Ceramic techniques, enabling inclusive learning, inducing collective sustainability and creativity.
The Ceramiter, using Ceramic Techniques, aims to train higher education students with skills relevant to society and to learn excellence in power skills, critical to their future.
It will be possible for these students, future professionals, using ceramics, to interact with different young people with specific learning needs/interaction with local and regional institutions, in a learning-service logic.
Local
Portugal
Center Region:
Leiria, Pombal, Caldas da Rainha, Torres Vedras
Mainly urban
It refers to other types of transformations (soft investment)
No
No
Yes
As a representative of an organisation
Name of the organisation(s): Degree Course in Occupational Therapy-School of Health Sciences Type of organisation: University or another research institution First name of representative: vanda Last name of representative: pedrosa Gender: Female Nationality: Portugal Function: Professor Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Morro do Lena Town: Leiria Postal code: 2410 Country: Portugal Direct Tel:+351 244 845 300 E-mail:vanda.varela@ipleiria.pt Website:https://www.ipleiria.pt/esslei/escola/contactos/
The CeramiTer project is based on a Collaborative Learning proposal, where higher education students will benefit from a service-learning proposal, to be developed in a real and innovative environment that will allow them to simultaneously develop technical skills in therapeutic intervention but also, in arts and design with people with specific learning and interaction needs.
The CeramiTer project was born from a pilot partnership between 3 different institutions: School of Health Sciences (Polytechnic Institute of Leiria), School of Arts and Design (Polytechnic Institute of Leiria) and the Rainha Dª Leonor Special Education Centre, in Caldas da Rainha.
The collaboration aims at building plastic activities using Ceramics, mediating information, points of view, questions, problem-solving and evaluations between the participants.
This learning model has proven to be effective both at the academic level of the students who develop different skills such as large and small group work, conflict and emotion management, concrete interaction with people with specific learning and interaction needs who in turn will also be involved in an improvement of their integration in society via activities that are expected to be socially useful and productive.
In this context, the main objective of this project is to promote the improvement of the teaching-learning process of students in the areas of Arts and Health, first through the access to a multidisciplinary curricular learning, intended for Arts and Design students from ESAD.CR-IPL and Occupational Therapy students from ESSLEI-IPL, and also the empowerment/integration of people with specific learning and interaction needs that usually attend institutions such as CERDL.
In conclusion, this combination will promote knowledge and skills, in an integrated and transdisciplinary look at a society that wants to be of all for all.
Service-Learning
Ceramic mediator thecniques
Power Skills
Specific Learning/Interation Needs
Teaching Excellence
The artistic and design component, in addition to the creative potential to be developed, creates a rewarding product for the user and can create a marketable and sustainable product, both in the choice of materials and during the production and marketing process. Both teaching and joint ceramics activities will be supported by SDG 12: Ensuring sustainable consumption and product standards. Packaging and marketing costs will be minimal, supported by communication through word of mouth and the media. The Ceramiter project objectives initially envisaged, and to be updated for 2023, are supported by a transversality of knowledge; competences, skills, and attitudes in sustainability. Both the project's basic and complementary activities were and will be updated based on the present and the future, a tomorrow that is intended to be sustainable. Among the defined objectives are the following:
1. to work collaboratively in a transdisciplinary way in the construction of a common educational project (here by using the plastic arts (specifically ceramic techniques) in a circular and sustainable continuum, based on a process with the will to achieve zero waste with all those involved);
2. Developing a sense of social responsibility (favoring facing up to the uncertainty about the future and the ambiguity of sustainability problems and the way they may evolve, alerting the whole team involved to the impacts on the environment, the social results and the economic aspects. In short, it will be determinant that all those involved are available to incorporate sustainable practices, with minimum impact, and attentive to all solutions. In this sense, all the project's outputs will be carried out in a digital format and/or in ead; training to be given to all involved will be structured in a b-learning format; travelling between partner institutions will be reduced, favoring digital means for interaction among all. Formal and informal contacts will be privileged in digital format.
In this sense, the initiative is already considered an exemplary practice, but it is evolving. Ceramiter has been based on a collaboration via ceramic art, the mediator between all those who participate in the project. Besides the importance of incorporating sustainable practices, with a minimum impact on the environment, the intention is to materialize in a ceramic co-creation that favors impacts at the aesthetic and creative level. This collaboration has allowed a collective construction that via ceramics, the use of clay and other materials allows for the sharing of information, points of view, facilitates questions about old and new problems, allows for the construction of new questions as well as the evaluation and resolution of diverse problems. Through art, both verbal and non-verbal communication, as well as individual and collective access to emotions, will be much easier. The design, the use of art, which is intended to be beautiful, with a strong sense of aesthetics, will favor interaction between all participants, whether direct or indirect. There is a contrast between the material to be worked on, with earth elements and all kinds of emotions that will be worked on, aiming at harmony and relaxation.
