ROOTS. Learn where you live

ROOTS
Learn where
you live
Museumsverein
KLOSTERTAL

ROOTS. Learn where you live
Sonderband zur Kleinen Schriftenreihe des
Museumsvereins Klostertal
Wald am Arlberg 2023
Museumsverein Klostertal
Haus Nr. 60a
A-6752 Wald am Arlberg
Tel: +43 664 4911474
info@museumsverein-klostertal.at
www.museumsverein-klostertal.at
+43 650 5200932
museumsverein.klostertal
klostertalmuseum
Gestaltung: Kathrin Novis, Christof Thöny
Druck: Druckerei Thurnher
© Museumsverein Klostertal. Wald am Arlberg 2023

ROOTS
Learn where
you live
Sonderband zur Kleinen Schriftenreihe
des Museumsvereins Klostertal
Wald am Arlberg 2023

Content
Introduction 5
Austria 9
Greece 15
Hungary 21
Portugal 27
Porject data 30
List of Illustrations 31
5

Inroduction
The following four partner organizations worked together from
June 2021 to December 2023 in the Erasmus+ programme of the
European Union:
- Museumsverein Klostertal (Wald am Arlberg, Austria, Lead)
- Imerisio Gymnasio Anoixis (Athens, Greece)
- KozgazdasagiPolitechnikum Alternativ Gimnazium (Budapest,
Hungary)
- Município de Vila do Porto (Vila do Porto, Azores, Portugal)
In view of the coronavirus crisis and the associated uncertainties
as well as an identity crisis that we identified, we wanted to
strengthen regional awareness of our own origins (the „roots“
referred to in the project title). Through international cooperation,
a European network was to be created and the discussion
of local phenomena was to be brought into exchange. We have
placed cultural heritage at the heart of the project, which ties in
with the theme of the European Year of Cultural Heritage 2018.
In the project, young people from the participating institutions
and regions have become researchers who have explored the genesis
of their living environment (in German, the term „Heimat“
is commonly used for this). Both the tangible cultural heritage,
i.e. everything built and made, and the intangible cultural heritage,
i.e. the knowledge of the older generation, as well as the
treasure trove of traditions, legends and tales, have been made
the subject of the project. The exchange of schools with archives,
museums and libraries has played a particularly important role
in the project.
It was very important to start in the participating cities and regions
as a starting point for dealing with the local cultural heritage.
We wanted to jointly develop methods with which young people
could turn to the established structures of their living environment
in a targeted and results-oriented manner, in the approach
7

of Citizen Science for young people. The mix of project partners
(a museum, two schools, a local authority) played an important
role here, as we were able to learn from each other‘s different
backgrounds. This also applies to the geographical backgrounds
(two European capitals, an island in the Atlantic, a rural region
in Austria). The project aimed to strengthen cooperation between
schools and regional research institutions. We wanted to
empower young people to safeguard intangible cultural heritage
by bringing them into contact with the older generation. In this
way, we wanted to raise awareness of the changes of the past and
create a spirit of research and searching, true to the motto: „Dig
where you live“.
The project partners developed a detailed and coordinated work
plan at the beginning. Detailed questions regarding project management,
international cooperation, cooperation at local level
and work with the pupils involved were clarified. Project management
was carried out by pre-defined project teams. These coordinated
regularly at the level of the four countries in the form of
virtual meetings. The project was implemented in nine well-coordinated
activities. The first of these were initially carried out by all
partners and evaluated and discussed in online meetings. Two
transnational meetings were used for intensive coordination.
Four training, teaching and learning activities took place in the
project, for each of which one of the partners was responsible.
This partner put together a corresponding program. The respective
themes of these activities, in which teachers and pupils took
part, were defined in advance so that they could correspond with
the geographical and historical host region. These units involved
intensive work in workshops, excursions and other events.
Extensive collections of local knowledge relating to cultural heritage
were created at the respective partner institutions during
the project, in some cases in consultation with artists. These
were used to develop digital formats for teaching with reference
8

