Architectural Thinking School
Basic information
Project Title
Architectural Thinking School
Full project title
Architectural Thinking School for Children
Category
Regaining a sense of belonging
Project Description
The School works in Lisbon with migrant children from war-torn countries - Ukraine, Russia, and Belarus. The children receive additional education through a unique educational program while also socially adapting to the new environment and creating community.
Geographical Scope
National
Project Region
Portugal
Urban or rural issues
Mainly urban
Physical or other transformations
It refers to other types of transformations (soft investment)
EU Programme or fund
No
Description of the project
Summary
The Architectural Thinking School for Children works in Lisbon with migrant children from war-torn countries - Ukraine, Russia, and Belarus. Сhildren are educated through a unique educational program while also socially adapting to the new environment, studying the local culture, making new friends, and their parents, through participation in the project, no longer feel hostility towards each other, creating a friendly community.
The School was founded in 2016 in Belarus as an institution for supplementary education (https://aschool.by/en/gallery). In 2020 there was a peaceful revolution against the dictatorship that caused massive repressions of the ruler against the intellectual elite in Belarus. As a result many of our teachers were imprisoned and around 70% of our students, together with their families, were forced to leave the country. In 2022, due to the onset of the war and massive repressions, the School relocated to Portugal.
In 2022, the School was awarded with the Inspire Future Generations Award (Thornton Education Trust, London) as the Best International Organisation for its contribution to architectural education and work with migrant communities.
We were the first ever and only to introduce architectural thinking as a term, in education as well. We developed our unique methodology and designed a huge number of fascinating projects (https://aschool.by/en/projects). We published a book-research «HOUSEDOMDOM» where children’s thinking was compared with most influential architecture minds (https://aschool.by/en/housedomdom). We implemented architectural research in children education and created Minsk Eye interactive map (https://aschool.by/en/minskeye). We founded the Foreign Pavilion at the Venice Biennale and developed the CHILDREN EVERYWHERE, an art and research project carried out by children who are migrants and refugees to highlight and investigate the challenges faced by children in contemporary society (https://foreignpavilion.xyz/).
The School was founded in 2016 in Belarus as an institution for supplementary education (https://aschool.by/en/gallery). In 2020 there was a peaceful revolution against the dictatorship that caused massive repressions of the ruler against the intellectual elite in Belarus. As a result many of our teachers were imprisoned and around 70% of our students, together with their families, were forced to leave the country. In 2022, due to the onset of the war and massive repressions, the School relocated to Portugal.
In 2022, the School was awarded with the Inspire Future Generations Award (Thornton Education Trust, London) as the Best International Organisation for its contribution to architectural education and work with migrant communities.
We were the first ever and only to introduce architectural thinking as a term, in education as well. We developed our unique methodology and designed a huge number of fascinating projects (https://aschool.by/en/projects). We published a book-research «HOUSEDOMDOM» where children’s thinking was compared with most influential architecture minds (https://aschool.by/en/housedomdom). We implemented architectural research in children education and created Minsk Eye interactive map (https://aschool.by/en/minskeye). We founded the Foreign Pavilion at the Venice Biennale and developed the CHILDREN EVERYWHERE, an art and research project carried out by children who are migrants and refugees to highlight and investigate the challenges faced by children in contemporary society (https://foreignpavilion.xyz/).
Key objectives for sustainability
The Architectural Thinking School for Children sustainability by educating children about the importance of sustainable resource utilization, diverse materials in design, and their origins. Since architecture is directly related to resource use, we regularly include sessions on ecology in each of our educational programs. These cover topics like consumption, resource conservation, the emergence of new alternative materials, and how each participant in the materials consumption chain can positively impact environmental changes.
Working with migrants in another country (Portugal) since 2022, it's important for us to study the ecological situation with migrant students. This includes understanding the local environmental regulations, which might differ from their home countries, as well as the specific circumstances such as water scarcity. It's essential to guide them on how to adapt to this new context, considering the sustainability requirements in this country.
