL for the next courses, we can address several crucial aspects of learning, development of our students and their training as adults and as future citizens in a changing society.The European dimension will allow us to add value to our work, allowing us to understand our peculiarities, which give us a unique identity that makes up our person; enhancing the use of a common language; the international meetings provide, among other things, a great motivation to our students, …
By other hand, within the modernization programs of most of the schools, new teaching methodologies are included, among which Project-Based Learning (PBL) stands out, establishing itself as an innovative method adapted to the current social reality.
By putting together these two questions, we get a project that aims to address several important problems:
– The great atomization of the families, with less time and spaces of contact and communication has an impact on the education of children, which affects the functioning of the school, since is expected that school assumes functions of education in values and attitudes that are not carried out at home.
– There are very few collective play activities among teenagers. This entails fewer relationships between them and there are no group bonds, with the loss of emotional and social integration, and also promote a more sedentary lifestyle.
– Ignorance of the cultural heritage prevents it from being valued. Not only the adaptation to the environment, sustainability, creation of bonds in the community, artistic expressions, knowledge of one’s own roots, … even direct economic effects, such as the promotion of sustainable and quality tourism.
Through 5 main activities and 4 LTT meetings we will address some crucial aspects of learning, development of our students and their training as adults and as future citizens in a changing society:
– Development of the autonomy and “learning to learn” competence of students, necessary for lifelong learning, and their communicative skills
– To promote intergenerational communication and improve affective education, values and attitudes
– To enhance social integration
– To combat sedentary lifestyle
– To establish links between the participating students
We also address important objectives for the school and the educational community:
– To generate new dynamics of school organization
– Improvement and modernization of teaching methods
– To get the participation of the entire educational community in the Erasmus+ project
– Better coordination between school staff with the cultural environment.
– To exchange good educational practices and development of PBL.
And for the Cultural Heritage and the European spirit.
– Increase in cultural actions related to intangible heritage
– Preservation of the intangible heritage through its better knowledge and the dissemination of recordings related to it.
– To value of the cultural heritage as a source of knowledge, inspiration, dynamisation and current wealth
– To promote the European spirit.
P3 Recover a traditional game. Students investigate through their families and learn a traditional game to play it.
Descriptions and rules will be developed and shared.
P4 Folklore and oral transmission traditions
Along the regular classes they will learn about this topic; bring grandfathers to tell stories about old times. Students will record it, to write it down and draw about the story.
P5 mythological places
A local map on google will be elaborated with the location of mythological places, with their traditional names, pics and a review of the history linked to the place.
It will be proposed to the municipality the realization of touristic routes.
P6 Traditional celebrations and gastronomy.
Students will investigate in their families the traditional way of celebrations, the associated music, dances and gastronomy. Also images and old photos.
A book with the recipes of all the schools will be elaborated.
P7 Celebration of International Mother Language Day
Because “Languages are the most powerful instruments of preserving and developing our intangible heritage.”
P8 Celebration day
At each international meeting there will be a coexistence day with students and families, cultural associations, other schools and city council staff; with music and traditional dances and games, recipes, crafts workshops, … Press will be invited.
These activities will be mostly developed in the context of the normal classes (an activity for each educational level) with their teachers, based on the PBL method.
The main target groups, apart from students (12-17) and teachers, are families and cultural associations, and general public that could be interested in traditions and culture.
The associations with which we´ll collaborate in this project will be benefit in several aspects, since they will be better known through the activities, and they will increase the nº of them they carry out.
Most of the products and results have a lasting character, so they will last beyond the life of the project.