to their own living environment. The results have been presented
in various ways, in the form of lectures, small exhibitions, written
contributions, on social media and on an internet platform developed
by the Klostertal Museum Association. These activities
have strengthened the dialog between generations and awareness
of established structures. New networks have been created
between schools, archives, museums and libraries, which will
have long-term effects. The participants in the training,. The participants
in the training, teaching and learning activities were
able to broaden their horizons and develop tolerance and understanding
for other countries and cultures. They have shared this
knowledge with their peers in their respective schools and with
many other people in their cities and regions. A handbook with
methods for communicating cultural heritage and a film were created
during the project and will be available for the duration of
the project.
In this handbook, which is published as a special volume in the
Klostertal Museum Association‘s small publication series, we
present different approaches to regional learning and hope to
provide a variety of best practice examples.
Christof Thöny, December 2023
9

Austria
Regional Learning at Klostertal Museum
After lengthy preparatory work, the Klostertal Museum in Wald
am Arlberg was opened in 1994. The aim of the regional museum
was to be a „museum of local history of a different kind“, i.e. not
only to exhibit old objects but also to create a link to history and
thus enable a critical examination of it. The concept was very well
received and the museum was awarded the Austrian Museum
Prize in 1997. In 2001, the Klostertal Museum Association was
founded to support the museum. It has taken over the administration
of the museum. Over the past decade and a half, the association
has also developed extensive activities in researching
and communicating topics relating to the history and cultural
landscape of the region - through exhibitions, events, projects
11

and publications. In doing so, it has always focused on various
topics of regional history (especially contemporary history), folklore,
landscape and art history. Even in the first few years after
its foundation, the Klostertal Museum Association was involved
with EU funding. In this context, several projects in the Leader
program and the Interreg program have been implemented since
the 2000 to 2006 funding period. We have also been involved
with the Erasmus+ program for several years.
In recent years, the Klostertal Museum Association has increased
its efforts to communicate the contents of the Klostertal Museum
to children and young people. The ROOTS project has provided a
lot of impetus for this. Workshop formats have been created for
children and young people of different age groups. These were
tested with school groups from the region as part of the project.
All workshops are led by expert guides and guarantee an exciting
and informative stay at the historic Thöny-Hof.
Offers for elementary school (6 to 10 years)
The offers for 1st to 4th grade consist of a guided tour of the Klostertal
Museum, which is adapted to the age of the pupils, and a
subsequent in-depth exploration of selected topics using various
stations and materials. The museum tour, which lasts around
30 minutes, focuses on stories about the historical objects and
how they were used. These stories are deepened using materials
that are also adapted to the school levels, with the focus on the
children‘s independent learning through discovery.
Offers for middle schools and lower secondary school (10 to 14
years)
For grades 5 to 8, the offers are staggered. All classes start with a
guided tour of the Klostertal Museum, with the content becoming
more in-depth towards the 8th grade. Following the guided tour,
the 5th and 6th grades have the opportunity to explore the content
of the permanent exhibition in greater depth in a workshop
13

with selected materials. Pupils can work independently in many
different ways. For the 7th and 8th grades, a workshop on the
topic of „Culture of Remembrance“ is offered after the tour. Here,
the young people explore their own origins based on the Klostertal
Museum and its history
Offers for upper school classes (15 to 19 years)
A guided tour of the Klostertal Museum is also on the program for
upper school classes, during which the topic of „home“ is critically
reflected upon. The young people can then explore one of
the following topics in a workshop:
- Contemporary history in regional museums In this workshop,
the issue of coming to terms with the Nazi past is addressed. This
can also be combined with a discussion with a contemporary witness.
- „Heimat im Wandel“: This workshop includes a critical examination
of the concept of „Heimat“.
Christof Thöny
14

