ROOTS. Learn where you live
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<strong>ROOTS</strong><br />
<strong>Learn</strong> <strong>where</strong><br />
<strong>you</strong> <strong>live</strong><br />
Museumsverein<br />
KLOSTERTAL
<strong>ROOTS</strong>. <strong>Learn</strong> <strong>where</strong> <strong>you</strong> <strong>live</strong><br />
Sonderband zur Kleinen Schriftenreihe des<br />
Museumsvereins Klostertal<br />
Wald am Arlberg 2023<br />
Museumsverein Klostertal<br />
Haus Nr. 60a<br />
A-6752 Wald am Arlberg<br />
Tel: +43 664 4911474<br />
info@museumsverein-klostertal.at<br />
www.museumsverein-klostertal.at<br />
+43 650 5200932<br />
museumsverein.klostertal<br />
klostertalmuseum<br />
Gestaltung: Kathrin Novis, Christof Thöny<br />
Druck: Druckerei Thurnher<br />
© Museumsverein Klostertal. Wald am Arlberg 2023
<strong>ROOTS</strong><br />
<strong>Learn</strong> <strong>where</strong><br />
<strong>you</strong> <strong>live</strong><br />
Sonderband zur Kleinen Schriftenreihe<br />
des Museumsvereins Klostertal<br />
Wald am Arlberg 2023
Content<br />
Introduction 5<br />
Austria 9<br />
Greece 15<br />
Hungary 21<br />
Portugal 27<br />
Porject data 30<br />
List of Illustrations 31<br />
5
Inroduction<br />
The following four partner organizations worked together from<br />
June 2021 to December 2023 in the Erasmus+ programme of the<br />
European Union:<br />
- Museumsverein Klostertal (Wald am Arlberg, Austria, Lead)<br />
- Imerisio Gymnasio Anoixis (Athens, Greece)<br />
- KozgazdasagiPolitechnikum Alternativ Gimnazium (Budapest,<br />
Hungary)<br />
- Município de Vila do Porto (Vila do Porto, Azores, Portugal)<br />
In view of the coronavirus crisis and the associated uncertainties<br />
as well as an identity crisis that we identified, we wanted to<br />
strengthen regional awareness of our own origins (the „roots“<br />
referred to in the project title). Through international cooperation,<br />
a European network was to be created and the discussion<br />
of local phenomena was to be brought into exchange. We have<br />
placed cultural heritage at the heart of the project, which ties in<br />
with the theme of the European Year of Cultural Heritage 2018.<br />
In the project, <strong>you</strong>ng people from the participating institutions<br />
and regions have become researchers who have explored the genesis<br />
of their living environment (in German, the term „Heimat“<br />
is commonly used for this). Both the tangible cultural heritage,<br />
i.e. everything built and made, and the intangible cultural heritage,<br />
i.e. the knowledge of the older generation, as well as the<br />
treasure trove of traditions, legends and tales, have been made<br />
the subject of the project. The exchange of schools with archives,<br />
museums and libraries has played a particularly important role<br />
in the project.<br />
It was very important to start in the participating cities and regions<br />
as a starting point for dealing with the local cultural heritage.<br />
We wanted to jointly develop methods with which <strong>you</strong>ng people<br />
could turn to the established structures of their living environment<br />
in a targeted and results-oriented manner, in the approach<br />
7
of Citizen Science for <strong>you</strong>ng people. The mix of project partners<br />
(a museum, two schools, a local authority) played an important<br />
role here, as we were able to learn from each other‘s different<br />
backgrounds. This also applies to the geographical backgrounds<br />
(two European capitals, an island in the Atlantic, a rural region<br />
in Austria). The project aimed to strengthen cooperation between<br />
schools and regional research institutions. We wanted to<br />
empower <strong>you</strong>ng people to safeguard intangible cultural heritage<br />
by bringing them into contact with the older generation. In this<br />
way, we wanted to raise awareness of the changes of the past and<br />
create a spirit of research and searching, true to the motto: „Dig<br />
<strong>where</strong> <strong>you</strong> <strong>live</strong>“.<br />
The project partners developed a detailed and coordinated work<br />
plan at the beginning. Detailed questions regarding project management,<br />
international cooperation, cooperation at local level<br />
and work with the pupils involved were clarified. Project management<br />
was carried out by pre-defined project teams. These coordinated<br />
regularly at the level of the four countries in the form of<br />
virtual meetings. The project was implemented in nine well-coordinated<br />
activities. The first of these were initially carried out by all<br />