All our students' parents regularly bring in unused materials (cardboards, packages etc.) that could be used in our classes. We send out announcements and inform parents about this, significantly reducing material consumption in the educational process. At least 30% of the materials used in our classes consist of reused materials.
Around 80% of our students create models and inventions at home using readily available materials, leftovers from packaging, and more. We regularly conduct surveys on this topic and receive photo evidence of their work.
Working with migrants in another country (Portugal) since 2022, it's important for us to study the ecological situation with migrant students. This includes understanding the local environmental regulations, which might differ from their home countries, as well as the specific circumstances such as water scarcity. It's essential to guide them on how to adapt to this new context, considering the sustainability requirements in this country.
All our students' parents regularly bring in unused materials (cardboards, packages etc.) that could be used in our classes. We send out announcements and inform parents about this, significantly reducing material consumption in the educational process. At least 30% of the materials used in our classes consist of reused materials.
Around 80% of our students create models and inventions at home using readily available materials, leftovers from packaging, and more. We regularly conduct surveys on this topic and receive photo evidence of their work.
Key objectives for aesthetics and quality
For us, it has always been important to help a child understand and feel their connection to civil society, to comprehend their role and significance within it. For instance, in 2018-2019, we implemented an educational program focusing on exploring the city of Minsk, including excursions and visits to various institutions. The outcome was an interactive map featuring audio narratives, images etc. —through this, children gained a better understanding of the city, its essence, meaning, and felt a sense of place within it:
https://minskeye.com/
Currently, a similar program is being implemented in 2023-2024 with Eastern European migrant children in Lisbon. The aim is to seamlessly integrate them into the new city and country, introducing them to its diversity through encounters with professionals from different fields, exploring architectural landmarks, learning the language, analyzing data, and creating infographics.
We always emphasize that a child is an important individual within society, possessing their own voice and talents, often anticipating the ideas of leading professionals. With this aim in mind, in 2018, we published a 300-page book titled HOUSEDOMDOM, comparing the works of avant-garde contemporary architects from the 20th and 21st centuries with the creations of our students:https://aschool.by/en/housedomdom
We work with children using various contemporary techniques, participating in real competitions, thereby giving children the opportunity to realize their ideas, starting from videos to urban furniture projects. In this way, we explore different ways in which a child can influence the surrounding world through active participation in its improvement. Examples of our students:
https://aschool.by/projects
We regularly conduct written surveys with both children and parents regarding the progress, interest in learning, and the values they acquire through our programs. This helps us enhance and update our methodology and program’s content.
https://minskeye.com/
Currently, a similar program is being implemented in 2023-2024 with Eastern European migrant children in Lisbon. The aim is to seamlessly integrate them into the new city and country, introducing them to its diversity through encounters with professionals from different fields, exploring architectural landmarks, learning the language, analyzing data, and creating infographics.
We always emphasize that a child is an important individual within society, possessing their own voice and talents, often anticipating the ideas of leading professionals. With this aim in mind, in 2018, we published a 300-page book titled HOUSEDOMDOM, comparing the works of avant-garde contemporary architects from the 20th and 21st centuries with the creations of our students:https://aschool.by/en/housedomdom
We work with children using various contemporary techniques, participating in real competitions, thereby giving children the opportunity to realize their ideas, starting from videos to urban furniture projects. In this way, we explore different ways in which a child can influence the surrounding world through active participation in its improvement. Examples of our students:
https://aschool.by/projects
We regularly conduct written surveys with both children and parents regarding the progress, interest in learning, and the values they acquire through our programs. This helps us enhance and update our methodology and program’s content.
Key objectives for inclusion
Our school values diversity and the inclusion of all children in the educational process, irrespective of their nationality, passport, abilities, or needs.
We respect each child's individuality and acknowledge varying levels of development among all children. Therefore, our groups consist of a maximum of 10 children with two educators, allowing for an individualized approach tailored to each child's needs, level, and pace of work.