Greece
Regional Learning and Best Practice Examples
Regional learning has emerged as a key strategy for enhancing
educational results, fostering collaboration, innovation, and
engagement among students and educators. This approach recognizes
that students learn best in environments that are connected
to their communities and that draw upon the rich resources
available in Attica‘s historical, cultural, and environmental
landscapes. By breaking down traditional boundaries and fostering
partnerships between schools, communities, organizations
and museums regional learning allows for a more holistic and
contextual approach to education.
Therefore, our school has implemented numerous examples of
regional learning. Here are a few notable examples:
1. Interdisciplinary Collaborations
Schools in Dionysos municipality, where our school belongs, implement
interdisciplinary approaches to teaching, learning and
promoting deeper understanding of our region. For instance, elementary
and junior high schools collaborate with environmental
organizations in order to discover and protect the mountains
and the forests in the surrounding area. They work with cultural
associations so that students can learn local traditions such as
dances, songs and customs. In collaboration with the educational
department of the municipality students worked on the
project “Discovering the historical paths of my hometown” and
learnt about the history, the diversity, the culture and the natural
wealth of our region.
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2. Community Engagement
Community engagement is of great importance in our region. Our
school has partnered with local organizations such as volunteer
firemen, the institution for disabled people, local environmental
organizations and others to address community needs, foster
empathy, social responsibility and leadership skills among students.
3. Digital Learning Platforms and Resources
New technologies have played a significant role in improving regional
learning initiatives. Online platforms, virtual libraries, and
digitalized resources (videos, documents, photographs) have
enabled collaboration and communication among students and
educators as well as research on topics concerning the local history
and traditions.
4. Leveraging Community Resources
Dionysos’ rich cultural heritage, natural beauty and diverse industries
have been carefully incorporated into regional learning
18

initiatives. Schools have partnered with museums, historical
sites and businesses to provide students with hands-on experiences
and real-world learning opportunities.
Regional learning stands as a powerful strategy to transform educational
landscapes. By leveraging collaborative partnerships,
interdisciplinary approaches, community engagement, and innovative
technologies, schools can create engaging, effective, and
relevant learning environments that prepare students for success
in a rapidly changing world. As regional learning initiatives continue
to evolve, we can expect even more innovative and transformative
educational practices to emerge, shaping the future of
learning for generations to come.
Synergy in Education: Fostering Collaboration between Schools
and Museums
Schools and museums, each with their dynamic and resources,
can form a powerful alliance to enrich the educational experience
for students. By leveraging the vast knowledge, artifacts, and expertise
housed in museums, schools can transform classrooms
into immersive learning environments that spark curiosity, ignite
imagination, and cultivate critical thinking skills.
Museums possess a wealth of historical, cultural, and scientific
treasures that can serve as catalysts for engaging lessons. Field
trips to museums offer opportunities for students to interact directly
with artifacts, explore exhibits, and delve into the stories
they hold. These firsthand experiences provide students with a
deeper understanding of the world around them, beyond the confines
of textbooks.
Beyond field trips, schools and museums can collaborate on a
variety of projects to enhance curriculum delivery and foster a
love of learning. Museum educators can collaborate with classroom
teachers to develop interdisciplinary lessons that integrate
museum exhibits into core subjects like history, science, and art.
19

These collaborative endeavors can bring real-world context to
classroom learning, making concepts more tangible and applicable
to students‘ lives.
Schools and museums can establish various partnerships to maximize
their effectiveness in enriching student learning. Here are
some examples
Guest Lectures and Workshops: Schools can invite museum experts
to conduct guest lectures or workshops for students and
teachers. These sessions can provide valuable insights into various
topics and provide opportunities for hands-on activities.
Virtual Field Trips and Online Resources: Schools can perform virtual
museum tours, show online exhibits and educational videos
to provide students with access to museum resources without
leaving the classroom.
Community Outreach and Service Learning: Schools can partner
with museums to engage in community outreach projects, such
as volunteering, conducting research, or organizing museum
events. These experiences can foster a sense of social responsibility
and civic engagement among students.
The collaboration between schools and museums is beneficial for
both parties. Museums gain exposure to new audiences and opportunities
to share their knowledge and expertise. Schools benefit
from the rich resources, expertise, and innovative teaching
methods that museums offer.
This synergy between schools and museums can revolutionize
the educational experience, transforming classrooms into dynamic
learning environments that inspire curiosity, ignite imagination,
and prepare students for success in a rapidly changing
world.
Haritini Nikolaou
20

