PROGRAM

International Children’s Culture Forum

 

Monday 30th September 2019

Venue: Tampere Hall, Yliopistonkatu 55, Tampere

 

8.00-11.00 Registration
9.00-9.15 Welcome to the International Children’s Culture Forum
9.15-9.30 Opening words: what are children’s cultural rights?
9.30-10.15 Keynote: Charlotte Svendler Nielsen
Intercultural and interdisciplinary art education
10.15-11.00 Keynote: Anne Bamford
11.00-11.30 Children’s Culture: Case Finland
11.30-13.00 Lunch
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13.00-14.45 Parallel sessions 1
You can participate in one session. There are 1-4 presentations in each session. The session is chosen when registering.

  1. Joined forces: culture and education for cultural participation
    • Mari Jalkanen
      From a Museum Education Project to a Cultural Education Program
      City of Tampere
      The presentation is about starting small and growing big. It will give an idea how a project-funded work done in one museum by two enthusiastic teachers grew to be Art Arc, a vast cultural education programme. Established status in the Tampere city Welfare Services and good grades from the teachers and the children is due to a persistent work in a multi professional method.
    • Anne Karjula
      AvoT – Open Arts Education Model in Early Childhood Education
      Children’s Culture Centre Lastu
      AvoT -Open Arts Education Model’s goals are to enhance well-being of a child, create multi-professional work orientation, activate families in cultural activities and create sense of community. In practice art educator organizes 8 weeks multi-artistic project in kindergarten. Project is based on the needs and wishes of the children and the staff. How this child-centered model works in practice?
    • Riku Laakkonen
      Curious Class – A Lempäälä Case Study
      Cultural Centre PiiPoo
      A community artist and a school teacher will tell about their co-operation in a pilot project called a Curious Class. What happened when 10 years old pupils got possibility to try different art methods inside their curriculum and to develop their creativity and critical thinking skills.
  2. Inclusive structures and practises for children with special needs
    • Noora Karjalainen
      Building a Solid Path Towards Artistry – Inclusion of Sign Language Children in Art Education
      Ursa Minor
      Finnish children using sign language as their mother tongue or first language are placed in the margin in art education. Access to basic art education and cultural services is unevenly distributed. This presentation will offer concrete procedures and practices to improve the quality of art education and the inclusion of sign language children by illustrating their path through case studies.
    • Liesbeth Water
      Visual Thinking Strategies, for young people (15-24) with special needs
      Outsider Art Museum Hermitage Amsterdam
    • Presenter to be announced
  3. Are children actors in European capitals of culture?
    • In this session we will learn how children’s cultural rights have been and will be implemented in European capitals of culture. Afterwards, we will have a joined discussion about best practices. This session is hosted by the cities of Tampere and Oulu. 
  4. Children as agents and co-creators
    • Joanna Orlik
      Very Young Culture. Successful systemic program for culture education
      Malopolska Culture Institute in Krakow
      In 2016 a new program for making bridges between formal education and culture field was launched in Poland. The program had a structure, based on the idea of finding 16 operators for 16 Polish regions and 4 key concepts: diagnosis, workshops, micro-granting and evaluation. In the presentation the Małopolska region example will be used in details.
    • Lígia Ferro, João Lopes
      Is the city children’s business? Thinking about the implementation of children’s rights to urban culture
      Arts Faculty, Porto university
      Starting from the results of a research project on the uses and perceptions of urban public space by children (Cri-City; FCT), we will try to discuss how is being implemented the children’s rights to urban culture and participation in the community, in Portugal.
    • Presenter to be announced
  5. Children’s cultural rights – whose business are they?
    • Jolita Bečienė
      Culture Passport – an instrument for the development of children cultural competencies
      Ministry of Culture of the Republic of Lithuania
      The main goal of the seminar is to present The Culture Passport – an innovative instrument that is designed to provide students at Lithuanian schools (grades 1-12) with cultural experience and develop their cultural competencies.
    • Aron Weigl
      Worldwide cultural rights for children. Arts education as a challenge of transcultural relations
      EDUCULT, Austria
      The paper analyses how civil societal actors can contribute to promote children’s cultural rights in a global system of “soft power”. The challenges of arts education activities in a context of transcultural relations and the chances for promoting children’s cultural rights are discussed. Finally, the question is raised, how arts education approaches can change the idea of cultural exchange.
    • Collette Brownlee
      “Cool,very fun and kind.” Children’s views matter in museums.
      Irish Linen Centre and Lisburn Museum
      A presentation of two films aimed at attracting children into the museum. Based on views and comments of children the “Flaxie” animation is aimed at under 5s and their families and the pre-service film at children aged 10-13. These are the result of EdD research with two children’s research groups and four focus groups with children- helping to develop a sustainable museum child rights approach.
  6. Children’s rights with children
    • Beatriz Barreiro Carril
      The Charter of Cultural Rights of Children: Law, Arts and Literature
      Rey Juan Carlos University
      Through a mixed methodology developed in the context of the project “A Tunisian-Spanish bridge to counteract violent extremism and xenophobia through the right to participate in cultural life” I will develop a participative explanation of this charter, making ressource to movement, stories (through Rodari literature), drawing, and reflection on human rights issues. Workshop, together with a group of children.

