Essential Skills & Creativity

1. Essential Skills & Creativity Lisette ColijnSandra Musters

2. Agenda • Introduction • Quick exercise • Wordfactory • Feedback • Presentation learnings project • Discussion & questions

3. Introduction • Project KA2 Erasmus+ • Nieuwe Veste • Exercise

4. Project KA2 Erasmus+ Pavingthe way foressential skills houses Norway Netherlands Wales Belgium

5. Pavingthe way foressential skills houses • How can we extend our current Literacy houses concept to include all essential skills and transform it into a centre of development?” We will focus on participation in its broadest sense. In doing so, we have selected two main themes which are relatively new to the Netherlands: creativity and employment • In what way cancreativitycontributeto personal development forachieving goals in life?

6. Nieuwe Veste- Taalhuis Breda • ‘Theatertaal’ (theatre language): • theatre project with immigrants to practice language in a creative way and at the same time gain self-confidence • ‘Smartlappencafe’ • Project ‘Thuis’ (at home): • painting & talking (putting emotion into language) • ‘Taalweek’ (language week) with refugees • Djembe-language workshops • theatre language • citytour (Breda Culture) • ‘Presenteer jezelf’ (present yourself) • Presenting  through film in search for a job • ‘Taalgroepen’ (language groups) • creative learning assignments: games, poems, reading packages, mindmaps, naturemap about themselves, elevator pitch, writing recipies • ‘Meidenavond’& Taal: • Girlsnight at community centre: language, spokenword & poems

7. Quick exercise: Word Factory • Workshop developedby Bergen OffentligeBibliotek • Form new words out of objects • Putting existingwordstogetherto make a new one (existing or non-existing) • Useassociation • Talkingtogetheraboutwords • Using language ‘out of the box’ • …

8. Examples

9. Examples Duckface Blockchain Selfish

10. Go! • Gluesomeobjectstogetherto make a new word • The word canbeexistingand non-existing • Useyourcreativity!

11. Learnings of the project

12. Challenges at learningessential skills Challenges Incite learning Skills training • Participation • employment  • society • formal education

13. Challenges at learningessential skills Challenges Incite learning Skills training • Participation • employment • society • formal education

14. Goesting >> motivation >> self-confidence 'Goesting' (interest, desire & enthusiasm) Self-confidence Motivation

15. Goesting >> motivation >> self-confidence Challenges Incite learning Skills training • Participation • employment  • society • formal education 'Goesting' (interest, desire & enthusiasm) 'Goesting' (interest, desire & enthusiasm) Self-confidence Self-confidence Motivation Motivation

16. Goesting >> motivation >> self-confidence Challenges Incite learning Skills training • Participation • employment  • society • formal education creativity 'Goesting' (interest, desire & enthusiasm) 'Goesting' (interest, desire & enthusiasm) Self-confidence Self-confidence Motivation Motivation

17. Flow – MihalyCsikszentmihalyi (1990) • Circumstances in which the person focuses optimally on learning: • a state of concentration that provides satisfaction, contributes to growth and motivates the realization of potential • Obstructing factors that can lead to passivity or boredom must be overcome. • Impediments/ obstruction factors : • experiencing indifference  • lack of interest in the environment • fall into a negative focus on problems that stand in the way for  finding solutions • a high response to environmental stimuli • absence of excitement and lapse in automatisms.

18. Flow Challenges Incite learning Skills training • Participation • employment  • society • formal education 'Goesting' (interest, desire & enthusiasm) 'Goesting' (interest, desire & enthusiasm) Self-confidence Self-confidence Motivation Motivation flow flow

19. Flow – MihalyCsikszentmihalyi (1990) • Circumstances in which the person focuses optimally on learning: • a state of concentration that provides satisfaction, contributes to growth and motivates the realization of potential • Obstructing factors that can lead to passivity or boredom must be overcome. • Impediments/ obstruction factors : • experiencing indifference   • lack of interest in the environment • fall into a negative focus on problems that stand in the way for  finding solutions • a high response to environmental stimuli • absence of excitement and lapse in automatisms. creativity

20. Challenges Flow Incite learning Skills training • Participation • employment  • society • formal education 'Goesting' (interest, desire & enthusiasm) 'Goesting' (interest, desire & enthusiasm) Self-confidence Self-confidence Motivation Motivation flow flow creativity creativity creativity creativity

21. Creative skills • Mark Mieras:The left side of the brain is focused on control, structures, making connections and targeting.The right side of the brain is used for association and experiment.Appealing to both halves of the brain in a learning process stimulates divergent thinking and the consideration of options, which is necessary to be able to structure and make choices in the increasing complexity of society. • Barend van Heusden:Creativity consists of combining and deploying perception (memories, knowledge, experiences) in new ways to arrive at new interpretations and realities that help us to develop ourselves further.

