Arts in Health, also known as Arts for Health, is an umbrella term used to describe the domain of using the arts to enhance our (mental) health and well-being. It involves a heterogeneous range of professionals who use the arts in various ways, with different goals and outcomes. The practices of these professionals can be placed on a continuum based on the variety of goals and outcomes, ranging from promoting social connection or well-being to treating (mental) health conditions. Recent discussions in the Netherlands have raised questions about the position of creative arts therapists on this continuum. This opinion paper addresses this issue by providing a brief overview of the development of the profession of creative arts therapists, the working areas of creative arts therapists and the growing evidence base of creative arts therapeutic interventions. The practices of creative arts therapists are positioned on the continuum, where the emphasis on and accountability for the clients’ (mental) health increases and evidence-informed use of the arts within a more clearly delineated and legally safeguarded professional framework are present. Knowing where the practices of creative arts therapists are placed can assist in identifying when to choose creative arts therapists, other professionals combining arts and healthcare, or a combination of professionals.
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The divide between us and the rest of nature has been attributed to various rootcauses: the growing disenchantment of the world, the loss of direct experience andlately the replacement of the real with simulations of it. Modernity's move away fromthe natural world has also generated countervailing movements, beginning with theRomantics and leading up to the manifold forms of environmental education in ourtimes. When we seek to reconnect to the natural world through an open-ended artistic process, what happens? In this thesis, Jan van Boeckel explores the kind of learning that takes place through arts-based environmental education.
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The ‘Dancing with Mathematics’ workshop includes a variety of hands-on educational activities that combine these two seemingly incompatible disciplines through motion-capture technologies. A heterogeneous group of researchers with diverse academic backgrounds and expertise, that collaborate in the HORIZON-WIDERA project ‘TransEET’ (Transforming Education with Emerging Technologies) has: first, extended two digital technologies widely used for mathematics education (GeoGebra and MaLT2) with motion-capture technologies for embodied interaction; and then, co-developed the ‘Dancing with Mathematics’ pilot educational activities connecting dance and mathematics for different grades. In the workshop, participants will have the opportunity to engage in an innovative learning experience of using their bodies to express mathematical concepts for creating dancing animations. The workshop aims to collect feedback from the arts-related community to feed the redesign phase of the resources for the main phase of the TransEET project and discuss sustainable ways to support arts integration in the main body of school disciplines.
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Teachers have a crucial role in bringing about the extensive social changes that are needed in the building of a sustainable future. In the EduSTA project, we focus on sustainability competences of teachers. We strengthen the European dimension of teacher education via Digital Open Badges as means of performing, acknowledging, documenting, and transferring the competencies as micro-credentials. EduSTA starts by mapping the contextual possibilities and restrictions for transformative learning on sustainability and by operationalising skills. The development of competence-based learning modules and open digital badge-driven pathways will proceed hand in hand and will be realised as learning modules in the partnering Higher Education Institutes and badge applications open for all teachers in Europe.Societal Issue: Teachers’ capabilities to act as active facilitators of change in the ecological transition and to educate citizens and workforce to meet the future challenges is key to a profound transformation in the green transition.Teachers’ sustainability competences have been researched widely, but a gap remains between research and the teachers’ practise. There is a need to operationalise sustainability competences: to describe direct links with everyday tasks, such as curriculum development, pedagogical design, and assessment. This need calls for an urgent operationalisation of educators’ sustainability competences – to support the goals with sustainability actions and to transfer this understanding to their students.Benefit to society: EduSTA builds a community, “Academy of Educators for Sustainable Future”, and creates open digital badge-driven learning pathways for teachers’ sustainability competences supported by multimodal learning modules. The aim is to achieve close cooperation with training schools to actively engage in-service teachers.Our consortium is a catalyst for leading and empowering profound change in the present and for the future to educate teachers ready to meet the challenges and act as active change agents for sustainable future. Emphasizing teachers’ essential role as a part of the green transition also adds to the attractiveness of teachers’ work.