Since June 2022 and up to the present day, we have been working in Lisbon with children from Ukraine, Belarus, Russia, and other post-Soviet countries, creating a safe, comfortable, and respectful educational space accessible to all. There were no other places like this in Portugal or Poland for example. We’ve created a special methodology, using the experience of a psychologist to work on how to be as inclusive and safe as possible. Through developed rules of respect to all the parties (students, parents, tutors), we created a comfortable and safe environment where every child can learn and grow. Additionally, our team and association represent a group of individuals from different countries: Belarus, Portugal, Russia, Latvia, Ukraine. This illustrates our commitment to emphasizing the value of including people from different cultures and countries in our international project.
We regularly run programs where students can participate through donations: the funds received from the program are used to conduct completely free programs for children from families who have become refugees, mostly for children from Ukraine.
Our project provides educational programs adapted for different types of learners, starting from 6 years old up to teenagers aged 14 and above.
All topics and teaching methodologies are adapted for specific age groups to facilitate better understanding, ranging from playful approaches and spending up to 20% of class time outdoors for children aged 5-8, to discussions and roundtable sessions for kids aged 12-14.
We respect each child's individuality and acknowledge varying levels of development among all children. Therefore, our groups consist of a maximum of 10 children with two educators, allowing for an individualized approach tailored to each child's needs, level, and pace of work.
Since June 2022 and up to the present day, we have been working in Lisbon with children from Ukraine, Belarus, Russia, and other post-Soviet countries, creating a safe, comfortable, and respectful educational space accessible to all. There were no other places like this in Portugal or Poland for example. We’ve created a special methodology, using the experience of a psychologist to work on how to be as inclusive and safe as possible. Through developed rules of respect to all the parties (students, parents, tutors), we created a comfortable and safe environment where every child can learn and grow. Additionally, our team and association represent a group of individuals from different countries: Belarus, Portugal, Russia, Latvia, Ukraine. This illustrates our commitment to emphasizing the value of including people from different cultures and countries in our international project.
We regularly run programs where students can participate through donations: the funds received from the program are used to conduct completely free programs for children from families who have become refugees, mostly for children from Ukraine.
Our project provides educational programs adapted for different types of learners, starting from 6 years old up to teenagers aged 14 and above.
All topics and teaching methodologies are adapted for specific age groups to facilitate better understanding, ranging from playful approaches and spending up to 20% of class time outdoors for children aged 5-8, to discussions and roundtable sessions for kids aged 12-14.
Results in relation to category
Outputs from 2016:
- More than 22 movies made with and by students during 7 years of existing of our School: https://www.youtube.com/watch?v=hzf1y5t7wHA&list=PLVlYAiSzrerG1-lfjQaFJlAhEBz5JlGBe
- Producing, development and creating 4 videos about the architecture for children and their families, more than 3700 views total: https://www.youtube.com/watch?v=RiyKmYdLu6w&list=PLVlYAiSzrerGMZGIDjp6k2lAGyLr0KC6f
- 7 exhibitions in different cultural spaces, museums, galleries, more than 1000 visitors total attended, more than 350 projects of students 5-14 y.o. presented; for example: https://aschool.by/en/skyscrapers
All achievements: https://aschool.by/en/about#achievements)
Impacts. From 2016 more than 6000 students:
-Learned teamwork skills
-Discovered what modern architecture is and its examples worldwide
-Learned do do a creative projects step by step
Educational impact on children during 2022/2023:
- learned a lot on history, culture and architecture of Lisbon, learned to design their projects, participated in final events of the School - more than 200 students age 6-14.