partners and evaluated and discussed in online meetings. Two<br />
transnational meetings were used for intensive coordination.<br />
Four training, teaching and learning activities took place in the<br />
project, for each of which one of the partners was responsible.<br />
This partner put together a corresponding program. The respective<br />
themes of these activities, in which teachers and pupils took<br />
part, were defined in advance so that they could correspond with<br />
the geographical and historical host region. These units involved<br />
intensive work in workshops, excursions and other events.<br />
Extensive collections of local knowledge relating to cultural heritage<br />
were created at the respective partner institutions during<br />
the project, in some cases in consultation with artists. These<br />
were used to develop digital formats for teaching with reference<br />
8
to their own living environment. The results have been presented<br />
in various ways, in the form of lectures, small exhibitions, written<br />
contributions, on social media and on an internet platform developed<br />
by the Klostertal Museum Association. These activities<br />
have strengthened the dialog between generations and awareness<br />
of established structures. New networks have been created<br />
between schools, archives, museums and libraries, which will<br />
have long-term effects. The participants in the training,. The participants<br />
in the training, teaching and learning activities were<br />
able to broaden their horizons and develop tolerance and understanding<br />
for other countries and cultures. They have shared this<br />
knowledge with their peers in their respective schools and with<br />
many other people in their cities and regions. A handbook with<br />
methods for communicating cultural heritage and a film were created<br />
during the project and will be available for the duration of<br />
the project.<br />
In this handbook, which is published as a special volume in the<br />
Klostertal Museum Association‘s small publication series, we<br />
present different approaches to regional learning and hope to<br />
provide a variety of best practice examples.<br />
Christof Thöny, December 2023<br />
9
Austria<br />
Regional <strong>Learn</strong>ing at Klostertal Museum<br />
After lengthy preparatory work, the Klostertal Museum in Wald<br />
am Arlberg was opened in 1994. The aim of the regional museum<br />
was to be a „museum of local history of a different kind“, i.e. not<br />
only to exhibit old objects but also to create a link to history and<br />
thus enable a critical examination of it. The concept was very well<br />
received and the museum was awarded the Austrian Museum<br />
Prize in 1997. In 2001, the Klostertal Museum Association was<br />
founded to support the museum. It has taken over the administration<br />
of the museum. Over the past decade and a half, the association<br />
has also developed extensive activities in researching<br />
and communicating topics relating to the history and cultural<br />
landscape of the region - through exhibitions, events, projects<br />
11
and publications. In doing so, it has always focused on various<br />
topics of regional history (especially contemporary history), folklore,<br />
landscape and art history. Even in the first few years after<br />
its foundation, the Klostertal Museum Association was involved<br />
with EU funding. In this context, several projects in the Leader<br />
program and the Interreg program have been implemented since<br />
the 2000 to 2006 funding period. We have also been involved<br />
with the Erasmus+ program for several years.<br />
In recent years, the Klostertal Museum Association has increased<br />
its efforts to communicate the contents of the Klostertal Museum<br />
to children and <strong>you</strong>ng people. The <strong>ROOTS</strong> project has provided a<br />
lot of impetus for this. Workshop formats have been created for<br />
children and <strong>you</strong>ng people of different age groups. These were<br />
tested with school groups from the region as part of the project.<br />
All workshops are led by expert guides and guarantee an exciting<br />
and informative stay at the historic Thöny-Hof.<br />
Offers for elementary school (6 to 10 years)<br />
The offers for 1st to 4th grade consist of a guided tour of the Klostertal<br />
Museum, which is adapted to the age of the pupils, and a<br />
subsequent in-depth exploration of selected topics using various<br />
stations and materials. The museum tour, which lasts around<br />
30 minutes, focuses on stories about the historical objects and<br />