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14.45-15.15 Coffee break

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15.15-17.00 Parallel sessions 2
You can participate in one session. There are 1-4 presentations in each session. The session is chosen when registering.

  1. Joined forces: culture and education for cultural participation
    • Sian James
      Creative learning through the arts – an inclusive entitlement for all children in Wales
      Arts Council of Wales
      Through case studies of innovative arts and creative practice, we will share the impact our programme is having on children and young people who face disadvantage in schools due to deprivation and disability, specifically learning disabled pupils. We will also set the success of the programme in the wider context of children’s rights to arts and creative learning and the new curriculum in Wales.
    • Auni Tuovinen
      Children with disabilities and participation in Cultural Education Plan; case Saarinen Special School
      Childrens culture center ARX
      Childrens culture center ARX has provided targeted art workshops for children with disabilities as part of the Cultural Education Plan since academic year 2017 – 2018. Workshops have highlighted the importance of multisensory, non-verbal communication, new media and applications and the unique movement of children in an innovative way. The seminar presents a case from the Saarinen special school.
    • Presenter to be announced
  2. Inclusive structures and practices for children with special needs
    • Hanna Kamensky, Hanna Backer Johnsen
      Enhancing the fulfilment of children’s cultural rights in Finnish Basic Education in the Arts
      The University of the arts Helsinki, Sibelius Academy
      We will offer a presentation of our doctoral studies that are part of the ArtsEqual Research Consortium.We will offer also an analysis of ongoing ‘Floora’ project. Project’s aim is to enhance accessibility of socially and/or economically marginalized students to publicly funded Basic Education in the Arts music schools.
    • Tommi Nevala
      Stop motion animation as a tool for self-expression among children with special needs
      City of Oulu, Valve Film School for Children
      How to use stop motion animation as a tool for self-expression and creativity among children with disabilities and special needs? The presentation will share the pedagogical decisions, aims and means and all other good practises. Art and culture belong to every child and creating audio visual texts is a fundamental right that children with special needs should also have.
    • Presenter to be announced
  3. Perspectives on international cooperation
    • Ulla Hokkanen
      ‘Wires crossed – A Balancing Act for Europe’
      Galway Community Circus
      Wires Crossed is a large-scale participatory circus project produced by Galway Community Circus, in partnership with Galway 2020 European Capital of Culture and European Funambulism Network. Young people aged 10-30 yrs are the learners, creators and performers in this project that promotes physical and mental well-being, safe risk-taking and social inclusion through the art of highwire walking.
    • Annina Ylikoski
      Binding together the past and the present
      The Ostrobothnian Children’s Culture Network BARK
      The Time Travel method is an educational method, using local heritage in a learning process to create reflection on current issues. The Time Travel event is a dramatization of an historical event, to create reflection on contemporary issues, role-played at a local site within the community.
      How can this method be used in education and culture as a tool to work with both the past and the present?
    • Presenter to be announced
  4. Diversity in children’s culture
    • Idaresit Inyang
      Applying Indigenous Knowledge Resources in Children’s play-crafting in Southern Nigeria.
