School and the Cultural-Heritage Environment: Pedagogical, Creative and Artistic Aspects

Abstract

The present paper explores the idea that learning, both in and out of school,is a cultural act, and that school and its cultural-heritage environment stamp their own characteristics on pupils. This implies that pupils gradually, with the help of teachers and other relevant adults from their close social environment, develop and adjust their behaviour and lifestyle to their cultural and civilisational milieu. An integrative approach to learning and teaching, through the concept of “learning-centred teaching”, can be instrumental in this regard (Terhart, 2001). This approach aims at linking cognitive, social and moral teachings. According to this teaching concept, pupils learn to appreciate the value of their cultural-heritage environment by living and reliving its experience, while freely and reflexively interpreting and becoming active participants in the culture of those who “learn about life by living” (Terhart, 2001). The relationship between school and its cultural-heritage environment is discussed from a creative and artistic perspective in the second part of the paper. By visually stimulating artistic expression when learning about the culturalheritage and natural environment of school, and through the concept of “action- centred learning”, we explain how pupils can be motivated to learn and display creative-artistic expression, and how they can be actively involved in their communities (participating in organising art exhibitions in their neighbourhood, working in museum workshops, etc.). Pupils’ art projects, inspired by the historical, cultural and natural heritage of their environment, confirm that such projects are an effective way of encouraging pupils’ identity development and sensitivity towards the arts. They teach pupils about the importance of preserving cultural heritage, which is one of the basic principles in the upbringing of future participants and creators of new cultural values. Children’sartistic works illustrate examples of good school practice.

Creating the cultural environment of a school fostering the creative development of adolescents

“…Students' art projects inspired by the historical, cultural, and natural heritage of their environment confirm that such projects are an effective way to promote students' personal development and sensitivity to art. They teach students the importance of preserving cultural heritage and participating in the cultural life of society, educating future participants and creators of new cultural values, primarily in interaction with museums as sociocultural sites (Ivon and Kuščević 2013).…”

Engaging the Local Community in the Exploration of Cultural Heritage in Primary Education

“…Cultural heritage must be introduced to students from a very early age. It is the task of kindergartens and primary schools to introduce cultural heritage to children and students and to teach them to appreciate the legacy of our ancestors through different didactic approaches (Ivon & Kuščević, 2013).…”

Cultural Heritage as a Framework for Developing Interculturalism and Language Acquisition

“…Имајући у виду да се свих шест ученика недавно доселило у Србију, наставник је очекивао да ће им тема миграцијa бити интересантна и да ће их навести да говоре о свом доласку у Београд. Проучаване су следеће локације: Београдска тврђава на Калемегдану (Сведок непрекидних миграција), Земунски контумац 6 (На трговачком путу), Смедеревска тврђава (Миграција српске средњовековне престонице), Виминацијум -Дунавски лимес 7 (Миграција римских легионара) и Лепенски Вир (Миграција ка реци и плодном земљишту) -археолошко налазиште из периода раног неолита. Ученици су са наставником посетили све локације осим Лепенског Вира.…”