21

Hungary
Regional Learning in Budapest
Regional learning refers to the practice of incorporating local culture,
history, and resources into education. It allows students to
develop a deep understanding of their surroundings and fosters
a sense of belonging. Budapest, the capital city of Hungary, offers
numerous best practice examples of regional learning that
can be adapted and incorporated into high school curricula. By
utilizing regional learning, high schools and Poli (Közgazdasági
Politechnikum Alternatív Gimnázium) in particular can enhance
students‘ educational experiences, promote cultural understanding,
and create meaningful connections with local museums.
One exemplary practice of regional learning in Budapest is the
integration of local history into the curriculum. Budapest has
a rich and diverse history, with influences from Celtic, Roman,
Ottoman, and Austro-Hungarian civilizations. High schools can
incorporate these historical aspects into their history and social
studies classes, providing students with a comprehensive understanding
of the city‘s past. For instance, students can study
the impact of the Ottoman Empire on Budapest‘s architecture, or
delve into the history of the Hungarian Revolution of 1848. This
approach not only deepens students‘ knowledge but also allows
them to make connections between historical events and their
present lives.
In addition to history, regional learning can be implemented
through the inclusion of local literature and arts in high school
literature and art classes. Budapest has been home to influential
writers and artists. By studying their works, students can gain
insights into the city‘s cultural heritage and develop an appreciation
for local art forms. Integrating regional literature and art into
the curriculum can also inspire students and provide them with a
sense of pride in their local heritage.
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Moreover, cooperating with local museums can greatly contribute
to regional learning in high schools. Budapest boasts a wide array
of museums, each encapsulating a unique aspect of the city‘s
history and culture. For example, the Hungarian National Museum
showcases the nation‘s history, from prehistoric times to
the present day. Students can visit this museum as part of their
history classes, engaging in hands-on learning experiences that
complement their classroom studies. Similarly, the Museum of
Fine Arts in Budapest houses an extensive collection of European
masterpieces, offering students an opportunity to appreciate
world-renowned artworks and understand their cultural significance.
Collaborating with museums allows high school students
to experience learning beyond textbooks, making their education
more immersive and memorable.
A possible cooperation between high schools and museums can
take various forms, such as organizing guided tours, hosting
educational workshops, or even facilitating student exhibitions
within museum premises. Museum educators can work collaboratively
with high school teachers to design tailored programs
that align with the curricular goals and learning outcomes. For
instance, a history teacher can collaborate with the Hungarian
National Museum to create a focused guided-tour on a particular
historical period, encouraging students to research, curate,
and present their findings. This type of collaboration not only
deepens students‘ understanding of the subject matter but also
fosters their critical thinking, research skills, and creativity.
Furthermore, high schools can benefit from utilizing museum resources
for project-based learning. Museums often maintain extensive
archives, libraries, and research facilities that can serve
as valuable resources for students‘ projects. Students can be tasked
with conducting in-depth research on a particular aspect of
Budapest‘s history or culture, utilizing the rich resources available
in museum collections. This approach empowers students to
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ecome active learners, as they take ownership of their research
and immerse themselves in the topic. Moreover, the cooperation
between high schools and museums can provide students with
opportunities for mentorship and guidance from museum professionals,
nurturing their passion for research and encouraging
future academic pursuits.
To ensure the effectiveness of regional learning and cooperation
with museums, it is essential for high school teachers to receive
professional development opportunities. Trainings and workshops
can familiarize teachers with the best practices in regional
learning, equip them with the necessary knowledge about local
resources, and enable them to design engaging and interdisciplinary
lesson plans. Additionally, collaborating with museum
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educators allows teachers to tap into their expertise and gain insights
into innovative teaching methods.
Our school, Poli has some ongoing projects with different museums,
but they are mostly based on the co-operation of individual
teachers and art historians. These include museum-visits,
guided tours in the city or walks that aim to explore a certain area
of Budapest. Having looked at the opportunities and possibilities
above, we believe that co-operation can be improved on an
institutional basis.
In conclusion, regional learning and cooperation with museums
offer exceptional opportunities for high schools to enhance students‘
educational experiences. By utilizing regional learning,
high schools can deepen students‘ understanding of local culture,
foster a sense of belonging, and promote cultural awareness.
Collaborating with museums allows for immersive learning
experiences beyond the classroom, providing students with access
to valuable resources and expertise. With a well-designed
curriculum and thoughtful cooperation, Poli and other high
schools can truly embrace regional learning and create meaningful
connections with their local community.
Dávid Péter
26

