Targeted to Intermediate English (B1+) speakers.Read more
This is the standard requirement for most courses. Participants at this level can participate actively in discussions and manage everyday and professional situations. If they are unsure about their English level, they can test it here or explore our courses facilitated in Basic English.
Cross-Curricular.Read more
The listed audiences are those for whom the course is especially recommended, but courses are not exclusive to them and are open to everyone. In fact, most of our workshops are built around the collective sharing of participants’ experiences and having a variety of profiles enriches the learning process and is highly encouraged!
Description
This course is designed to invite participants to explore the artistic and cultural identity of Split, a city where ancient history and contemporary creativity meet.
Through guided visits, workshops, and group discussions, they will experience and reflect on how the city’s classical heritage (starting from the ancient Diocletian’s Palace) continues to shape modern artistic expressions and cultural life.
Combining art history, cultural heritage, and modern teaching practice, this course will lead participants in tracing the key artistic styles and influences that have shaped Split through the centuries, making them recognize their own cultural identity within the identity of the city.
The main goal of this course is to provide participants with the knowledge and tools to connect Split’s artistic and cultural heritage with teaching content and modern teaching approaches.
They will develop critical thinking and art interpretation skills while learning how to integrate local examples into their own educational work, enriching their practice, and inspiring them to engage more actively with cultural heritage in their education.
Participants will also learn how to approach historical and contemporary art in completely new ways that, in addition to stimulating curiosity and creativity, also strengthen the cultural habits of individuals.
Throughout the week, they will engage in activities across museums, galleries, and public spaces, exploring art in situ and developing methods to interpret artworks in their authentic context.
Workshops will also focus on the use of digital tools and resources for art interpretation and project design, helping teachers integrate cultural content into modern, interdisciplinary, and collaborative learning experiences.
By the end of the course, participants will gain a deeper understanding of Split’s artistic evolution and cultural identity and apply innovative approaches to design projects that connect local history with contemporary artistic expression.
Finally, they will strengthen their art interpretation, critical thinking, and creative teaching skills; develop digital, communication, and collaboration competencies.
What is included
Learning outcomes
The course will help participants to:
- Recognize and reflect on the role of cultural identity in education and personal development;
- Interpret historical and contemporary works of art using new, creative, and context-based approaches;
- Apply digital and communication technologies to explore, document, and present artistic and cultural content;
- Know how to carry out activities that encourage the development of the coexistence of cultural heritage with the cultural community;
- Develop strategies for connecting cultural heritage and community life, fostering inclusion and dialogue;
- Analyze and discuss cultural patterns and influences that shape both local and European artistic identity;
- Adopt strategies for initiating and maintaining interdisciplinary cooperation with cultural institutions in their city.
Tentative schedule
Day 1 – Introduction to the course
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ schools.
Cultural heritage: yesterday-today-tomorrow
- What is the History of Art? Major divisions and approaches;
- Split on the UNESCO map (understanding context and preservation);
- Group reflection: linking cultural heritage to personal and educational identity.
Day 2 – Communication with history
- Split from Antiquity to the Renaissance;
- In situ activity: walking through Diocletian’s Palace: connecting history and space;
- Digital exploration: tracing Diocletian’s footsteps using mobile technology;
- Outdoor activity: walking through in situ cultural heritage (Diocletian’s Palace);
- Debate: Historical walk or modern walk.
Day 3 – History of art and individual
- How does art interpretation help our mental health?;
- Cultural habits of individuals: how culturally are we?;
- Split from the Renaissance until today (continuity and change);
- Studio activity: painting as a form of self-expression (inspired by Emanuel Vidović);
- Practical session: emotional painting: expressing perception through color and form.
Day 4 – Place base learning
- What is cultural identity;
- The cultural-historical identity of an individual within place-based learning;
- Cultural pattern: finding one’s own within place-based learning;
- Artist focus: Ivan Meštrović: art as memory, sculpture as language;
- Making a sculpture expression: a way of tactile expression.
Day 5 – Cultural heritage and social community
- How important are our habits for our descendants?;
- How to properly preserve the History of Art?;
- Finding one’s own identity and consciousness in contemporary expression;
- Outdoor activity: Art Gallery / University Gallery;
- Outdoor activity: Jaman Art; Josip Botteri Dini; Lidija Einfalt Kurtović – contemporary artists in the eye of the beholder.
- Reflection session: the evolving dialogue between tradition and innovation.
Day 6 – Course closure and cultural activities
- Course evaluation: round-up of acquired competences, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
- Excursion and other external cultural activities.
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