      Stellenbosch University
      Discussing my experience of using indigenous knowledge resources as learning materials for children aged 9-12 years specifically folktales and proverbs in my fieldwork experience via a creative process. And the fact that play is one of the viable ways in which young children could learn and further share their ideas on a variety of topics.
    • Anna Rastas
      Safer spaces for all the children. Cultural production and the neglect of children’s perspectives in multiethnic societies.
      University of Tampere
      The concept of “safe space” is used here as a metaphor for places and encounters in which also children who identify with minoritized communities can feel comfortable and welcomed. My presentation is based on my studies on children´s experiences of racism and on my projects focusing on literature for children, African diasporic music, and museums and exhibitions in different countries.
    • Presenter to be announced
  5. Children’s cultural rights – whose business are they?
    • Gerhard Jäger
      Implementation of Children’s Cultural Rights : Whose Responsibility ? Plea for an Arts-Integrated Curriculum
      Art Basics for Children / ABC – Belgium
      “It would never occur to me to consider Art as a subject apart from any other in the curriculum. I see art education as a kind of thing that threads its way through every facet of academic work” (Eames, 1957). 60 years later are Governments and the academic educational field still not taking their responsibility on this count. In this plea i will try to offer concrete ideas how this could be done.
    • Marianna Lehtinen, Aura Linnapuomi
      Every child’s right – Case project SATA2
      City of Tampere, Culture for all
    • Anu Laukkanen
      Discourses of accessibility in art education and health services
      University of Turku
      In Finland, some child health centers co-operate with cultural services in order to make arts and culture a natural part of life from the very beginning and even to improve the wellbeing of families at risk. The research shows what kinds the discourses of access take place in the art education practices arranged in co-operation with the public health care.
  6. Children’s cultural rights in art
    • Malena Janson
      Is children’s cinema really every child’s cinema? Representation and ideology of contemporary Swedish children’s cinema
      Stockholm University
      This seminar examines representation within contemporary Swedish children’s cinema. By focusing on the young protagonists, the paper will offer an insight into how cinema reflects – or fails to reflect – today’s diverse society. The theoretical framework is profoundly interdisciplinary, deriving from cinema studies as well as childhood studies with an intersectional perspective.
    • Kaisa Laaksonen
      Children’s right to culture in children’s fiction in Finland
      Lastenkirjainstituutti / Finnish Institute for Children’s Literature
      Do children have the right to participate in cultural events and practices in books written and illustrated for children? The theme of children’s participation on culture and children’s cultural rights in children’s novels and picture books (for ages 4–10) will be analyzed based on Kirjakori-statistics from 2015–2019 and by analyzing the books where participating cultural practices is taken up.
    • Rosamaría Bolom
      Art and Children’s rights. How art can improve a positive dialogue between children and youth?
      Artist
      Do you know why it is important that we know how to guarantee that, in ALL corners of the world, children, adolescents and adults live happily with freedom and respect, with the right to choose and the right to express the things they need for a peaceful life? This seminar is about how art help to fight against prejudice, racism, misunderstanding started from childhood.

