Lithuania

 

1.    PUBLIC INSTITUTION “RUMŠIŠKĖS MUSEUM ESTATE ACADEMY”

Established in 1998, non-governmental, non-profit, with legal person rights institution for non-formal youth and adult education. Founders of RMEA are Lithuanian Folk Museum and the Lithuanian Association of Adult Education.

Since 2000 - the member of National Folk High School Association, since 2012- one of the founder of the international institution, "Nordic cultural heritage and creativity training centre”.

Since 1999 RMEA located in two buildings of LLBM ethnographic village which one of the most important objective is provision realization of lifelong learning, preparing and executing of various levels 1- 14 days seminars, courses, projects focused on the presentation of cultural heritage, preservation and integration into different socialization programs.

RMEA is an active coordinator and partner of an inter-cultural exchange, international non-formal youth and adult education projects.

2009- 2013 " The influence of Cultural heritage cognition on learning in Nordic and Baltic countries. 2009- 2011 project "New life perspectives for people with disabilities in senility”. 2010- 2013 project "Learning Museum (EU Grundtvig centralized activities) and others.

2013- 2015 over 1200 people participated in RMEA trainings and projects.

Learning in the cultural institution, i.e. in the Museum, when its space, infrastructure is used for implementation of social projects, in many EU countries it is seen as highly innovative and role model. RMEA activity is widely introduced in Austria, Sweden, Switzerland, and Germany.

RMEA activities are implemented in accordance with local regulations.

One of the most important strategy of activity is informal youth / adult education development in Rumšiškės community, Kaišiadorys, Kaunas County, and in the country. RMEA experience presentation in foreign countries.

RMEA prepared and implemented projects in collaboration with other institutions and organizations are oriented to needs of different social groups. Programs of courses, seminars and projects are designed for improvement of general skills, psychosocial skills, by developing concept of learning in cultural environment, and idea of voluntary activity in cultural institution.

RMEA is non-governmental, non-profit institution whose activity is based on the following key objectives:

The development of lifelong learning opportunities in cultural institution;

Cultural heritage presentation / integration in social programs;

Development of creativity and psychosocial skills by artistic expression.

The major institution activity is inherent from Lithuanian Folk Life Museum as the founder and cultural space, so a large number of projects are implemented together or prepared by the founder order.

 

 

Learning in the cultural institution, i.e. in the Museum, is distinguished as a very innovative example. During RMEA activity, the museum infrastructure, its resources work and affect society in a wider context than the usual museum activity.

One of the most important strategy of activity is informal youth / adult education development in Rumšiškės community, Kaišiadorys, Kaunas County, and in the country. RMEA experience presentation in foreign countries.

RMEA prepared and implemented projects in collaboration with other institutions and organizations are oriented to needs of different social groups. Programs of courses, seminars and projects are designed for improvement of general skills, psychosocial skills, by developing concept of learning in cultural environment, and idea of voluntary activity in cultural institution.

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In Kaunas city there is the Community of adults who sick Down syndrome. Their intense employment after completion of a special school is declining, so all possible received funds help them to get together periodically and to meet the employment and the most important – co-operation needs. This is performed through various activities.

Here are some examples, which provides opportunities of self-realization for a person who has a disability, and his family / relatives, and the entire local community.

Felting wool is one of the educational sessions. During this exercise people get acquainted with the wool, what is going on with wool, how and why it felts. They are provided with the means and tools. Then we go to practice during which attempting to obtain the desired product by all possible means. During the workshop, all participants are in one room, where they share, communicate with each other, or consult and are proud of their achievements. Guardians also participate in this activity.

 

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Performance Creation under Lithuanian legends. During this performance, each participant gets his role. They learn roles, select music, conduct rehearsals. People with disabilities and their family members also participate in performance. After the preparatory process, opportunities for performance display are being created. All the local community is invited, and has the ability to monitor performance, and creators and performers are implementing their expectations by showing the performance for the audience.