how they were used. These stories are deepened using materials<br />
that are also adapted to the school levels, with the focus on the<br />
children‘s independent learning through discovery.<br />
Offers for middle schools and lower secondary school (10 to 14<br />
years)<br />
For grades 5 to 8, the offers are staggered. All classes start with a<br />
guided tour of the Klostertal Museum, with the content becoming<br />
more in-depth towards the 8th grade. Following the guided tour,<br />
the 5th and 6th grades have the opportunity to explore the content<br />
of the permanent exhibition in greater depth in a workshop<br />
13
with selected materials. Pupils can work independently in many<br />
different ways. For the 7th and 8th grades, a workshop on the<br />
topic of „Culture of Remembrance“ is offered after the tour. Here,<br />
the <strong>you</strong>ng people explore their own origins based on the Klostertal<br />
Museum and its history<br />
Offers for upper school classes (15 to 19 years)<br />
A guided tour of the Klostertal Museum is also on the program for<br />
upper school classes, during which the topic of „home“ is critically<br />
reflected upon. The <strong>you</strong>ng people can then explore one of<br />
the following topics in a workshop:<br />
- Contemporary history in regional museums In this workshop,<br />
the issue of coming to terms with the Nazi past is addressed. This<br />
can also be combined with a discussion with a contemporary witness.<br />
- „Heimat im Wandel“: This workshop includes a critical examination<br />
of the concept of „Heimat“.<br />
Christof Thöny<br />
14
Greece<br />
Regional <strong>Learn</strong>ing and Best Practice Examples<br />
Regional learning has emerged as a key strategy for enhancing<br />
educational results, fostering collaboration, innovation, and<br />
engagement among students and educators. This approach recognizes<br />
that students learn best in environments that are connected<br />
to their communities and that draw upon the rich resources<br />
available in Attica‘s historical, cultural, and environmental<br />
landscapes. By breaking down traditional boundaries and fostering<br />
partnerships between schools, communities, organizations<br />
and museums regional learning allows for a more holistic and<br />
contextual approach to education.<br />
Therefore, our school has implemented numerous examples of<br />
regional learning. Here are a few notable examples:<br />
1. Interdisciplinary Collaborations<br />
Schools in Dionysos municipality, <strong>where</strong> our school belongs, implement<br />
interdisciplinary approaches to teaching, learning and<br />
promoting deeper understanding of our region. For instance, elementary<br />
and junior high schools collaborate with environmental<br />
organizations in order to discover and protect the mountains<br />
and the forests in the surrounding area. They work with cultural<br />
associations so that students can learn local traditions such as<br />
dances, songs and customs. In collaboration with the educational<br />
department of the municipality students worked on the<br />
project “Discovering the historical paths of my hometown” and<br />
learnt about the history, the diversity, the culture and the natural<br />
wealth of our region.<br />
17
2. Community Engagement<br />
Community engagement is of great importance in our region. Our<br />
school has partnered with local organizations such as volunteer<br />
firemen, the institution for disabled people, local environmental<br />
organizations and others to address community needs, foster<br />
empathy, social responsibility and leadership skills among students.<br />
3. Digital <strong>Learn</strong>ing Platforms and Resources<br />
New technologies have played a significant role in improving regional<br />
learning initiatives. Online platforms, virtual libraries, and<br />
digitalized resources (videos, documents, photographs) have<br />
enabled collaboration and communication among students and<br />
educators as well as research on topics concerning the local history<br />
and traditions.<br />
4. Leveraging Community Resources<br />
Dionysos’ rich cultural heritage, natural beauty and diverse industries<br />
have been carefully incorporated into regional learning<br />
18
initiatives. Schools have partnered with museums, historical<br />
sites and businesses to provide students with hands-on experiences<br />
and real-world learning opportunities.<br />
Regional learning stands as a powerful strategy to transform educational<br />
landscapes. By leveraging collaborative partnerships,<br />
interdisciplinary approaches, community engagement, and innovative<br />