Outcomes. From 2016 more than 6000 students:
-Became more loyal to each other
-Learned to publicly present their ideas
-Became more conscious and mindful citizens towards the environment and the planet
-Became more interested and motivated in the educational process
-Started working more independently in our school, as per parents' feedback
- More than 22 movies made with and by students during 7 years of existing of our School: https://www.youtube.com/watch?v=hzf1y5t7wHA&list=PLVlYAiSzrerG1-lfjQaFJlAhEBz5JlGBe
- Producing, development and creating 4 videos about the architecture for children and their families, more than 3700 views total: https://www.youtube.com/watch?v=RiyKmYdLu6w&list=PLVlYAiSzrerGMZGIDjp6k2lAGyLr0KC6f
- 7 exhibitions in different cultural spaces, museums, galleries, more than 1000 visitors total attended, more than 350 projects of students 5-14 y.o. presented; for example: https://aschool.by/en/skyscrapers
All achievements: https://aschool.by/en/about#achievements)
Impacts. From 2016 more than 6000 students:
-Learned teamwork skills
-Discovered what modern architecture is and its examples worldwide
-Learned do do a creative projects step by step
Educational impact on children during 2022/2023:
- learned a lot on history, culture and architecture of Lisbon, learned to design their projects, participated in final events of the School - more than 200 students age 6-14.
Outcomes. From 2016 more than 6000 students:
-Became more loyal to each other
-Learned to publicly present their ideas
-Became more conscious and mindful citizens towards the environment and the planet
-Became more interested and motivated in the educational process
-Started working more independently in our school, as per parents' feedback
How Citizens benefit
In Belarus from 2016 to 2022 we served as a necessary supplement to the standard curriculum in schools that hadn't changed and had become outdated during over 30 years of dictatorship. Through our programs, children grasped the values of a democratic society, understood societal diversity, and learned that education can be engaging. Many children and adolescents who started with us in the early stages of the project in 2016-2017 now live and study in European colleges.
From 2022 operating in Portugal we’ve created programs related to art and architecture which unite children from different cultural backgrounds—Belarusian, Ukrainian, and Russian—who are currently in conflict. We are preserving humanistic relationships in the younger generation, which will lay the foundation for a better, possibly less conflict-ridden future. By collaborating on joint group projects, children respect each other and see one another primarily as human beings rather than potential adversaries.
Families:
We foster a friendly community with the families of the students by organizing joint workshops and hosting major final events twice a year where students and their friends gather. This helps us explain and popularize the significance and relevance of interdisciplinary architectural studies.
Children-political migrants from post-Soviet space:
We've launched in 2022 a worldwide online course called "Home" which focuses on the issues of having and finding a home in the broadest sense, crisis architecture, and social projects by architects from around the world. Since 2022, more than 200 children have participated in this course.
Media:
The recent articles about the School have focused on the issue of migrant families in Portugal and how we work with these families. These articles have received widespread resonance, and the migrant community has expressed gratitude towards us. We remind society through the media about the crucial issue of migrants: https://aschool.by/en/media
From 2022 operating in Portugal we’ve created programs related to art and architecture which unite children from different cultural backgrounds—Belarusian, Ukrainian, and Russian—who are currently in conflict. We are preserving humanistic relationships in the younger generation, which will lay the foundation for a better, possibly less conflict-ridden future. By collaborating on joint group projects, children respect each other and see one another primarily as human beings rather than potential adversaries.
Families:
We foster a friendly community with the families of the students by organizing joint workshops and hosting major final events twice a year where students and their friends gather. This helps us explain and popularize the significance and relevance of interdisciplinary architectural studies.
Children-political migrants from post-Soviet space:
We've launched in 2022 a worldwide online course called "Home" which focuses on the issues of having and finding a home in the broadest sense, crisis architecture, and social projects by architects from around the world. Since 2022, more than 200 children have participated in this course.
Media:
The recent articles about the School have focused on the issue of migrant families in Portugal and how we work with these families. These articles have received widespread resonance, and the migrant community has expressed gratitude towards us. We remind society through the media about the crucial issue of migrants: https://aschool.by/en/media
Physical or other transformations
It refers to other types of transformations (soft investment)
Innovative character
1. Teaching architecture to children in the modern understanding, not only as a discipline but as a way of thinking, an instrument for exploring and solving problems within society and its needs and problems.
