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Vision of booklet

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Transcript

  • 1. VISION OF PROJECT RESULTS’ DIS S EMINATION (Booklet) for the Project ADOPT YOUR HERITAGE Project Meeting: Vilnius , Lithuania, 17 - 20 September 2010
  • 2. THE BOOKLET UNDER PREPARATION
    • The available text is ~14 pages describing the partners’ organizations, the lists of their cultural heritage used and the opinions about mobility
    • The illustrating pictures could add some 6 –10 p.
    • To what total scope we have to be oriented? – We have to decide
    • What is our target audience?
    • My opinion is that some aspects are still missing:
      • Preparation of the Methodology
      • Examples of the Curriculum applied in education
  • 3. I.THE Possible STRUCTURE OF BOOKLET
    • Aims of the project ADHER, partners and their activities
    • Cultural heritage as a tool for education Proposed items of cultural heritage in our countries (in total 27 items are selected):
      • Unique places of nature
      • Architectural and technical monuments, habitat
      • Traditions, folk art, spiritual values
  • 4. II. THE Possible STRUCTURE OF BOOKLET
    • The elements of proposed Methodology
    • The selected examples of Curricula for adopting heritage in education
    • The best lessons in pictures – a show
    • Conclusions, discoveries
    • Questions
    • To use thematic classification of cultural heritage or by the separate countries?
    • English version plus in 6 national languages?
  • 5.
    • I. Vilnius Historic Center [ architecture ]
    • II. Verbos – Vilnius original decoration for Palm Sunday [ tradition, folk art ]
    • III. The landscape of the Curonian Spit nature [ nature ]
    • IV. Curonian Weathervane [ tradition, folk art ]
    • V. Lithuanian Cross Crafting and Its Symbolism [ tradition, folk art, spiritual ]
    EXAMPLE OF LT CULTURAL HERITAGE
  • 6. PREPARATION OF METHODOLOGY
    • A visit to the site by the teacher(s).
    • Preparing a questionnaire in order to measure the change in learners’ knowledge, attitudes, skills and behavior in site and its conservation.
    • Preparing learners for special types of activities (recreating the past, telling stories and legends about the site or making photo’s of it).
    • Planning the work that students will be asked to do as follow-up to their visit.
    • Result – the Curriculum for the training course for example VILNIUS HISTORIC CENTER.
  • 7. AN EXAMPLE OF THE ACTIVITY 1
  • 8. AN EXAMPLE OF THE ACTIVITY 2
  • 9. AN EXAMPLE OF THE ACTIVITY 3
  • 10. Old Vilnius (G. Braun, Fr. Hogenberg. Vilna Litvaniae metropolis . Köln, 1581)
  • 11.  
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  • 16.
    • We have limited text for a heritage unit – 150 words, what about the pictures?
    • In case of a complex heritage (as in Old Vilnius) it is rather difficult to select only one picture to represent…
    • Printed version of booklet and electronic have to be not the same:
      • a paper version have a linear / page structure
      • e-version has a hyper textual structure, provides much more possibilities
      • a printed version has rigid requirements for a quality of digital pictures
      • realization of those versions is rather different in price: to prepare on line version, CD or printed on paper. Who will take those responsibilities and expenses?
    PROBLEMS IN CONSTRUCTING A CONTENT
  • 17.  
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  • 24. QUESTIONS TO BE ANSWERED
    • What is our target audience?
    • To what total scope we have to be oriented?
    • English version plus in 6 national languages?
    • Thematic classification of cultural heritage or by the separate countries?
    • Electronic plus printed version? (they are not identical)
    • Who will produce the final version of the booklet?
  • 25. CONCLUSIONS
    • ADHER give us the unique opportunity to investigate a local cultural heritage in the international context and safeguard it for a future
    • We have to answer the raised questions for the best dissemination