In cultural terms, this approach of the academy to the local community of influence, to which a joint final product is returned, will bring advantages to those who acquire the co-created pieces in a shared history. An example of this could be to make the final buyer (local communities) aware of the history of the conception of each piece, using a QR-Code, for example. In summary, the main socio-emotional benefits of Ceramiter are: Recognize occupation (plastic art) as a therapeutic intervention tool with proven effectiveness; Understand the work of co-creation as a pedagogical strategy; Recognize transdisciplinarity, the basic structure of a differentiated therapeutic intervention with proven results; Identify objectives through art.
The intention is that learning through real practical exploration through ceramic art will enable very effective co-creation that will be an added value for all participants and also for the adjacent local community of all institutions involved, fostering a commitment and new skills at the level of inclusion and social responsibility.
The integration of people with specific needs (with disabilities) with the labour/sales market and higher education students will improve the knowledge, interaction, and social participation, far beyond the usual institutional routines, of all institutions.
This collaborative learning model around a common goal promotes effective learning supported by active learning practices. The student is facilitated in developing work skills in large and small groups, and from an individual perspective, favouring collaboration, problem solving and conflict and emotion management, interaction in real contact with people, citizens with specific needs and learning and interaction.
And here, once more, we underline the importance of two Schools of the same institution, the School of Health Sciences, in Leiria, and the School of Arts and Design, in Caldas da Rainha, joining together in a common objective and good. And we also highlight the integration of a community Institution, from Caldas da Rainha, where the youngsters who attend it daily will have access to new forms of socialization and interaction, the possibility to dynamize new ways of getting involved in productive and socially useful activities, favorable to their integration.
This collaborative triad will enable all the students to obtain a range of skills for their future life and practice, in different action scenarios, and may perpetuate the impact of the project in the future.
In other words, participants, with disabilities and participants, students in higher education, will be left with a knowledge that will allow them to replicate what they learned at Ceramiter.
The project resulted from a project, the IPL (+) INCLUSIVE project of the Polytechnic Institute of Leiria, whose mission is to stimulate the implementation of a global inclusion policy in all areas of action of the Institute and surrounding community. In this sense, it was possible to propose the development of a partnership that joined different teaching units with a common co-creation point, in an action/activity directed to the community. And this starting point immediately favored the institutional commitment, in an extension to the community, to the civil society, of the influence area of the Polytechnic of Leiria.
Given this first framing, and after the collaboration in this scenario, both students of Occupational Therapy and students of the Arts and Design course were integrated according to their availability for the integration in the project, since, in the first cycle, five students from each degree course involved were integrated, a total of ten students from the Polytechnic of Leiria. Regarding the people with specific learning/interaction needs, they were selected by the institution coordinators, according to two criteria, interest, and ease of integration in the project, from among the population with specific interaction/learning needs of the institution Centro de Educação Especial Rainha Dª Leonor. In the new implementation, there is the possibility of integrating participants in the same ways or in others to be rethought, so that it is possible to reach more people, from different places and contexts, always in the area covered by the Polytechnic of Leiria. Also, the divulgation previously made of the project, as well as the one to be re-launched, may have a strong impact in the possible collaboration of the civil society, both in the divulgation and in the transferability of the initiative in other places or contexts. If the impact is perceived as positive by the community, it may have a huge replicability impact, based on the brand established.
As stated above, the IPL (+) INCLUSIVE project of the Polytechnic Institute of Leiria allowed and stimulated the implementation of a global inclusion policy in all domains of action of the Institute and surrounding community. In this sense, it was possible to propose the development of a partnership that gathered distinct teaching units with a common co-creation point, in an action/activity that was directed to the community, involving the mother institution of the initiative. Subsequently, and taking this framework as a starting point, and considering the long history of involvement of the Institute with the partner institutions, it was quite easy to get the institutional involvement as key stakeholders so that the initiative could move forward.
In the first moment of design and implementation, this was a project of a local and regional nature, since it contemplates geographies that are 60 km apart, in the perspective of a systematized framework within the scope of the Institute, within its radius of action.
This may be, and the application may also dictate in the future, the level of replicability and transferability to possible stakeholders of national or even European nature because, and given previous experience, it was and is considered that it is a project with a good acceptance by all stakeholders of partner institutions.