2. Interdisciplinary approach: Founding the program on the principles of architectural thinking, which integrates multiple fields of knowledge, such as architecture, design, and cultural aspects, which is seldom found in traditional educational systems.
Interactive learning: Employing innovative teaching methods, including practical projects and final presentations.
3. Global perspective: Implementing the program by considering international cultural aspects through the study of various cultures and architectural features worldwide.
4. Developing critical thinking: Fostering critical thinking and perception of architecture and design among children, expanding beyond conventional educational curricula.
5. Promoting creative thinking: Supporting students' creative potential through projects that foster imagination and innovative thinking.
6. Enhancing the image of pedagogy: hosting experts from different fields, we teach them pedagogy, imparting knowledge, and providing the opportunity to teach in our project and popularizing the field of education.
7. Children teaching children: Involving senior students in assisting and supporting educators in working with groups of younger children.
8. Project-based learning: All our school programs comprise sessions leading to a specific project outcome. This allows students to comprehend the world's integrity and its interconnectedness.
9. Regular public presentation practice: Each student has approximately 30 sessions per year, culminating in students publicly presenting their projects to parents and conducting group discussions. This teaches children to express their ideas, think freely, and recognize the importance of each individual's opinion, nurturing their understanding of the values of a democratic society.
2. Interdisciplinary approach: Founding the program on the principles of architectural thinking, which integrates multiple fields of knowledge, such as architecture, design, and cultural aspects, which is seldom found in traditional educational systems.
Interactive learning: Employing innovative teaching methods, including practical projects and final presentations.
3. Global perspective: Implementing the program by considering international cultural aspects through the study of various cultures and architectural features worldwide.
4. Developing critical thinking: Fostering critical thinking and perception of architecture and design among children, expanding beyond conventional educational curricula.
5. Promoting creative thinking: Supporting students' creative potential through projects that foster imagination and innovative thinking.
6. Enhancing the image of pedagogy: hosting experts from different fields, we teach them pedagogy, imparting knowledge, and providing the opportunity to teach in our project and popularizing the field of education.
7. Children teaching children: Involving senior students in assisting and supporting educators in working with groups of younger children.
8. Project-based learning: All our school programs comprise sessions leading to a specific project outcome. This allows students to comprehend the world's integrity and its interconnectedness.
9. Regular public presentation practice: Each student has approximately 30 sessions per year, culminating in students publicly presenting their projects to parents and conducting group discussions. This teaches children to express their ideas, think freely, and recognize the importance of each individual's opinion, nurturing their understanding of the values of a democratic society.
Disciplines/knowledge reflected
We merged architecture, education, sociology, ecology, cultural studies, psychology, design and many other fields. Representatives from these diverse fields collaborated to establish an inclusive learning environment where students could grasp architectural thinking through a multitude of approaches and insights. For example, in Interdisciplinarity-1 course students study in one of its quarter astronomy, history, biology, evolution, sculpture etc. The result of the quarter is a sculpture of a possible Martian.
The collaboration between architects, educators, sociologists, ecologists, and others helped shape our curriculum, fostering not only technical architectural skills but also promoting an understanding of socio-cultural and ecological considerations. This interaction fosters a more comprehensive understanding of real-world problems and their solutions within architectural design, broadening students' horizons and making them more informed and proficient in their respective domains.
This process adds value by amalgamating diverse perspectives and approaches, enriching students' educational experiences and enabling them to perceive architecture as a broader and more holistic subject of study.
Teachers from our School from various disciplines familiarize themselves with our school's curriculum, considering the material produced by the students. They review the photo archive showcasing the specific group's work. Based on the objectives of each session, they develop the content for the class. Additionally, twice a year, we convene with diverse educators to discuss the outcomes, program content, aiming to update and diversify it. Each teacher has the opportunity to propose alterations, offer advice to colleagues, actively contributing to the dynamic nature of our school's curriculum.
