Periodic Reporting for period 1 - d@rts (dialoguing@rts – Advancing Cultural Literacy for Social Inclusion through Dialogical Arts Education)
Reporting period: 2024-01-01 to 2024-12-31
Societal transformations such as globalization, digitalization, and migration challenge social cohesion and inclusion in an increasingly diverse Europe. The d@rts project responds to these challenges by positioning performing arts education as a key enabler of cultural literacy, enhancing dialogue across social and cultural divides.
At its core, d@rts investigates and implements innovative arts education practices in music, dance, and drama that foster social inclusion through dialogical engagement. By leveraging the embodied, expressive, and interactive nature of the performing arts, the project advances cultural literacy as a dialogical practice that allows meaningful engagement with diversity. Our dialogical conceptualization of cultural literacy moves beyond knowledge acquisition, and emphasizes participation in inclusive encounters, in turn addressing prejudices, discrimination, and monocultural attitudes.
The project integrates interdisciplinary research and participatory innovation, examining policies, curricula, and practices across formal and non-formal education in five European countries (Norway, Finland, Germany, Italy, and Serbia) and two non-European countries (Uganda and Aotearoa/New Zealand). d@rts adopts a comparative and multi-sited approach, exploring diverse arts education practices, developing new methodologies, and co-creating arts-based innovations to strengthen cultural literacy and social inclusion.
The expected impact of d@rts is multifaceted. Through its research and participatory arts education innovations, the project generates evidence on how cultural literacy enhances social inclusion. Furthermore, it contributes to the development of cultural and educational policies, providing innovative pedagogical frameworks, and enhancing the capacity of educators, artists, and community actors. The project’s digital component—a dialoguing-platform and playground—further sustains international exchange of ideas and practices, ensuring long-term impact and accessibility. By engaging a diverse set of stakeholders, including marginalized groups, policymakers, educators, and cultural institutions, d@rts envisions a future where performing arts education actively contribute to building cohesive and inclusive societies.
At its core, d@rts investigates and implements innovative arts education practices in music, dance, and drama that foster social inclusion through dialogical engagement. By leveraging the embodied, expressive, and interactive nature of the performing arts, the project advances cultural literacy as a dialogical practice that allows meaningful engagement with diversity. Our dialogical conceptualization of cultural literacy moves beyond knowledge acquisition, and emphasizes participation in inclusive encounters, in turn addressing prejudices, discrimination, and monocultural attitudes.
The project integrates interdisciplinary research and participatory innovation, examining policies, curricula, and practices across formal and non-formal education in five European countries (Norway, Finland, Germany, Italy, and Serbia) and two non-European countries (Uganda and Aotearoa/New Zealand). d@rts adopts a comparative and multi-sited approach, exploring diverse arts education practices, developing new methodologies, and co-creating arts-based innovations to strengthen cultural literacy and social inclusion.
The expected impact of d@rts is multifaceted. Through its research and participatory arts education innovations, the project generates evidence on how cultural literacy enhances social inclusion. Furthermore, it contributes to the development of cultural and educational policies, providing innovative pedagogical frameworks, and enhancing the capacity of educators, artists, and community actors. The project’s digital component—a dialoguing-platform and playground—further sustains international exchange of ideas and practices, ensuring long-term impact and accessibility. By engaging a diverse set of stakeholders, including marginalized groups, policymakers, educators, and cultural institutions, d@rts envisions a future where performing arts education actively contribute to building cohesive and inclusive societies.
Key achievements in the first year of the project include: foundational research, policy analyses, curriculum reviews, and methodological advancements.
Research and Policy Analyses
• Literature Review (D1.1): A systematic review was completed, incorporating Indigenous knowledge and de/postcolonial perspectives. It identified key themes such as cultural literacy, intercultural competence, (performing arts) education, policy, and social inclusion and cohesion.
• Curriculum and Policy Analyses (D1.2): A comparative study across partner countries examined the role of performing arts education in relation to cultural literacy and its impact on social inclusion and cohesion.
Empirical Research and Case Studies
• WP2 Sample Development: An extensive and diverse sample of contacts (target: 1050) was established for survey research regarding cultural literacy arts education in formal and non-formal educational contexts.
• WP3 Case Study Selection: 13 cases were selected in formal and non-formal arts education.
Methodology, Digital Infrastructure, and Data Management
• CLE Assessment Framework (WP5): Online workshops and interviews were conducted to develop a Cultural Literacy Education (CLE) assessment framework.
• Digital Platform (WP6): A beta version of an interactive digital playground was launched to support arts-based community interactions.
