Emiel Heijnen

Creative Citizenship in Dutch Vocational Education: A Lesson Study on Integrating Art and Citizenship Education

Emiel Heijnen – Amsterdam University of the Arts, Netherlands

Abstract:

This research project explores the integration of art and citizenship education in Dutch vocational education (mbo) through a Lesson Study approach. Based on Wicked Arts Education design principles (Heijnen, 2015; Bremmer, et al. 2024), a group of mbo teachers developed a lesson series aimed at enhancing students’ critical thinking and engagement with societal issues by combining arts and citizenship education. The project was motivated by the need for a more productive and critical approach to citizenship education, as its focus in vocational education is often more on socialization rather than on fostering autonomous and critical thinking (Zuurmond, et al., 2023; Nieuwelink, 2023; Expertgroep Burgerschap mbo, 2024). The lesson series centres on the theme of data visualization, where students analyse various forms of data representation by artists and designers. The students collect data from their surroundings, such as the ratio of healthy to unhealthy snacks in the cafeteria, and create artistic data visualizations. Students are encouraged to engage with pressing societal questions, fostering critical dialogue about topics like pollution, racism, and inequality. The findings indicate that approximately 80% of students felt they gained a better understanding of data and its representations. They also reported developing both creative and citizenship skills, demonstrating the hybrid nature of the lessons. However, students expressed that the relevance of citizenship education to their daily lives and future careers was less impactful, although they rated the lessons higher than traditional citizenship classes. Teachers noted that while students successfully engaged in discussions about societal issues, the translation of data into creative visualizations was often challenging. They suggested allocating more time to the creative process and providing initial conventional visualizations before artistic reinterpretation. Overall, the research highlights that art can serve as a valuable medium for fostering critical societal reflection, offering both a platform for challenging dominant views (Porto & Zembylas, 2020) and a safe space for students to creatively explore and express complex ideas.

Wicked Children’s Museum labs

Emiel Heijnen – Amsterdam University of the Arts, Netherlands

With Sandra Trienekens – Urban Paradoxes Research, Amsterdam, Netherlands

Abstract:

This research project investigates the impact of the ELJA Children’s Museum Lab, a three-year pilot program at the Amsterdam Museum (Netherlands), on children’s social-emotional development and understanding of art-making. The program uses the ‘Wicked arts education’ methodology, which is rooted in authentic art education and Universal Design for Learning principles. The program aims to engage children aged 9-12 in co-creating a future children’s museum through site specific art creation with contemporary artists. As such, we want to explore how the traditional image children have of art and museums can be challenged through real life arts educational experiences. The study utilizes a mixed-methods approach, collecting data from children, parents, artists, museum educators, and partners through surveys, focus groups, audio reflections, and observations. Preliminary findings suggest that the program enhances children’s understanding of art, artists, and creative processes. Children reported gaining insights into the artistic process and feeling like “real artists”. While children’s perceptions of museum visits were mixed, the program did shift perceptions for some, particularly those who had not previously visited the museum. Further, the program appears to foster a more inclusive understanding of art, with children recognizing multiple perspectives and approaches to artmaking. The study also explored the alignment between the program’s co-creation approach and its impact. Children generally agreed with statements reflecting the four core elements of co-creation: equality, reciprocity, empowerment, and belonging. However, we identified a potential tension between the artists’ encouragement of independent work and the reciprocity aspect of co-creation. Overall, we suggest several recommendations to enhance the program’s impact, including strengthening the thematic connections across all program components, engaging artists who embody the chosen themes, and providing additional support for artists, particularly as group sizes grow.