The collaboration between architects, educators, sociologists, ecologists, and others helped shape our curriculum, fostering not only technical architectural skills but also promoting an understanding of socio-cultural and ecological considerations. This interaction fosters a more comprehensive understanding of real-world problems and their solutions within architectural design, broadening students' horizons and making them more informed and proficient in their respective domains.
This process adds value by amalgamating diverse perspectives and approaches, enriching students' educational experiences and enabling them to perceive architecture as a broader and more holistic subject of study.
Teachers from our School from various disciplines familiarize themselves with our school's curriculum, considering the material produced by the students. They review the photo archive showcasing the specific group's work. Based on the objectives of each session, they develop the content for the class. Additionally, twice a year, we convene with diverse educators to discuss the outcomes, program content, aiming to update and diversify it. Each teacher has the opportunity to propose alterations, offer advice to colleagues, actively contributing to the dynamic nature of our school's curriculum.
Methodology used
We are the creators of the term 'architectural thinking,' which we actively promote and which resonates with the principles of the classical Bauhaus as a place for studying a wide range of disciplines. Using contemporary methods and knowledges, together with architects, artists, psychologists, sociologists, philosophers we independently developed in 2016 a unique interdisciplinary educational offline program which consists of 7 years.
Development (5-6 y.o.)
Systems Thinking (6-8 y.o.)
Interdisciplinarity-1 (7-9 y.o.)
Interdisciplinarity-2 (8-10 y.o.)
City Research (9-11 y.o.)
Profession-1 (12-13 y.o.)
Professions-2 (13-14 y.o.)
Each year is divided into 4 quarters, each focusing on its own topic. During each quarter, student works on a project that he/she/they (a teamwork) presents at the public final event. The major final events occur twice a year: midway and at the end of the academic year. Every lesson follows a structure: check-in, theory, practice, break, practice, final presentation. Parents are allowed to attend the final presentation, encouraging students to develop their public speaking skills. All educators work based on methodological documents that include timing, recommendations, the lesson structure. These documents are developed from the experience of educators and methodologists collaborating with us, aligning with the objectives of our School: to impart interdisciplinary and comprehensive knowledge about the modern world.
Each year encompasses a wide range of disciplines: http://aschool.by/en/about#methodology
Our methodology includes extensive work with tutors. All our tutors are practitioners in their fields, ensuring they bring updated knowledge to the lesson content. We offer programs to teach contemporary teaching methods, interdisciplinary architectural education, and our school's approach. It is important to us to share our expertise to increase the level of the teaching.
Development (5-6 y.o.)
Systems Thinking (6-8 y.o.)
Interdisciplinarity-1 (7-9 y.o.)
Interdisciplinarity-2 (8-10 y.o.)
City Research (9-11 y.o.)
Profession-1 (12-13 y.o.)
Professions-2 (13-14 y.o.)
Each year is divided into 4 quarters, each focusing on its own topic. During each quarter, student works on a project that he/she/they (a teamwork) presents at the public final event. The major final events occur twice a year: midway and at the end of the academic year. Every lesson follows a structure: check-in, theory, practice, break, practice, final presentation. Parents are allowed to attend the final presentation, encouraging students to develop their public speaking skills. All educators work based on methodological documents that include timing, recommendations, the lesson structure. These documents are developed from the experience of educators and methodologists collaborating with us, aligning with the objectives of our School: to impart interdisciplinary and comprehensive knowledge about the modern world.
Each year encompasses a wide range of disciplines: http://aschool.by/en/about#methodology
Our methodology includes extensive work with tutors. All our tutors are practitioners in their fields, ensuring they bring updated knowledge to the lesson content. We offer programs to teach contemporary teaching methods, interdisciplinary architectural education, and our school's approach. It is important to us to share our expertise to increase the level of the teaching.
How stakeholders are engaged
Participation in conferences, workshops organized by European cultural organizations connected to education and architecture gave us an opportunity to know the educational community better, to be involved in global events, to enrich our programs with actual knowledges, to make new professional connections and to re-open our project in 2022 while we had to flee Belarus. Here are some examples.