technologies, schools can create engaging, effective, and<br />
relevant learning environments that prepare students for success<br />
in a rapidly changing world. As regional learning initiatives continue<br />
to evolve, we can expect even more innovative and transformative<br />
educational practices to emerge, shaping the future of<br />
learning for generations to come.<br />
Synergy in Education: Fostering Collaboration between Schools<br />
and Museums<br />
Schools and museums, each with their dynamic and resources,<br />
can form a powerful alliance to enrich the educational experience<br />
for students. By leveraging the vast knowledge, artifacts, and expertise<br />
housed in museums, schools can transform classrooms<br />
into immersive learning environments that spark curiosity, ignite<br />
imagination, and cultivate critical thinking skills.<br />
Museums possess a wealth of historical, cultural, and scientific<br />
treasures that can serve as catalysts for engaging lessons. Field<br />
trips to museums offer opportunities for students to interact directly<br />
with artifacts, explore exhibits, and delve into the stories<br />
they hold. These firsthand experiences provide students with a<br />
deeper understanding of the world around them, beyond the confines<br />
of textbooks.<br />
Beyond field trips, schools and museums can collaborate on a<br />
variety of projects to enhance curriculum de<strong>live</strong>ry and foster a<br />
love of learning. Museum educators can collaborate with classroom<br />
teachers to develop interdisciplinary lessons that integrate<br />
museum exhibits into core subjects like history, science, and art.<br />
19
These collaborative endeavors can bring real-world context to<br />
classroom learning, making concepts more tangible and applicable<br />
to students‘ <strong>live</strong>s.<br />
Schools and museums can establish various partnerships to maximize<br />
their effectiveness in enriching student learning. Here are<br />
some examples<br />
Guest Lectures and Workshops: Schools can invite museum experts<br />
to conduct guest lectures or workshops for students and<br />
teachers. These sessions can provide valuable insights into various<br />
topics and provide opportunities for hands-on activities.<br />
Virtual Field Trips and Online Resources: Schools can perform virtual<br />
museum tours, show online exhibits and educational videos<br />
to provide students with access to museum resources without<br />
leaving the classroom.<br />
Community Outreach and Service <strong>Learn</strong>ing: Schools can partner<br />
with museums to engage in community outreach projects, such<br />
as volunteering, conducting research, or organizing museum<br />
events. These experiences can foster a sense of social responsibility<br />
and civic engagement among students.<br />
The collaboration between schools and museums is beneficial for<br />
both parties. Museums gain exposure to new audiences and opportunities<br />
to share their knowledge and expertise. Schools benefit<br />
from the rich resources, expertise, and innovative teaching<br />
methods that museums offer.<br />
This synergy between schools and museums can revolutionize<br />
the educational experience, transforming classrooms into dynamic<br />
learning environments that inspire curiosity, ignite imagination,<br />
and prepare students for success in a rapidly changing<br />
world.<br />
Haritini Nikolaou<br />
20
21
Hungary<br />
Regional <strong>Learn</strong>ing in Budapest<br />
Regional learning refers to the practice of incorporating local culture,<br />
history, and resources into education. It allows students to<br />
develop a deep understanding of their surroundings and fosters<br />
a sense of belonging. Budapest, the capital city of Hungary, offers<br />
numerous best practice examples of regional learning that<br />
can be adapted and incorporated into high school curricula. By<br />
utilizing regional learning, high schools and Poli (Közgazdasági<br />
Politechnikum Alternatív Gimnázium) in particular can enhance<br />
students‘ educational experiences, promote cultural understanding,<br />
and create meaningful connections with local museums.<br />
One exemplary practice of regional learning in Budapest is the<br />
integration of local history into the curriculum. Budapest has<br />
a rich and diverse history, with influences from Celtic, Roman,<br />
Ottoman, and Austro-Hungarian civilizations. High schools can<br />
incorporate these historical aspects into their history and social<br />
studies classes, providing students with a comprehensive understanding<br />
