Szociális kompetenciafejlesztés vizuális neveléssel a tanulói mobilitás érdekében

In our school, as well as in the Slovak-Hungarian school that cooperated with us in the tender, it is a common phenomenon that a certain circle of students is unmotivated in terms of learning, target training and mobility, and they lack the human competencies that would help them in self-development and self-management. They do not have a "perspective", an individual strategy for shaping their personal and professional destiny. These young people usually suffer from some disadvantages: inhibition of learning, insufficient social environment, mental problems, and other causes. The teachers of the two schools have been struggling for several years, albeit with different methods, to eliminate or at least alleviate these disadvantages. Based on the resulting idea, we prepared a joint project in which we resorted to the tools of visual culture and artistic education for a complex personality development. The methodology used in the project was based on the well-known "true pearl drawing methodology". It is the pedagogical need of schoolteachers to help those in need and to create opportunities for those who suffer from disadvantages. This commitment is reflected in our internationalisation strategy.

The aim of the project was to create a positive change in children's personalities with the help of art therapy. With visual education, with the help of the sense of success provided by creative activity, the pedagogical task was to restore self-esteem, to set a positive self-image, to develop social competencies and a sense of initiative. While working with the students and working together, with the help of professionals, in addition to the mediation of the arts, a social-educational process also took place, which brought about a change in the personality of young people. When examining the effectiveness of the project, it was proved that creative processes, activity-based development, experiential pedagogy can even be used as a means of breaking out of a disadvantaged situation, which also has a beneficial effect on the undertaking of mobility. With the implementation of the project, we also gained experience in the application of new educational methodologies.

The organization and implementation of the project was facilitated by management. The main activities were aimed at the diverse implementation of art sessions with students. The school psychologist, as the pedagogical-professional leader of the project, prepared the teachers dealing with the students to apply the "true pearl drawing methodology" and to focus on the educational processes. With the help of the artistic director, a methodological "booklet" was prepared that moderated the conduct of the art sessions. Students attended the sessions on a weekly basis. In order to prepare for the professional and artistic preparation of learner mobility, the professional implementation teachers participated in a further training course at CEREDU in Bayreuth, Germany, in an art workshop. In order to cooperate with the project partners and exchange experiences, we organized partner meetings online and in person. The pupils took part in the week-long mobility in Germany in two groups, where their artistic activities resulted in creative ceramic objects, students learning languages and participating in cultural programs.

The material result of the project is a three-chapter booklet that helps students organize and prepare for art sessions. A factual result is a positive change in the competences of the young people who participated in the sessions, which was examined by input and output measurement using a self-made device. The development direction of social competences concerned the dimensions of the Self, the Self and others, Efficiency, Responsibility and Vision. 20 of the disadvantaged pupils participated and successfully completed the week-long international mobility. In schools, educators learned about new, innovative, effective experiential teaching methods.