Shreyas Pandit's latest proposals
Curriculum Blueprints for Culture
Sample curriculums are created every year for each grade/subject level with various cultural activities (dance, music, theater, visual arts) injected into them.
Curriculums Blueprints are created by teachers working in concert with performance groups
Curriculums Blueprints are offered online (through Kulan?)
Teachers can download a Curriculums Blueprint and modify it, can also upload the modified version
Curriculums Blueprints will keep track of authors (teachers, performance groups, etc). Modified Blueprints will keep track of source (or inspiration) and who edited
Curriculums Blueprints would be presented as a snapshot with the following information
-Authors, Inspired By, Last Modified By
-Ratings/Reviews (includes students, teachers, admins, performance groups?). Users of the Curriculums Blueprints are required to submit a rating in the final month of the school year.
-Measurements/Statistics (average exam scores for students on this curriculum, average grade point for students on this curriculum)
End of school year annual event to reward the most successful curriculum or the year (based on ratings)
-Honor the curriculum creator(s)
-Honor the teachers/students/performance groups that use the curriculum
- special committee who has- school teachers, students, principal, hired person to help with skolverket, performers, class representatives
- To have a curriculum which enables in learning thru culture
- Connecting to real life
- To enhance democratic learning- Equal opportunity for all
- By making standardized time table/schedule which includes culture.
- Special committee working together with school
Support teachers finding activities by providing ratings and reviews for each culture activities… allow the students the opportunity to write individual reviews for the activities they go to (maybe the teacher can have it as an assignment), add a ranking system to the review (helpful/not helpful ).
Support teachers by simplifying the payment process… maybe Arbetsgrupp can pay 100% to the performers then bill school for the amount after applying the subsidy (get better data on the number of students who attended)
Support teachers by making the booking process simpler... rather than registering and being manually approved to become a Booker use the personal number and cross-reference if it's a teacher, after school person, culture admin, etc. Then can get more data (which teachers or after school program, what grade levels)
material for teachers
Supporting material for teachers - for example a booklet about general themes in theatre and how they are treated, different methods (f.e. Breaking the fourth wall, use of electronic options (beamers, videos, etc.) instead of classic backgrounds, choral speaking, gender switching…) or subjects/themes that teachers and students can work with. Theatres can then give additional material (a small flyer) about their play if teachers are interested to make themselves more ‘attractive’to be chosen as venue - this can also aid the decision-making process. Instead of a booklet a website could be used as well! (--> this could also facilitate interaction between teachers from different schools or performers, since people could exchange ideas on a chat platform) → problem: already Kulan is problematic
Shreyas Pandit's latest prototypes
The concept of advertisement is not thought of to be a separate concept, but rather a build-on to the other four concepts. In the empathize phase we found that not all teachers knew about Kulan (neither the subsidy or any of the other functions of Kulan), and not all teachers were aware of the benefits of including culture in the curriculum. We came to the conclusion that whatever concept we develop further, the existing infrastructure needs to be better used to inform teachers about the tools and subsidies available and also to increase the awareness of the value of culture and the aesthetic learning processes in education.
The main focus of the Collabo-Sharing concept is to connect different actors and to create understanding for the importance of culture . In the children’s and youth culture plan of the City of Stockholm, “Culture at eye-level – for, with and by children and young people”, it is stated that “education and culture go hand in hand”. Further, it states the goal to “provide all young people with the formative education necessary so they can make their own important life choices” and that “active participation in culture, as practitioners and spectators, strengthens children’s ability to communicate and put themselves in other people's situations, provides them with the skills needed to go from a creative concept to action, and strengthens their personal identity”. However, we found that the “school world” and the “cultural world” seemed to be very separate entities that interact minimally with each other in Stockholm.
The Golden Ticket
The main focus of the Golden Ticket concept is to facilitate planning. One recurring theme in the interviews was that many teachers feel planning a cultural experience takes a lot of time and energy. Outside of the time needed to search and find good and appropriate shows, a lot of logistics are required for the teacher in order to take a class to see a performance. From fourth grade onwards teachers only teach subjects (in contrast to the earlier grades where there is one teacher, for all subjects, for the same class), meaning that if, for example, you are an English teacher, you will only meet a class for the hour that you teach English, and then both you and the students will have other classes afterwards. This makes it difficult for a teacher to take a class to a performance during school hours, and to find a convenient time that works for the whole class.
Stockholm Ungsdom Art Festival (SUKF)
The main focus of the Stockholm Kulturfestival Ungdom concept is to facilitate planning and to connect different actors. Stockholm is a city with a rich cultural life and a lot of cultural activities going on. When talking to teachers we understood that they do not experience a shortage of information, but rather some feel flooded with information and think that it is difficult to know what is of value for them. This results in a situation where teachers do not make the most of the resources available for them.