of the city‘s past. For instance, students can study<br />
the impact of the Ottoman Empire on Budapest‘s architecture, or<br />
delve into the history of the Hungarian Revolution of 1848. This<br />
approach not only deepens students‘ knowledge but also allows<br />
them to make connections between historical events and their<br />
present <strong>live</strong>s.<br />
In addition to history, regional learning can be implemented<br />
through the inclusion of local literature and arts in high school<br />
literature and art classes. Budapest has been home to influential<br />
writers and artists. By studying their works, students can gain<br />
insights into the city‘s cultural heritage and develop an appreciation<br />
for local art forms. Integrating regional literature and art into<br />
the curriculum can also inspire students and provide them with a<br />
sense of pride in their local heritage.<br />
23
Moreover, cooperating with local museums can greatly contribute<br />
to regional learning in high schools. Budapest boasts a wide array<br />
of museums, each encapsulating a unique aspect of the city‘s<br />
history and culture. For example, the Hungarian National Museum<br />
showcases the nation‘s history, from prehistoric times to<br />
the present day. Students can visit this museum as part of their<br />
history classes, engaging in hands-on learning experiences that<br />
complement their classroom studies. Similarly, the Museum of<br />
Fine Arts in Budapest houses an extensive collection of European<br />
masterpieces, offering students an opportunity to appreciate<br />
world-renowned artworks and understand their cultural significance.<br />
Collaborating with museums allows high school students<br />
to experience learning beyond textbooks, making their education<br />
more immersive and memorable.<br />
A possible cooperation between high schools and museums can<br />
take various forms, such as organizing guided tours, hosting<br />
educational workshops, or even facilitating student exhibitions<br />
within museum premises. Museum educators can work collaboratively<br />
with high school teachers to design tailored programs<br />
that align with the curricular goals and learning outcomes. For<br />
instance, a history teacher can collaborate with the Hungarian<br />
National Museum to create a focused guided-tour on a particular<br />
historical period, encouraging students to research, curate,<br />
and present their findings. This type of collaboration not only<br />
deepens students‘ understanding of the subject matter but also<br />
fosters their critical thinking, research skills, and creativity.<br />
Furthermore, high schools can benefit from utilizing museum resources<br />
for project-based learning. Museums often maintain extensive<br />
archives, libraries, and research facilities that can serve<br />
as valuable resources for students‘ projects. Students can be tasked<br />
with conducting in-depth research on a particular aspect of<br />
Budapest‘s history or culture, utilizing the rich resources available<br />
in museum collections. This approach empowers students to<br />
24
ecome active learners, as they take ownership of their research<br />
and immerse themselves in the topic. Moreover, the cooperation<br />
between high schools and museums can provide students with<br />
opportunities for mentorship and guidance from museum professionals,<br />
nurturing their passion for research and encouraging<br />
future academic pursuits.<br />
To ensure the effectiveness of regional learning and cooperation<br />
with museums, it is essential for high school teachers to receive<br />
professional development opportunities. Trainings and workshops<br />
can familiarize teachers with the best practices in regional<br />
learning, equip them with the necessary knowledge about local<br />
resources, and enable them to design engaging and interdisciplinary<br />
lesson plans. Additionally, collaborating with museum<br />
25
educators allows teachers to tap into their expertise and gain insights<br />
into innovative teaching methods.<br />
Our school, Poli has some ongoing projects with different museums,<br />
but they are mostly based on the co-operation of individual<br />
teachers and art historians. These include museum-visits,<br />
guided tours in the city or walks that aim to explore a certain area<br />
of Budapest. Having looked at the opportunities and possibilities<br />
above, we believe that co-operation can be improved on an<br />
institutional basis.<br />
In conclusion, regional learning and cooperation with museums<br />
offer exceptional opportunities for high schools to enhance students‘<br />