It is a project that promotes the co-creation of wills. In selection, combines the availability and willingness of the stakeholders/actors to participate. This combination makes everyone's involvement much more easier.
The constant formal and informal interactions facilitate the interaction and commitment of all.
As stated above, the IPL (+) INCLUSIVE project of the Polytechnic Institute of Leiria allowed and stimulated the implementation of a global inclusion policy in all domains of action of the Institute and surrounding community. In this sense, it was possible to propose the development of a partnership that joined different teaching units with a common co-creation point, in an action/activity that was directed to the community, involving the mother institution of the initiative. Subsequently, and taking this framework as a starting point, and considering the long history of involvement of the Institute with the partner institutions, it was quite easy to get the institutional involvement as key stakeholders so that the initiative could move forward. From this background, it was possible to build a tripartite partnership between 3 different institutions: two that belong to the institution that launched the initiative described, the School of Health Sciences in Leiria, the School of Arts and Design in Caldas da Rainha and the Center of Special Education Rainha Dª Leonor, also in Caldas da Rainha.
Just for this reason, and combining this partnership for co-creation, brings together different fields of knowledge and action, health, art and design and also knowledge of education and training for people with specific learning and interaction needs.
It is reinforced that the project only advanced in the first moment due to the strong commitment of all the stakeholders who allowed the sharing of knowledge, knowledge, emotions, and different ways of knowing how to be, do and be. The interaction was real and constant, with meetings defined for occurrence and to be held whenever necessary.
It is considered that, and only with this feeling of constant knowledge sharing was and will it be possible to maintain projects such as this sustained in transdisciplinary of knowledge and fields of action of knowledge.
The CeramiTer project is based on a Collaborative Learning proposal, where higher education students will benefit from a service-learning proposal, to be developed in a real and innovative environment that will allow them to simultaneously develop technical skills in therapeutic intervention, but also, in arts and design with people with specific learning and interaction needs. The initiative is considered innovative because it combines active methodologies of action that are known to facilitate the acquisition of knowledge, lasting over time.
Then, the fact that it was born from a pilot partnership between three different institutions, with such distinct areas of knowledge, is also considered innovative, a project aligned with the guidelines of the promoting institution, but also with the national and international context regarding education, health, integration of all in a fairer society.
Then, the vision of co-creation using Ceramics mediates and brings to light, the delivery and fusion of different areas of knowledge that put energy and knowledge in each ceramic piece that is created, nurturing those of society that acquire the pieces, recognizing the process that supports them.
It is also considered to be an open-ended project, where other stakeholders, namely experts in key areas of the project, may still be involved or rethought. They can facilitate the organization of what to improve or what will work best at each moment.
In this way and by touching each one of those involved with a common creation we can eternalize the extension of the project and of each piece that goes beyond design, to the home or place of each one of us.
The whole project (implementation cycle) can be carried out and designed for the continuous enjoyment of the students of the ESSLei degree course in Occupational Therapy, as well as, and in an interdisciplinary perspective, give the possibility to other ESSLei courses, in an organized way with each of the course coordinators, to also participate in the implementation of the project. It can also be considered for other courses, of the Polytechnic, here, in a long-term horizon, to mature in due time. Thus, and only with this thought base it will be possible the replication/transfer in other contexts/places (campus) of different geographical areas of coverage of the Polytechnic of Leiria, namely: Peniche, Leiria, Caldas da Rainha, Pombal, Torres Vedras (a subject for reflection).
Due to the specificity of the project, it is important to always keep the students at the School of Arts and Design, given the importance of the knowledge of the tools on ceramics. The methodology in the next cycle will continue with what was previously foreseen and indicated in the present application but, and always with the focus placed on the importance of measuring changes or adjustments to the process. In any case, for the time being, the idea is to maintain the logic: 1. training; 2. local implementation; 3. reflection and organization of results.
Regarding Technology, it will have a preponderant role in this re-launching of the project, which will have a greater contribution of the hybrid format, guaranteeing and cementing very pertinent aspects for the sustainability of the project. In the same way, reflecting on the processes and respective final product (using QrCode) and digital forms of dissemination, all of them will be analyzed in detail, in order to contribute to a zero waste, throughout the Ceramiter cycle.
Besides, it can be transferred, replicated to other institutions, both around ESAD, as it was and will be the case of CERDL, but also to institutions around Leiria.
To achieve this project, a methodology of theoretical, theoretical-practical, and practical teaching is adopted, in which special attention is given to the theoretical-practical reflection that will include analysis and implementation of plastic activities for therapeutic purposes, incorporating experimental, theoretical, and practical methods based on collaborative learning establishing a community of practice and learning.
