Cultural Literacies’ Value in Europe

Projektinformationen

CLiViE

ID Finanzhilfevereinbarung: 101132285

DOI

10.3030/101132285

EK-Unterschriftsdatum 26 Oktober 2023

Startdatum 1 März 2024

Enddatum 28 Februar 2027

Finanziert unter

• Culture, creativity and inclusive society

Gesamtkosten

€ 2 999 890,00

EU-Beitrag

€ 2 999 890,00

Koordiniert durch

HELSINGIN YLIOPISTO
Finland

Periodic Reporting for period 1 - CLiViE (Cultural Literacies’ Value in Europe)

Berichtszeitraum: 2024-03-01 bis 2025-05-31

Zusammenfassung vom Kontext und den Gesamtzielen des Projekts

The Cultural Literacies’ Value in Europe (CLiViE) project develops and applies a Theory of Change (ToC) methodology and Social Return on Investment (SROI) framework to increase our understanding of the value of cultural literacy through arts-based education on social cohesion. It will be delivered through four main phases: it ‘maps’ arts-based education within the context of cultural literacy learning across different learning environments and over different stages of a young person’s education; it ‘evaluates’ arts-based education to help identify and assess their actual outputs and outcomes; it ‘values’ arts-based education activities through calculating its impact to further contribute to our understanding of the 'where', 'when', 'what' and 'how' young people’s cultural literacies are developed, and differentiated in various learning environments; and it ‘practices’ pedagogies through developing an innovative set of practices and materials to support art-based educators to develop social justice and inclusion and improve the lives of young people through collaborative pedagogy. It has been designed to meet the three main research outcomes of the work programme topic: the ToC methodology and SROI framework for cultural literacies will directly increase our understanding of the value of cultural literacy on social cohesion; the evidencing of value in arts-based education and the collaborative pedagogy practices in cultural literacy through the co-creation of communities of practice (COPs) and a professional development programme (PDP) for arts educators will support the targeted commissioning of activities that will increase cultural literacy in Europe; and the innovative methodology for data gathering (and engaging) through emotional cartography allows young people to find a voice through more effective initiatives to foster cultural literacy around European cultures. Critically, in seeking to calculate the impact of arts-based education we are not seeking to adopt a reliance on mathematical language in policy-making. Instead, we aim to integrate this knowledge into a broader and richer conversation about the importance of arts-based education for young people in modern society. The CLiViE project is organised in 8 Work Packages (WP). They are led by different partners and coordinated by the lead partner.

Arbeit, die ab Beginn des Projekts bis zum Ende des durch den Bericht erfassten Berichtszeitraums geleistet wurde, und die wichtigsten bis dahin erzielten Ergebnisse

The impact of CLiViE is best understood in terms of the three phases of the project: the mapping of the scale and scope of arts-based education activities in seven (Czechia, Finland, Germany, Italy, Latvia, Lithuania, and Poland) case study countries, the application of an innovative research methodology that will ensure that the project findings are informed by rich, in-depth empirical evidence from formal and informal learning environments in twenty-eight case studies across Europe; and the development of an innovative set of pedagogic practices and materials to support arts and cultural educators that include the creation of communities of practice (COPs) and the design and delivery of a professional development programme (PDP). To date, seven national reports have been prepared and published, and their dissemination across national contexts to highlight important issues around the value of arts and cultural activities has begun. The twenty-eight case studies - covering a range of arts and cultural activities drawn from a UNESCO framework - has also been initiated with clear evidence towards the co-creation of interventions shown. Work has also begun on the development of the COPs, and initial scoping and horizon scanning work has been undertaken on the two toolkits which will contribute to the PDP.

Fortschritte, die über den aktuellen Stand der Technik hinausgehen und voraussichtliche potenzielle Auswirkungen (einschließlich der bis dato erzielten sozioökonomischen Auswirkungen und weiter gefassten gesellschaftlichen Auswirkungen des Projekts)

In only one year the project has advanced and shown the benefits of a ToC methodology and SROI approach. It has also highlighted the benefits of co-creating arts and culture-based activities with young people. In addition, the project has helped bridge the divide between academic and non-academic stakeholders with the aim of delivering social impact. The project has also developed and implemented various forms of 'emotional cartography' and begun to create 'maps of meaning' in twenty-eight case studies across Europe that represent the impact and importance of arts-based education and cultural activities. To date, the project has reached out and worked with over 550 young people across Europe.