Conference Proceedings 2010 [pdf] - Art & Design Symposium ...

There are basically four steps to just participation of children in decisions that will influence them directly.
First, children should be given the opportunity to know, discuss, and contribute to those decisions. Second,
in order to be able to do this, it is important that they receive the necessary background information on the
subject and have equal access to a discussion platform. Next, they should be asked their opinions while in a
decision-making situation and have the opportunity to get those opinions across. The fourth step is that their
viewpoints should be taken seriously as they might present an issue not considered by the designers.
Merely a chance to be heard is often what anyone deserves. Lastly, children should be informed of the
outcomes after the participatory process is complete and the final decisions have been made. They and all
participants should be able to question the results, reject, and discuss them (Kural et al., 2007; Skivenes
and Strandu, 2006).
Art and Design Projects – Differences in Approach and Methodology
There are some commonalities and differences in the approach to participation in art and design projects,
especially with children. To begin with the commonalities, first, in both cases, the aim should be to motivate
children, get them to participate, listen to them and obtain the necessary information from them, and to
interpret this information correctly (Hasirci and Wilson, 2009). These factors apply to both art and design
projects. Another feature that is crucial to any participatory project is to get the participators warmed up to
one another. This can be done in a number of ways, by talking and/or with games, and a considerable
amount of time should be given to this activity before the actual process starts.
In terms of differences, although there is a joint objective in both an art and a design project, an art project is
much more flexible in terms of creative process. Both methodology and results may change depending on a
simple idea that comes up from a participant. It is open-ended, and can change from one moment to another
taking shape according to the agreed decision. A design project on the other hand, has a particular aim that
has to be solved at the end of the process. Whether it is the production of the design of a building, a logo, or
a chair, if standardized methods are not utilized, the process may remain only at the level of exercise and
may not lead to the desired result. There are various techniques to be applied that change according to the
purpose of the participatory process.
The Case Studies
The Kids’ Guernica Art Project
Often the production of art is individual and it is shared with the public when it becomes a product. If interest
in art does not begin at a young age, the appreciation of it in future years is likely to be most difficult.
Therefore, participating in art processes at young ages urges children to value art. Art projects planned with
different age groups enable older youth to take responsibility, and to introduce younger ones to art language
and methods. In an environment in which there are children and youth of various backgrounds, art provides
a common language and creative results can be achieved. The idea behind participatory art is to
systematically integrate theory and practice and enable people to take part in art activities in their
environments.
In a participatory art project realized with Turkish and Greek youth, the Kids’ Guernica group enabled youth
to contribute to culture with a “peace” concept, and enhance cultural relationships. A mural project that
started with children from Chios, carrying the theme and dimensions of Pablo Picasso’s “Guernica”, was
completed in Izmir with the participation of a group of middle school children, children from Chios, and
undergraduate design students from the Izmir University of Economics (IUE). The organizing committee was
Poiein Kai Prattein in coordination with Kids’ Guernica and IUE, and the finalized version of the mural was
exhibited in Athens at the Zappion – Megaron. All participants were ecstatic to have created an international
joint project with so many different groups of people involved. When the participants were asked about how
the groups communicated, they replied by saying, “by painting”. Even this reply points to the beginning of an
awareness concerning art that stresses creativity and communication (See Figures 1 and 2).
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