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18.30-19.00 Art Walk in the center of Tampere

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19.00-21.00 Informal reception, City of Tampere
Location: Museum centre Vapriikki, Alaverstaanraitti 5, Tampere

 

Tuesday 1st October 2019

 

9.00-10.30
Parallel study visits
You can participate in one study visit. The visit is chosen when registering. Please note, that we meet at the study visit venue at 9.00.

  1. Art Arc Cultural Education Program in Action
    Location: Museum Centre Vapriikki (Alaverstaanraitti 5, Tampere)
    Art Arc is a cultural education program of the City of Tampere, which reaches more than 16 000 pupils every year. In this study visit, you will be acquainted with our methods on cultural education. We will explore the exhibitions at Museum Center Vapriikki.  The idea is to sample some of our museum tours designed for schools. There is also time for conversation and sharing experiences about cultural education programs and museum education.
    Art Arc introduction
    Vapriikki introduction
  2. PiiPoo – Accessible Centre for Art and Culture
    Location: Culture Centre PiiPoo (Ideapark, Lempäälä – 15 km from Tampere city centre)
    PiiPoo´s community art and art education gives equal possibilities for everyone to participate in cultural life and in art processes. Activities are adapted for all age and special groups, and they give equal opportunities to explore oneself and the surrounding world. Participation and art itself supports the wellbeing of children and young people as well as that of the adults.
    In PiiPoo we will study inclusion as a value base. We will attend a social circus –miniworkshop and stories behind culture planning.
    N.B.! Transportation leaves to PiiPoo Tuesday morning at 8.30.
    PiiPoo introduction
  3. Children’s Culture Centre and Exhibitions for Children
    Location: Children’s Culture Centre Rulla (Keskustori 4, Tampere)
    Rulla is a colourful Culture Centre for children of age 0-10. We have exhibitions designed for children, workshops, family clubs etc. In this study visit, we will explore both Rulla and the current exhibition Kehona – body sensing, which is a multisensory art exhibition produced by the Pori Art Museum and the Pori Centre for Children´s Culture in Satakunta. In addition, we will discuss the specific perspectives in producing accessible exhibitions for children and with children.
    Rulla introduction
  4. Vimmart – Inclusive Art School
    Location: Pinninkatu 45, Tampere
    Vimmart is an inclusive art school, which offers an opportunity for everyone to study art.  The Tampere-based art school is concentrated in offering possibilities for people with disabilities or fragile life situations to study Basic education in Music. Besides music education Vimmart offers also short courses from different areas in art and training for Special Music Education.
    In this study visit you will be introduced how music education is organised in our music school. You will be also introduced two of our basic training methods, The Figurenotes and the Rhythm Figurenotes. With these musical notation systems, which were invented in Finland, everyone can learn how to play music!
    Vimmart introduction (only in Finnish)
  5. Art Testers study visit: Sara Hildén Art Museum 
    Location: Laiturikatu 13, Tampere
    Experience what it is like to be a participant in the Art Testers campaign! During this study visit we’ll guide you through the Art Testers process from an eight-graders point of view including preparatory learning tasks, experiencing art and giving feedback with our web-based application.
    N.B.! Transportation to Sara Hildén Museum.
    Art Testers campaign introduction
    Sara Hildén Museum introduction

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10.30-11.00
Coffee break

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11.00-13.00
Art Testers
Location: The Tampere Comedy Theater, Lapintie 3a, Tampere

  • Welcome “200 000 Art testers on the move!”
    Anu-Maarit Moilanen (MBA, MA, Project Manager)
  • Art Testers Research. “Co-operation between schools and arts institutions in Art Testers project.”
    Tarja Pääjoki (PhD, Researcher)
  • Art Testers Research. “Young people testing art. A study on the effects of the Art Testers initiative on young people.”
    Sofia Laine (PhD, Senior Researcher, Docent) & Maaria Hartman (Master’s Student, Researcher), the Finnish Youth Research Network, Helsinki, Finland
  • Art Testers Research. “Literature review and preliminary results from Swedish-speaking youth’s interviews.”
    Anton Schalin (M.Soc.Sci.)
  • Comments and questions

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13.00-14.00
Lunch

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14.30-16.00
Parallel study visits
You can participate in one study visit. The visit is chosen when registering.

  1. Art Arc Cultural Education Program in Action
    Location: Museum Centre Vapriikki (Alaverstaanraitti 5, Tampere)
    Art Arc is a cultural education program of the City of Tampere, which reaches more than 16 000 pupils every year. In this study visit, you will be acquainted with our methods on cultural education. We will explore the exhibitions at Museum Center Vapriikki.  The idea is to sample some of our museum tours designed for schools. There is also time for conversation and sharing experiences about cultural education programs and museum education.
    Art Arc introduction
    Vapriikki introduction
  2. Children’s Culture Centre and Exhibitions for Children
    Location: Children’s Culture Centre Rulla (Keskustori 4, Tampere)
    Rulla is a colourful Culture Centre for children of age 0-10. We have exhibitions designed for children, workshops, family clubs etc. In this study visit, we will explore both Rulla and the current exhibition Kehona – body sensing, which is a multisensory art exhibition produced by the Pori Art Museum and the Pori Centre for Children´s Culture in Satakunta. In addition, we will discuss the specific perspectives in producing accessible exhibitions for children and with children.
    Rulla introduction
  3. Third sector developing inclusive forms of street culture in Hiedanranta
    Location: Tehdaskartanonkatu, Tampere
    Active and innovative civic society is often the base for new forms of culture. Children’s culture not being an exception. The study visit takes us to old industrial district Hiedanranta which has developed into to a vibrant culture area during last few years. The area is under development to become a sustainable city district of the future. The attendees of the study visit will have the opportunity to meet local associations who have developed new forms of inclusive street art such as spray painting for children.
    N.B.! Bus transportation to Hiedanranta.
    Hiedanranta introduction

 

The Forum reserves the right to make changes and update the program.

Last update: 18 June 2019 21:17