• Data Management Plan (D9.1): A comprehensive Data Management Plan (DMP) was developed. It outlines procedures for data collection, sharing, anonymization, security, and FAIR principles (Findable, Accessible, Interoperable, Reusable). The DMP ensures compliance with GDPR and ethical research standards, guiding all work packages in handling research data responsibly.
Research and Policy Analyses
• Literature Review (D1.1): A systematic review was completed, incorporating Indigenous knowledge and de/postcolonial perspectives. It identified key themes such as cultural literacy, intercultural competence, (performing arts) education, policy, and social inclusion and cohesion.
• Curriculum and Policy Analyses (D1.2): A comparative study across partner countries examined the role of performing arts education in relation to cultural literacy and its impact on social inclusion and cohesion.
Empirical Research and Case Studies
• WP2 Sample Development: An extensive and diverse sample of contacts (target: 1050) was established for survey research regarding cultural literacy arts education in formal and non-formal educational contexts.
• WP3 Case Study Selection: 13 cases were selected in formal and non-formal arts education.
Methodology, Digital Infrastructure, and Data Management
• CLE Assessment Framework (WP5): Online workshops and interviews were conducted to develop a Cultural Literacy Education (CLE) assessment framework.
• Digital Platform (WP6): A beta version of an interactive digital playground was launched to support arts-based community interactions.
• Data Management Plan (D9.1): A comprehensive Data Management Plan (DMP) was developed. It outlines procedures for data collection, sharing, anonymization, security, and FAIR principles (Findable, Accessible, Interoperable, Reusable). The DMP ensures compliance with GDPR and ethical research standards, guiding all work packages in handling research data responsibly.
Already during its first project year d@rts introduces several innovative contributions beyond the current state of arts education research and development.
Conceptual Work & New Conceptual Approaches
• Clarifying the Concept of Cultural Literacy in Arts Education: Current research highlights ambiguities in defining ‘cultural literacy’ in arts education, particularly in curricula and policy documents. In WP1, d@rts developed a literature review (D1.1) and conducted a comparative curriculum and policy analysis (D1.2) elucidating how cultural literacy is framed in different contexts. This research sets the ground for an operationalized understanding of cultural literacy specific to performing arts education.
• Cultural Literacy as Dialogical Practice: Moving beyond knowledge acquisition, d@rts conceptualizes cultural literacy as dialogical participation in inclusive, embodied, and interactive encounters in performing arts education.
• Postcolonial Framework: A postcolonial perspective is embedded in research and innovation across all work packages, ensuring that arts education practices recognize diverse knowledge systems.
Empirical and Methodological Innovations
• Robust Study Designs and Samples: Previous studies on cultural literacy in arts education have often been limited to small-scale studies. d@rts moves beyond this by conducting empirical research across diverse contexts and by using larger samples (WP2) and more cases (WP3), in turn providing greater understanding of why and how cultural literacy emerges.
• Developing a Digital Platform to Support Cultural Literacy and Inclusion: Research on performing arts and cultural literacy has traditionally focused on physical settings. In WP6, d@rts is developing an interactive digital platform to enhance learning, collaboration, and knowledge exchange. A beta version of the digital playground has already been launched, incorporating gamified and ludic elements to support digital cultural literacy practices.
Conceptual Work & New Conceptual Approaches
• Clarifying the Concept of Cultural Literacy in Arts Education: Current research highlights ambiguities in defining ‘cultural literacy’ in arts education, particularly in curricula and policy documents. In WP1, d@rts developed a literature review (D1.1) and conducted a comparative curriculum and policy analysis (D1.2) elucidating how cultural literacy is framed in different contexts. This research sets the ground for an operationalized understanding of cultural literacy specific to performing arts education.
• Cultural Literacy as Dialogical Practice: Moving beyond knowledge acquisition, d@rts conceptualizes cultural literacy as dialogical participation in inclusive, embodied, and interactive encounters in performing arts education.
• Postcolonial Framework: A postcolonial perspective is embedded in research and innovation across all work packages, ensuring that arts education practices recognize diverse knowledge systems.
Empirical and Methodological Innovations
• Robust Study Designs and Samples: Previous studies on cultural literacy in arts education have often been limited to small-scale studies. d@rts moves beyond this by conducting empirical research across diverse contexts and by using larger samples (WP2) and more cases (WP3), in turn providing greater understanding of why and how cultural literacy emerges.
• Developing a Digital Platform to Support Cultural Literacy and Inclusion: Research on performing arts and cultural literacy has traditionally focused on physical settings. In WP6, d@rts is developing an interactive digital platform to enhance learning, collaboration, and knowledge exchange. A beta version of the digital playground has already been launched, incorporating gamified and ludic elements to support digital cultural literacy practices.