 

As each country and so Lithuania has its own annual festivals and try to stick to their existing traditions from ancient times. Meetings with members of the association is very rare, so we choose activities during traditional holidays when all members are easier to organize. Academy runs educational programs during which we can celebrate the annual festivals with all traditions. During Christmas Celebration educational program we get acquainted with traditions, play various games, auguries, share regales, exchange gifts.

Organizing a summer camp. We are planning a departure for one week to Lithuanian Folk Life Museum to spend time qualitatively. The accommodation is provided where you can spend planned trip productively. The camp activities include housework, free time, evening classes (reading books, storytelling, music, drawn). During the day you can enjoy nearby water pool, after bathing you can passively allow time communicating all together. Also you can visit the Museum and explore new locations. Summer camp for disabled people is the most expected event of the year.

Summarizing examples of good practice to the following questions, the answers conform. Although all activities are different, but reflect one of the key priority - potential self-realization for disabled and their parents / guardians.

The activity is accessible for the whole population or only for persons with disability.

Is it for specific kind of disability? If yes – please identify - No.

Age of learners: 25 - 40 years old.

How many times per month? Every activity prolongs different time. If it is short education activity it took one day, summer camp took 1 week .

Is it formal or non-formal education? It is non- formal education.

Is it education for leisure, hobby or professional skills? For leisure and personal skills.

Is it possible to find a job after this education? Maybe they have some statistic data?

Work opportunities are limited for people with Down syndrome.

Do the special needs educators or personal assistance is provided? Yes.

What kind of assistance? Conducting educational activities.

Does specific social services are providing (i.e. transportation or similar): No.

Does the educator needs for specific materials or equipment to educate persons with disabilities?

Yes. Measures are assigned for each activity. Human factor is applied in cooperation with disabled people.

Does the educator has background of working with persons with disability? Educators has basics of working with persons with disability.

Did the educator obtain the specific background in the specific learning establishment or does he/she is self-learner?

Every educator is a specialist of his own sphere. Some of them has specific learning and some self-learner.

Does the activity receive state support? No.

Is it paid activity? How much?

Yes. Activity per day (8 hours) cost from 12 EUR to 30 EUR for one person. The price is different by activity (in some kind of activity need more equipment and etc.).

Sometimes there is arranged an occupation price conductive for both sides (example summer camp there is time spending more than one day - cost around 600 EUR).

Education process organizing;

The learning process is prepared and provided in advance. All occupations are prepared by specialists of its sphere who are leading the activity. It is important not to deviate from the preliminary provided method by developing and offering the service. In planning the process there is provided collaboration with other institutions or organizations having similar experiences.

2.                           COLOR ORCHESTRA

 

Kind of educational activity: Orchestral music

The activity is accessible for the whole population or only for persons with disability: Only for disabled

Is it for specific kind of disability? If yes – please identify: For persons with intellectual disability

Age of learners: 10-45 years

How many times per month? 8-12 times per month

Is it formal or non-formal education? Non formal

Is it education for leisure, hobby or professional skills? leisure

Is it possible to find a job after this education? Maybe they have some statistic data? Not

Do the special needs educators or personal assistance is provided? Not. Parents/guardians “work” as PA

What kind of assistance: help to prepare for repetitions, help to arrive to the repetitions or concerts.

Does specific social services are providing (i.e. transportation or similar): not

Does the educator needs for specific materials or equipment to educate persons with disabilities?

Does the educator has background of working with persons with disability? Yes

Did the educator obtain the specific background in the specific learning establishment or does he/she is self-learner? The heads and teachers of the orchestra are self-learners. There is couple of musicians who has son with Down syndrome. They wanted to provide to their son music knowledge and started to learn about alternative methods of education.

Does the activity receive state support? Yes. In the framework of persons with disabilities social integration programme.

