| Approach | Art-based Scenario Writing |
| Introduction | |
| This is an approach that can be used for students who need to master the skills of art based scenario writing, run by the teaching staff member experienced in pedagogical methodology. The approach aims to enable students to plan an educational curriculum involving art projects, supporting education in different fields and to conduct classes on the topic.
The basic idea behind this approach is to connect art to education and it can be realised in different ways h which include formulating educational projects connecting art and education, developing educational scenarios based on art topics and/or conducting art based classes. |
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| Aim | To foster the knowledge and skills necessary to develop learning scenarios involving art |
| Target group | Pedagogy students |
| Intended learning outcomes | |
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| Description | |
| Art can inspire imagination and invoke deeper learning. Most of us are interested in some fields of art: music, theatre, visual arts, architecture etc. Art based scenario writing refers to those personal passions/hobbies. The specific goal is to teach subjects and topics in a way that is inspired by art.
At the start of the course the staff member presents an art object, an art work, musical composition, a part of a spectacle or film and asks the students to write a short scenario involving this particular element of art. The aim of the task is to introduce art as a metaphor with which the issues from other subjects can be explained to students. Students analyse and discuss scenarios and opportunities for using them to teach other subjects (science based, philology, pedagogy etc.) where art can be a starting point. Students are then asked to prepare a plan for the set of tasks, possibly for the whole course involving the art works of their choice. They should then propose and describe a task/exercise based on art, write and consult scenarios individually. Once this is accepted, the students should then go ahead to conduct part of the art project and document the process (this includes working outside of the university and finding a group willing to participate). Finally students need to present the outcomes and evaluate them. During the application of this approach, you as a teaching staff member need to provide a framework, pointing out topics and issues to be considered in the curriculum and stimulating creative ideas production. |
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| Preparation | Some preparation work on the part of both the teaching staff and the students is expected in relation to the choice of art object, subject or event. |
| Resources and equipment | Internet based materials during the course and consultations with the teaching staff member. Lesson plans shared by museums and galleries, photos of art objects, scenarios available online. |
| Success factors | A key factor influencing the success or otherwise of this approach is the extent to which the teaching staff are passionate about art. |
| Advantages | This approach can dramatically change the dynamic of the classroom, engaging all students and helping them to recognize and develop the creativity within themselves. |
| Disadvantages | This approach assumes an interest in some field of art. It will therefore not be an attractive approach to adopt by teaching staff with little interest in art. |
| Additional information | Upcycling as an inspiration for creating sculptures during classes.
This booklet describes 18 working methods for educators in museums or other heritage institutions This is a showcase of recent initiatives connecting to nature through art. Here you will find ideas on art and music learning, interactivity with real-world relevance. Here is an example of learning scenarios related to musea. |
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Art-based Scenario Writing (384 downloads) Art-based Scenario Writing LV (338 downloads)