A European project – ERASMUS+
“Patrimoines – Paysages – Perspectives”
The project Erasmus+ “Patrimony – Landscapes – Perspectives” gravitates around meeting and confronting three different European facts, represented by three participating cities: Dudelange (Luxembourg), Arezzo (Italy), Berlin (Germany). The collaboration of the École Nationale Supérieure d’Architecture de Paris Val-de-Seine (France) is also included. Students were asked to exchange with their peers the nature and peculiarities of their city from an architectural, an economic as well as a social point of view. The lingua franca of the project was French. The projected impact for students was to sensitize them to European cultural diversity as well as an improvement of their linguistic and ICT skills. From the teachers’ perspective, the project was to encourage colleagues to collaborate in a multidisciplinary manner and engage in a new didactic of project-based teaching (education).
Competencies and abilities to develop and refine:
- be able to model and present complex information on an urban, cultural and social level;
- be able to collaborate in transnational group work;
- be able to critically question one’s own environment as well as that of their partner, thanks to precise categories of interpretation (cat. historic, artistic, …).
Three on location exchanges with all participating students took place between Arezzo (May 2016), Berlin and Dudelange (school year 2016-2017). Outside of these encounters students worked together long-distance – that means virtually – in transnational teams, where each team had a specific task related to the global theme (patrimony – landscapes – perspectives). By means of collecting, prioritization and information interpretations exploring cultural and urban heritages, students were able to slowly build up a current vision and a vision for the future of the world surrounding them.
A virtual platform unifies all of the sites students exploited. External visitors have free access to discover students’ various productions; some of which are written productions, videos, audio files, etc., all of which pertain to the larger narrative. On behalf of the teachers, this experience has helped refine pedagogical practices with ICT, which they can now actively share with their co-workers at their respective establishments.