1. We've delivered lectures and presentations on the importance of architectural education for children and youth at professional conferences:
https://www.youtube.com/watch?v=fyTqmSRDsNE (UK),
https://futurearchitectureplatform.org/projects/aa901e88-2695-4a9f-bcb4-c19cfe635abd/ (Slovenia),
https://www.arkki.com/creating-the-future-iii-international-conference-on-architecture-education/ (Finland)
2. Invited as tutors and educators to: BILDING architecture school Innsbruck, Austria;, Festival of architecture in Belgrade, Serbia; HDA Architecture Summer School, Graz, Austria
3. Featured in a publication dedicated to avant-garde ideas in architecture: https://futurearchitectureplatform.org/programme/45/archifutures-vol-5-apocalypse/
4. In 2021, we were invited by the Ministries of Culture and Education in Portugal to conduct offline and online workshops for educators nationwide (with over 700 unique viewers) to share how we apply interdisciplinary education principles in our work and how such methodology can be applicable in the general educational process: https://www.youtube.com/watch?v=-9MJbFiRHzc
5. Collaborated during 2022-2023 with the Lisbon Architecture Triennale enriching its social value: https://www.trienaldelisboa.com/creative-cluster/aschool
We've partnered with the A2030 organization to implement our School's pavilion in the 60th Venice Biennale of Arts in 2024, representing the role of migrant children in contemporary society. The project is under development: https://foreignpavilion.xyz/
More -- here: https://aschool.by/en/about#achievements
1. We've delivered lectures and presentations on the importance of architectural education for children and youth at professional conferences:
https://www.youtube.com/watch?v=fyTqmSRDsNE (UK),
https://futurearchitectureplatform.org/projects/aa901e88-2695-4a9f-bcb4-c19cfe635abd/ (Slovenia),
https://www.arkki.com/creating-the-future-iii-international-conference-on-architecture-education/ (Finland)
2. Invited as tutors and educators to: BILDING architecture school Innsbruck, Austria;, Festival of architecture in Belgrade, Serbia; HDA Architecture Summer School, Graz, Austria
3. Featured in a publication dedicated to avant-garde ideas in architecture: https://futurearchitectureplatform.org/programme/45/archifutures-vol-5-apocalypse/
4. In 2021, we were invited by the Ministries of Culture and Education in Portugal to conduct offline and online workshops for educators nationwide (with over 700 unique viewers) to share how we apply interdisciplinary education principles in our work and how such methodology can be applicable in the general educational process: https://www.youtube.com/watch?v=-9MJbFiRHzc
5. Collaborated during 2022-2023 with the Lisbon Architecture Triennale enriching its social value: https://www.trienaldelisboa.com/creative-cluster/aschool
We've partnered with the A2030 organization to implement our School's pavilion in the 60th Venice Biennale of Arts in 2024, representing the role of migrant children in contemporary society. The project is under development: https://foreignpavilion.xyz/
More -- here: https://aschool.by/en/about#achievements
Global challenges
The conflict in Ukraine remains one of the most pressing global challenges today. This conflict persists without a political resolution from top-level authorities. Our School's current objective is to address this conflict from the grassroots up.
Since our entire project originates from Belarus, a region situated between Ukraine and Russia, East and West, we have a comprehensive understanding of the conflict's specifics and context. We're well-equipped with tools from our expertise to assist those affected by the conflict, especially those who have been forced to leave their countries.
We feel the need to be involved in trying to shape a new free generation of people who think responsibly for the planet.
We engage with local communities in Lisbon, forming these communities from individuals whose countries are currently in conflict. Through educational programs for children, we establish a cohesive child community that naturally extends to unite parents. This collective, bonded by their children's successes, assists in navigating the challenges of migration and finding support. Importantly, these individuals no longer categorize themselves by nationality and harbor no animosity towards each other. This community operates by the principles of peacetime and actively endeavors to halt the violence.
