Much discussed, the challenge of education today is to enable students to learn to learn - schools have been accused of effectively "killing creativity" in our students1. There is a need to teach students to more effectively realize their ideas and to nurture their ability to dream solutions to 21st century problems. In many respects this requires a radical change which among other things encourages students to learn how to fail, adapt and try again all the while learning from the process.
The education models developed by StudioLab will build on successful national initiatives that implement these principles, such as:
The Science Gallery's Ambassador programme - 2nd and 3rd level students who participate in mentoring programmes which offer opportunities for students to develop a broad range of skills from laboratory techniques to design and film principles to conceive projects as events, exhibits and products or by working as student mediators, by getting involved as artists or researchers or by running workshops;
Le Laboratoire's Art-Science prize, an urban teen empowerment program that provides exciting opportunities for teenagers to learn through passionate development of breakthrough ideas in the arts and design, at the frontier of scientific knowledge the RCA's Reach Out model, an inspirational exchange between those who have made art, science and design a life choice and those students who stand on its threshold. The program engages pupils who have potential in art or design but may face barriers in taking it to a higher level due to personal, social or cultural factors.
The consortium that will work on StudioLab have a vast range of agreements with formal education institutions that allow them to implement and integrate the education modules of StudioLab into the secondary and higher education systems throughout Europe.
The key values of the education modules are:
• Programme models are original and new to students
• Programme models are truly interdisciplinary involving mentors from art, design and science/technology
• Students involved report increased confidence in envisioning and creating their own project ideas, working in arts and science
• Development of leadership skills
• Students report being more open to developing projects outside their preferred area of expertise be it in arts or sciences.
• Scientific and artisitc integrity of each programme module will be paramount to the process and outcomes and ensured through selection of leading artists and scientist as mentors