educational experiences. By utilizing regional learning,<br />
high schools can deepen students‘ understanding of local culture,<br />
foster a sense of belonging, and promote cultural awareness.<br />
Collaborating with museums allows for immersive learning<br />
experiences beyond the classroom, providing students with access<br />
to valuable resources and expertise. With a well-designed<br />
curriculum and thoughtful cooperation, Poli and other high<br />
schools can truly embrace regional learning and create meaningful<br />
connections with their local community.<br />
Dávid Péter<br />
26
Portugal<br />
<strong>Learn</strong>ing on the island<br />
Câmara Municipal Vila do Porto. Municipio de Vila do Porto is a<br />
public, non-profit organization and a local government. Its objectives<br />
are defined by its attributions and competences. We are the<br />
only municipality on Santa Maria Island. Our island is the thirdsmallest<br />
of the Açores (100 KM landmass). While there are 5.000<br />
people living on Santa Maria, in the 1950s we once had 18,000<br />
inhabitants, but the population dwindled because of mass family<br />
migration incentives from the United States and Canada.<br />
Município de Vila do Porto is responsible for safe-guarding local<br />
heritage through protective building schemes, but also coordinating<br />
cultural activities on the island—ensuring citizens have<br />
access to free, vibrant cultural experiences.<br />
Our values can be described as:<br />
-provision of equal access for all citizens to the cultural activities<br />
promoted by Município de Vila do Porto<br />
-boosting inhabitants quality of life by fostering an active citizen<br />
ship<br />
-provision the necessary conditions for cultural associations, art<br />
organizations, informal artists collective to achieve a sustainable<br />
and vibrant cultural ecosystem.<br />
29
For the pupils on Santa Maria, which is still underdeveloped in<br />
terms of tourism, the project offered the opportunity to take part<br />
in a European project and to meet <strong>you</strong>ng people from other European<br />
countries and cultures.<br />
Different groups met on a remote island; an island that relies on<br />
shipping for everything they need to import (furniture, tiles...),<br />
<strong>where</strong> the inhabitants have to fly to another island or to the mainland<br />
for medical examinations and <strong>where</strong> the population is so<br />
careful with their environment - and at the same time so friendly,<br />
warm and helpful.<br />
It was a great experience to get to know the advantages and disadvantages<br />
of such an isolated place, to see the differences in<br />
lifestyle and everyday life and at the same time to get to know<br />
many traditions, routines and personal wishes that nevertheless<br />
seem to be the same all over the world.<br />
Carmen Moreira<br />
30
Project Data<br />
<strong>ROOTS</strong>. <strong>Learn</strong> <strong>where</strong> <strong>you</strong> <strong>live</strong><br />
Project Start Date: 1 June 2022<br />
Projet Ende Date: 31 Decezmber 2024<br />
Participating Partners<br />
- Museumsverein Klostertal (Wald am Arlberg, Austria, Lead)<br />
- Imerisio Gymnasio Anoixis (Athens, Greece)<br />
- KozgazdasagiPolitechnikum Alternativ Gimnazium (Budapest,<br />
Hungary)<br />
- Município de Vila do Porto (Vila do Porto, Azores, Portugal)<br />
Funding by the European Union: 65.424 Euro<br />
32
List of Illustrations<br />
Front Cover: LTT participants in front of Klostertal Museum<br />
p. 7: Welcoming guests in the mountains of Austria<br />
p. 9: Break during the work in Klostertal Museum<br />
p. 10: Visiting vorarlberg museum in Bregenz<br />
p. 12: Group of children from local school of Kloesterle during a<br />
workshop at Klostertal Musuem<br />
p. 13: Workshop with local students on traditional craft<br />
p. 16: Excursion during the LTT in Greece<br />
p. 19: Tradtional food as immaterial heritage<br />
p. 23: Excursion during the LTT in Hungary<br />
p. 25: Students discover Europe at school in Budapest<br />
p. 28: Excursion during the LTT in Portugal<br />
p. 29: Cleaning up beaches as a contribution to natural heritage<br />
Back cover: LTT participants in Santa Maria<br />
All image rights are held by the participating organizations.<br />
33
Co-funded by<br />
the European Union<br />
Funded by the European Union. Views and opinions expressed<br />
are however those of the author(s) only and do not necessarily<br />
reflect those of the European Union or the European Education<br />
and Culture Executive Agency (EACEA). Neither the European Union<br />
nor EACEA can be held responsible for them.