Furthermore, a key aim of the School is to draw public attention not only to the conflict itself but also its consequences, notably the plight of migrant children in today's world. To achieve this, we established the Foreign Pavilion at the Venice Art Biennale 2024 (foreignpavilion.xyz). Migrant children from Portugal, Belarus, Germany, and Italy collaborate on a project soon to be showcased in Venice.
Since our entire project originates from Belarus, a region situated between Ukraine and Russia, East and West, we have a comprehensive understanding of the conflict's specifics and context. We're well-equipped with tools from our expertise to assist those affected by the conflict, especially those who have been forced to leave their countries.
We feel the need to be involved in trying to shape a new free generation of people who think responsibly for the planet.
We engage with local communities in Lisbon, forming these communities from individuals whose countries are currently in conflict. Through educational programs for children, we establish a cohesive child community that naturally extends to unite parents. This collective, bonded by their children's successes, assists in navigating the challenges of migration and finding support. Importantly, these individuals no longer categorize themselves by nationality and harbor no animosity towards each other. This community operates by the principles of peacetime and actively endeavors to halt the violence.
Furthermore, a key aim of the School is to draw public attention not only to the conflict itself but also its consequences, notably the plight of migrant children in today's world. To achieve this, we established the Foreign Pavilion at the Venice Art Biennale 2024 (foreignpavilion.xyz). Migrant children from Portugal, Belarus, Germany, and Italy collaborate on a project soon to be showcased in Venice.
Learning transferred to other parties
The Architectural Thinking School for Children serves as an exemplary model for transferability and replicability in education. Its relocation from Minsk to Lisbon in just 3 months, along with collaborations with various institutions, showcases this adaptability. Automation of system components allows for seamless replication.
Methodology:
Comprehensive teaching materials empower educators to conduct lessons independently, featuring detailed objectives, minute-by-minute lesson plans, and guidelines for tutors and assistants.
Educational Programme (https://aschool.by/en/about#methodology):
The 7-year program, reinitiated annually with new students, ensures continuity and scalability.
Educational Programme for Schools (https://aschool.by/en/schools):
Adaptable for diverse institutions, proven successful in private schools, offering detailed class-specific programs for easy implementation.
Online Course:
Courses in 3 languages: Belarusian, English and Russian. Enrollment of approximately 200 students during 2022-2023. Switch in online format in 2020 during the pandemic in 1 week.
School Structure (https://aschool.by/en/team):
A streamlined structure with a minimal management team - head, educational program manager/methodologist, manager, tutors, assistant tutors.
Tutors (https://aschool.by/en/tutors):
Subject experts with tutoring roles, smoothly integrated into teaching through meticulous methodology and assistant support, ensuring flexible educator selection.
Rules (https://aschool.by/en/rules):
Guidelines fostering healthy relationships among students, tutors, and parents, facilitating efficient conflict resolution.
Methodology:
Comprehensive teaching materials empower educators to conduct lessons independently, featuring detailed objectives, minute-by-minute lesson plans, and guidelines for tutors and assistants.
Educational Programme (https://aschool.by/en/about#methodology):
The 7-year program, reinitiated annually with new students, ensures continuity and scalability.
Educational Programme for Schools (https://aschool.by/en/schools):
Adaptable for diverse institutions, proven successful in private schools, offering detailed class-specific programs for easy implementation.
Online Course:
Courses in 3 languages: Belarusian, English and Russian. Enrollment of approximately 200 students during 2022-2023. Switch in online format in 2020 during the pandemic in 1 week.
School Structure (https://aschool.by/en/team):
A streamlined structure with a minimal management team - head, educational program manager/methodologist, manager, tutors, assistant tutors.
Tutors (https://aschool.by/en/tutors):
Subject experts with tutoring roles, smoothly integrated into teaching through meticulous methodology and assistant support, ensuring flexible educator selection.
Rules (https://aschool.by/en/rules):
Guidelines fostering healthy relationships among students, tutors, and parents, facilitating efficient conflict resolution.
Keywords
migrant children
diversity in action
architectural thinking
equal education
inclusiveness