22. Creative skills Challenges creativity Incite learning Skills training • Participation • employment  • society • formal education 'Goesting' (interest, desire & enthusiasm) 'Goesting' (interest, desire & enthusiasm) Self-confidence Self-confidence Motivation Motivation flow flow

23. Challenges Creativity: 3 angles of approach creativity Incite learning Skills training • Participation • employment  • society • formal education creativity 'Goesting' (interest, desire & enthusiasm) 'Goesting' (interest, desire & enthusiasm) Self-confidence Self-confidence Motivation Motivation flow flow creativity creativity creativity creativity

24. What does all of this mean to our current Literacy House?

25. What does all of this mean to our current Literacy House? From where the Literacy House stands today: • Creativity as a motor to incite learning * • Creativity as an appealing way for learning basic skills within the Dutch Literacy House * • Creativity as a tool to gain confidence for participation* Future development: • From Literacy House to Centre of Development • Including creativity as a basic skill

26. Check-in Creativity as a motor to incite learning Does your participant acknowledge the need to upgrade his/her essential skills? Camouflage activities: Accessible, local, social, recognizable, active, focus on contact Implementation: Decentralized, focus on interest not deficiency, informal, stimulating no yes Possible partners: Neighbourhood organisations, Community Service Organisations, Social-cultural work Does your participant already take part in a learning program and is he/she looking for (daily life) practice? Creativity as a tool to gain confidence for participation Check-out Simulation activities: Process to product or presentation, outside world, expression, trial and error, cultural diversity Implementation: Centralized or decentralized, “organized playground”, full part of the program yes no Possible partners: Employer Organisations, Community Service Organisations, Voluntary Organisations, Art providers Creativity as an appealing way for learning basic skills within the Dutch Literacy House Does your participant experience any limitations that keep him/her from starting a formal education program? Note: Educators point out that after learning basic skills it is important to continue practice, to apply the skills or to start further education to avoid relapse. It is advisable to motivate your participant to continue his/her development in a suitable way.  Experimental learning activities: Interactive, associative, exploratory learning, learning styles, cultural diversity Implementation: Centralized, organized learning environment, personal goals, coaching yes yes Check-out no Possible partners: Community Service Organisations, Social-cultural work, Art/Creativity providers Inform your participant on the possibilities of (local) formal education Check-out Inform your participant on the possibilities of (local) Art/Creativity providers Does your participant have a wish for further education in basic skills? Does your participant have a wish to further develop his/her art skills and/or creativity? Does your participant need more support in order to apply his/her skills in daily life? yes yes no

27. Best practicescreativity • De Ruimte (Belgium) • http://deruimte.art/ • https://www.facebook.com/deruimte.art • Project Vanzelfzaamheid: https://youtu.be/EQFbkr15x_c • KirkensBymisjon (Belgium) • https://kirkensbymisjon.no/about-us/what-we-do/ • https://www.facebook.com/bymisjon • Re:tro workshop:  https://www.facebook.com/retroullverksted/ • Het Gevolg (Belgium) • https://www.hetgevolg.be/hartenprojecten/ • https://nl-nl.facebook.com/HETGEVOLG/ • Project Groot Familie: https://youtu.be/uodBP40aR68, https://youtu.be/FgM0CPM4htA • Digidak (Belgium) • https://www.facebook.com/digidak/ • http://www.digidak.be/ • Cooking > making cookbook (digital skills) • Talentenbank Aarschot (Belgium) • https://www.talentenbankaarschot.be/ • Bergen library (Norway) • https://bergenbibliotek.no/ • Learning centre: https://bergenbibliotek.no/laering/laeringssenter • Creative learning packages: https://bergenbibliotek.no/laering/pakker • GrØnnfun (green awareness & creative thinking) • New Amigo’s  boardgames (Norway) • playfulintegrationhttp://newamigos.com/index.php/en/ • Citizens Curriculum (Wales)

28. Lisette Colijn  l.colijn@nieuweveste.nlSandra Musters-Bredewolts.musters@nieuweveste.nl