The approach to the different ceramic techniques will be deepened with the analysis of their intrinsic therapeutic potential, thus allowing the identification of the benefits of each technique for populations that need additional and innovative strategies to enable them to empowerment. The artistic and design component, besides the creative potential to develop, creates a rewarding final product for the user and may come to create a marketable product, with the activity being inserted in specific occupational contexts. In this context, this teaching project consists of the following activities Development of Transdisciplinary Curricular Unit - Art Therapy with 36 contact hours.
Module 1 - Fundamentals of Art Therapy - 6H; Module 2 - Introduction to Ceramic Materials - 6H; Module 3 - Art in the life cycle - 6H; Module 4 - Basic Techniques of Ceramic Forming (Roll and Ballast) - 6H; Module 5 - Techniques of decorative applications - 6H; Module 6 - Sustainability in the process of creating ceramic materials -6H.
The curricular unit will integrate a theoretical and practical component in which students complete 24 hours of contact with users of the partner entity CEERDL, under the supervision of teachers. They will have to develop a joint project between art and therapy, being able to demonstrate mastery of professional practice and reflective skills, critique their reasoning and decision making in relation to working with the patient and understand their role as a member of a team. It should be noted that the activity wil
The Ceramiter initiative/project integrates several challenges, global, European, national.
In this sense, we highlight the Sustainable Development Goals 2030 that, in a global, European, and local panorama support concrete initiatives and respective solutions that are intended to be aligned, with a knowledge of all for all.
From this framework, and observing the totality of the Sustainable Development Goals, the following are relevant for the Ceramiter Project, namely:
- Quality Education, namely: eliminating distinction in education; education to promote sustainable development and global citizenship.
- Decent Work and Economic Growth, namely: employment and decent work with equal pay for all;
- Industry and Infrastructure, namely: developing green, resilient and inclusive infrastructure and promoting inclusive and sustainable industrialization;
- Reducing Inequalities;
- Passive Production and Consumption: significant reduction in waste production 2030;
- Partnerships for the Goals: promoting effective partnerships; knowledge sharing and cooperation for access to science; technology and innovation.
Locally, it is also highlighted that, the SDG 2030, are aligned with the Strategic Plan of the Polytechnic of Leiria and by the Action Plan of the School of Health Sciences, currently an integral member of the World Strategy for Rehabilitation, 2030. It is worth mentioning that this action plan allows and supports different priorities, the reinforcement of education and training in rehabilitation field, in the case of this project, mediated through artistic processes (ceramics).
It should be noted that Ceramiter is also aligned with the European Framework of the European Year of Competences.
Ceramiter, is also aligned with the National Health Plan, currently updated for the horizon 2030. It also aligns with the main guidelines when it comes to literacy, giving "power" to all involved, in the medium and long term.
The project has already carried out a complete cycle of implementation.
In detail, a complete training that counted with the participation of a group of 5 students from the Occupational Therapy Degree Course from Esslei, in Leiria, a group of 5 students from the Arts and Design Course from ESAD in Caldas da Rainha and a group of 5 people with specific learning needs from CRDEL, D. Leonor in Caldas da Rainha.
There were also 3 teachers from the Polytechnic of Leiria and 3 professionals from the institutions involved. The institutional co-ordinations were also duly involved in the whole process.
In total, it was possible to produce 20 pieces that were "sold" to the local community, in Caldas da Rainha and Leiria.
It should also be noted that, since the year in which the project first started, the Ceramiter Brand is a Registered Trademark of the Polytechnic of Leiria, until the present.
Next year (after the application) it would be our intention to reactivate the project, relaunching with a new look the Brand Ceramiter, supported in a new complete cycle of implementation, adjusting some aspects of the training, especially those based on principles of sustainability and active learning by those involved, namely Embodied Learning and Experiential Learning.
All aspects related to active learning methodologies will certainly be observed in greater detail, especially those that favors a hybrid format, and the incorporation of sustainable procedures and processes.
It will be our strong intention to increase the dissemination throughout the project, via ESSlei platforms, and all the usual media, which collaborate with the Polytechnic of Leiria.
The CeramiTer pilot partnership between 3 different institutions: School of Health Sciences (Polytechnic Institute of Leiria), Higher School of Arts and Design (Polytechnic Institute of Leiria) and the Special Education Center Rainha Dª Leonor, in Caldas da Rainha Will embrace complexity in sustainability, especially in literacy, adaptability and exploratory and different ways of being sustainable. The Embodied Learning and Experiential Learning will promote power competences: arts-based learning; better movers will be better thinkers and culture Makers. The participants will be much more prepared to uncertainty competencies.