Is it paid activity? How much? Not, but participants pay themselves for transport to shows

Education process organizing;

"Colour Orchestra “ vision is to help adults with intellectual disabilities to integrate into society, promotes disability initiative forms, their social skills. It is noted that while visiting "Colour Orchestra“ rehearsals, orchestra members learn to play a musical instrument, read music, develop singing, playing, sense of rhythm skills, hearing, learn to express emotions by musical composition, familiar with musical terms and use them while playing. Mentally retarded adults make friends, gain more skills to communicate in a group, to manage conflict, concert activities promote a sense of responsibility, an avalanche of Lithuanian and foreign language skills, cultural knowledge, develop memory. They feel more self-esteem and learn how to adequately respond to the comments, advice, and develops skills in self-sufficiency, develop attention control. After the orchestra leaders and members of the interview analysis, it is noted that the members of the orchestra music promotes self-interest in music. Playing group received higher musical education results than playing alone.

They use three ways for education:

1st way:

Musical sound is marked by rectangle which colour fits the high of musical sound. For example - : yellow – do, blue – re, black –si. The length of rectangle means the length of musical sound. For example: rectangle (square) - crotchet, rectangular (half a square) - quaver rectangle (two divisions) - the integer or half-note, etc.

2nd way:

Musical sound height and length are marked with coloured rectangles of varying lengths, set out on the melody line scroll. The black dot in the middle of the rectangle represents a different octave musical sounds. Two colours (colours correspond to the sounds of two adjacent colours) rectangle represents a booster (sharp) or lowered (flat) sound. E.g. if the red colour - sol and white - lia, this sol sharp or flat lia will be marked with two colour rectangle (e.g. a red / white, white / black - self Bimol, yellow / blue - do sharp, etc.)

 

 

3rd way:

Musical sound mark is marked by selecting of any agreed scenic design elements, e.g. smoke multi-coloured miniature trains. These drawings provide learners with joy and additional information about the current musical compositions.

 

4th way

Pupils with some intellectual disorders are usually unaware of the horizontal arrangement of the notes. Then the music sounds corresponding symbol indicates vertically. Current track sounds musical arrangement of symbols corresponds to the track layout of the instrument sounds on the keyboard.

 

5th way:

Musical sounds length is marked as different diameter circles and circles above combination. Musical sounds rise (sharp) is marked as cross in circle. For circles colours and sizes are agreed.

And more more more ways (11 at all).

Instruments:

Disabled person can play with any musical instrument. It is only need each instrument to customize to a particular person, according to his disability. This might have the specific combination of instruments, sometimes by removal of the strings, brass sealed holes, etc. Accordions and concertinas sometimes are with removed of bass registers. Persons with disability can play by the guitar by feet.

Music Teacher's task is to invent, adapt and adapt musical instruments for disabled person as soon as possible to achieve positive results in music.

Music stages

The inclusion of persons with disabilities in the music activity is often a long process. It is possible to identify several musical stages of development:
The child or young person (future musician) monitor what is happening.
Choose a musical instrument, wants to test all (come to choose immediately and wants to play and the only instrument!).
Involuntarily trying to instrument capabilities (so in order to prove their importance).
Learn to perform musical tasks (although still difficult to keep the attention and interference to others musicians).
Requiring particular attention by the manager or friends (or begin to get angry or ask questions).
Gradually, he learns the music text and starts to play music and becomes a real team member.
Acquire new experience of the first concerts. Often suffer fear of stage. Then emphatically trying to be visible or are afraid to go on stage.
When the musician overcome the musical stages of development, he/she learns:
responsibility for her/his place and its preparation in the orchestra;
to recognize and pick up her/his instrument, notes and everything put back.
It is very important for tours time, because if you will not take responsibility, there will be many damages
Today, it remains to be surprised of discipline and endurance of "Colour orchestra” musicians!!!

The “Colour orchestra” celebrated 20 year anniversary this year.