Project plan (English)
Description of Exchange
During the project, the students of the Dutch art academies worked together with students of the INA (Institut National des Arts, Bamako, Mali). The students were given lessons in using the bogolan technique; painting with mud on canvas. The students prepared one or more lessons in pairs of Dutch and Malian students together, and these were taught at schools in Mali. Classes were also given to the children of expats at the American International School of Bamako.
African art, both ethnographic and contemporary, and visions and debates on non-Western Art and its exhibition occupied a central position. The main activities were visits to Bogolan centre N’Domo in Ségou; Museé National Bamako; Conservatoire [Bamako Academy of Arts]; individual contemporary artists and the art centre ‘Centre Soleil d’Afrique’ in Bamako.
The bogolan technique was presented within the cultural-historical context of Mali. Of great importance was working in collectives. Working methods and concept development not frequently seen in Western societies and our art tradition were hereby employed. Cooperation in educational art activities and discussions on art products allowed students and teachers of both countries to acquire collective experiences, leading to a cross-fertilization of cultural inspiration and greater mutual understanding!
Preparing for the trip to Mali & follow-up programme on returning to the Netherlands
The actual exchange lasted four weeks. Prior to the exchange the students were required to take part in a preliminary programme with informative lessons and assignments, among other things on intercultural communication, history and social behaviour in Mali, African art and intercultural cross-fertilization between cultures, and to read a number of articles.
On their return in the Netherlands, the Dutch students incorporated their experiences into art lessons and ‘culture and the arts’ [CKV] lessons for Dutch schools, museums and their own art academies. One of the goals was that students make the acquaintance of education and art forms in non-Western countries. In addition to the classes taught at a Malian school, guest lessons were consequently also given at the American International School and Dutch Schools.
The intercultural exchange programme led to the achievement of the following goals.
• Dutch (art) students have made the acquaintance of Malian bogolan technique by taking lessons given by Malian students and teachers.
• An exchange of knowledge and a sharing of visions on Western/non-Western differences with regard to themes such as cooperation, collectivity, tradition, individual expression and art-historical subjects / visions on World Art and African art in particular (ethnographic, contemporary; national and international).
• Mutual (learning) experiences in the area of cultural diversity and interculturalism.
• An exchange of knowledge and a sharing of visions on Western/non-Western differences with regard to educational and didactic themes.
• Students have made the acquaintance of (forms of) education in non-Western countries, and vice versa.
• The student has been familiarized with another culture.
• The promotion of the student’s ‘open mind’.
• The student is personally enriched, particularly at a social-emotional level.
• The student is prepared for diversity in societies and the educational sector.
Learning goals / Assessment
• The student can use the bogolan technique independently and (to a certain extent), understands its cultural-historical context (creative ability).
• The student is able to develop workshops for Mali (organisational, stimulating didactic and pedagogical ability).
• The student can convert experience gained in Mali into lessons in the Netherlands (organisational, stimulating didactic and pedagogical ability and the ability for self-reflection).
• The student is able to cooperate with fellow students, regardless of nationality, is open to cultural differences (ability to cooperate, intercultural competences).
• The student can reflect on his or her pedagogical and didactic performance both orally and in writing, as well as on emotional and interpersonal experiences and acquired and researched cultural-historical knowledge (ability for innovation and further growth; intercultural competencies and an environmental orientation).
Learning goals / assessment interculturalism
• With collegial help, the student is able to integrate intercultural education into his or her lessons (organisational ability).
• The student can take differences between pupils (gender, culture, social-economic background, developmental-psychological) into account and make positive use of them (teaching methodology and education studies).
• The student is able to reflect on generally formative ethical and social values (ability for critical reflection).
• The student can place cultural developments (particularly in the area of youth culture and interculturalism) in a social perspective and relate them to his own field of expertise (ability for innovation and further growth).