In recent years, ArtEZ has worked on a broadly supported strategic research agenda on the themes New Ecologies of Matter (ecological challenges), Social Equity (social-societal issues), (Un)Learning Practices (educational innovations) and (Non)CybernEtic Fabric (technological developments). Building on these strategic themes, the ArtEZ Research Collective as developed an international research strategy to become a valuable partner in the relevant Horizon Europe (HEU) areas of Environment, Industry and Social science and humanities. With its specific knowledge position and approach from arts and creativity, ArtEZ is convinced that it can play a distinctive role in European consortia to tackle various challenges in these areas, in particular from the perspective and research topics of the professorships Fashion and Tactical Design. To achieve its ambitions and goals in its targeted research topics, ArtEZ is convinced that a combination of international connections and local applications is key for successful impact. Building upon existing relations and extending the international research position requires extra efforts, e.g., by developing a strong international framework of state-of-the-art research results, impacts and ambitions. Therefore ArtEZ needs to (further) build on both its international network and its supportive infrastructure. With this proposal ArtEZ is presenting its goals and efforts to work on its international recognition as a valuable research partner, and to broaden its international network in cutting-edge research and other stakeholders. With regards to its supporting infrastructure, ArtEZ has the ambition to expand the impact of the Subsidy Desk to become a professional partner to the professorships. This approach requires a further professionalization and extension of both the Subsidy Desk organization and its services, and developing and complementing skills, expertise and competences to comply to the European requirements.
In dit project zal een online onderwijsmodule worden ontworpen. In deze module zal een deel van de output van het project Bouwen met Levende Natuur worden verwerkt tot onderwijs. Het maken van online course materiaal binnen de HZ onderwijsonwikkeling, waar zowel echte casuistiek uit de de beroepspraktijk, als gebruik van ICT mogelijkheden centraal staan. Door de modulaire opbouw zal het mogelijk zijn onderdelen in verschillende courses te verwerken. De docent kan dan de module naar eigen wens, en onafhankelijk van de beschikbaarheid van interne of externe gastdocenten, inzetten voor ‘blended learning’. De benadering binnen de learning unit(s) volgt het constructivisme, activiteiten die te maken hebben met kennisoverdracht, zullen derhalve worden afgewisseld met verwerkingsopdrachten. De volledige onderwijsmodule richt zich vooral op onderwijs op het gebied van Coastal Engineering van de opleiding Civiele Techniek (CT), in eerste instantie van de Delta Academy; CT studenten blijken behoefte te hebben aan een uitleg van ecologische principes vanuit vanuit een meer technisch perspectief. De learning units/onderwijsmodule is uiteraard ook beschikbaar voor andere hbo opleidingen. Het geselecteerde gedeelte, de eerste learning unit, zal ook bruikbaar zijn voor de course Integrated Coastal Zone Management (ICZM), waarin oa het concept Building with Nature wordt uitgelegd. In de huidige vorm wordt dit onderdeel op de klassieke manier gebracht, in de vorm van een hoorcollege. De ontwikkeling van online materiaal maakt de afwisseling met het verwerken van de aangebrachte kennis eenvoudiger; de structuur daarvoor wordt in de online versie al aangebracht. Deze learning unit brengt niet alleen wat aanvullende benaderingen vanuit technisch perspectief, maar is ook een aanpassing, die het geheel hestructureert volgens het constructivisme. De course ICZM is een keuze-course, bedoeld voor Aquatische Ecotechnologie (AET), Delta Management (DM) en CT studenten; waar CT studenten meer behoefte hebben aan een technisch perspectief, heeft deze course ook te maken met DM studenten, die juist wat meer kennis zouden moeten maken met meer technische benaderingen.
Centre of Expertise, onderdeel van Hogeschool iPabo, Amsterdamse Hogeschool voor de Kunsten, Avans Hogeschool, +3