Portugal
Learning on the island
Câmara Municipal Vila do Porto. Municipio de Vila do Porto is a
public, non-profit organization and a local government. Its objectives
are defined by its attributions and competences. We are the
only municipality on Santa Maria Island. Our island is the thirdsmallest
of the Açores (100 KM landmass). While there are 5.000
people living on Santa Maria, in the 1950s we once had 18,000
inhabitants, but the population dwindled because of mass family
migration incentives from the United States and Canada.
Município de Vila do Porto is responsible for safe-guarding local
heritage through protective building schemes, but also coordinating
cultural activities on the island—ensuring citizens have
access to free, vibrant cultural experiences.
Our values can be described as:
-provision of equal access for all citizens to the cultural activities
promoted by Município de Vila do Porto
-boosting inhabitants quality of life by fostering an active citizen
ship
-provision the necessary conditions for cultural associations, art
organizations, informal artists collective to achieve a sustainable
and vibrant cultural ecosystem.
29

For the pupils on Santa Maria, which is still underdeveloped in
terms of tourism, the project offered the opportunity to take part
in a European project and to meet young people from other European
countries and cultures.
Different groups met on a remote island; an island that relies on
shipping for everything they need to import (furniture, tiles...),
where the inhabitants have to fly to another island or to the mainland
for medical examinations and where the population is so
careful with their environment - and at the same time so friendly,
warm and helpful.
It was a great experience to get to know the advantages and disadvantages
of such an isolated place, to see the differences in
lifestyle and everyday life and at the same time to get to know
many traditions, routines and personal wishes that nevertheless
seem to be the same all over the world.
Carmen Moreira
30

Project Data
ROOTS. Learn where you live
Project Start Date: 1 June 2022
Projet Ende Date: 31 Decezmber 2024
Participating Partners
- Museumsverein Klostertal (Wald am Arlberg, Austria, Lead)
- Imerisio Gymnasio Anoixis (Athens, Greece)
- KozgazdasagiPolitechnikum Alternativ Gimnazium (Budapest,
Hungary)
- Município de Vila do Porto (Vila do Porto, Azores, Portugal)
Funding by the European Union: 65.424 Euro
32

List of Illustrations
Front Cover: LTT participants in front of Klostertal Museum
p. 7: Welcoming guests in the mountains of Austria
p. 9: Break during the work in Klostertal Museum
p. 10: Visiting vorarlberg museum in Bregenz
p. 12: Group of children from local school of Kloesterle during a
workshop at Klostertal Musuem
p. 13: Workshop with local students on traditional craft
p. 16: Excursion during the LTT in Greece
p. 19: Tradtional food as immaterial heritage
p. 23: Excursion during the LTT in Hungary
p. 25: Students discover Europe at school in Budapest
p. 28: Excursion during the LTT in Portugal
p. 29: Cleaning up beaches as a contribution to natural heritage
Back cover: LTT participants in Santa Maria
All image rights are held by the participating organizations.
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Co-funded by
the European Union
Funded by the European Union. Views and opinions expressed
are however those of the author(s) only and do not necessarily
reflect those of the European Union or the European Education
and Culture Executive Agency (EACEA). Neither the European Union
nor EACEA can be held responsible for them.