Dear students,
Welcome to the Contemporary – Art High School Tuzla!
Let the experience full of cooperation, work, and friendship be a reminder for current and future generations. Thank you for your interest!
Welcome to the high school of creative (self-) awareness!
Adnan Mujkić,
Director of the Contemporary – Art High School Tuzla
The Contemporary – Art High School Tuzla
works by using a unique and innovative approach to education and school in which:
- Uniformity becomes replaced by diversity,
- Only prominent things are chosen,
- Professors help students to think while comprehending the contents,
- Educational importance is given only to those teaching contents that students fully understand,
- Manifestation of the subjective students’ position in independency, active attitude towards the acquired knowledge, skills and habits is applied.
which brings to the development of autonomous, free, and responsible personality.
The main goal of the School is education for life, or in other words, gaining knowledge, developing abilities and skills, forming positive attitudes and habits, adopting values, advancing the full potential within students.
The specific goals of education express the needs that a student and the society have in education, which is interrelated. Specific goals related to the student enable the development of all aspects of the personality in accordance with his/her developmental needs, potentials, and interests.
The ultimate purpose of education is to improve the quality of life.
Advantages of the Contemporary – Art High School Tuzla are as follows:
CONTEMPORARY AND CREATIVE EDUCATION
The Contemporary – Art High School Tuzla tends to utilize a creative approach to learning based on the usage of Bloom’s taxonomy which encompasses six levels of complexity: memorizing, understanding, using, analyzing, verifying, and creating. Unlike traditional classes in which a student is most motivated to use only the first couple of levels of complexity, that s(he) is graded for, the teaching staff of the Contemporary – Art High School Tuzla has the task to motivate students to use higher-order abilities, such as: observing, comparing, classifying, imagining, posing theses, criticizing, collecting and editing data, searching for assumptions, briefing, coding, analyzing, and problem-solving.
Students will be led through the processes of combining facts and ideas, reconstruction and reorganization of information, adding, explaining, guessing, finalizing ideas, and interpreting theoretical-practical notions. This will allow for easier understanding and problem solving, comprehension improvement, and accepting some new notions. This process begins with the usage of creativity in education and upbringing.
In traditional classes, while checking students’ knowledge, the main focus is put on memory and information reproduction. Some of the most common questions are: List it, Say it, When, Who, Describe it, Circle it. The purpose of contemporary education is to prepare students to solve daily problems for which literature does not exist. In order to solve those complex problems, it is not only needed to remember and reproduce information but also to develop all potentials. Therefore, it is important to motivate students to use an umbrella of intellectual abilities.
Traditional Classes | Contemporary Classes |
Giving Information | Exchanging Information |
Facts Based on Knowledge | Critical Thinking |
Students Receive Information | Students Question and Solve Problems |
Formal Classroom Design | Flexible, Modified Environment |
Focus on Learning with the Aim of Memorizing | Focus on Understanding and Theory Usage in Practice |
Grading Done by Completing Oral Exams | Grading Done by Group Work on Projects |
Passive Learning | Active Learning Based on Research |
Mostly One Media | Multimedia Usage |
CONTEMPORARY AND CREATIVE EDUCATION
The Contemporary – Art High School Tuzla tends to utilize a creative approach to learning based on the usage of Bloom’s taxonomy which encompasses six levels of complexity: memorizing, understanding, using, analyzing, verifying, and creating. Unlike traditional classes in which a student is most motivated to use only the first couple of levels of complexity, that s(he) is graded for, the teaching staff of the Contemporary – Art High School Tuzla has the task to motivate students to use higher-order abilities, such as: observing, comparing, classifying, imagining, posing theses, criticizing, collecting and editing data, searching for assumptions, briefing, coding, analyzing, and problem-solving.
Students will be led through the processes of combining facts and ideas, reconstruction and reorganization of information, adding, explaining, guessing, finalizing ideas, and interpreting theoretical-practical notions. This will allow for easier understanding and problem solving, comprehension improvement, and accepting some new notions. This process begins with the usage of creativity in education and upbringing.
In traditional classes, while checking students’ knowledge, the main focus is put on memory and information reproduction. Some of the most common questions are: List it, Say it, When, Who, Describe it, Circle it. The purpose of contemporary education is to prepare students to solve daily problems for which literature does not exist. In order to solve those complex problems, it is not only needed to remember and reproduce information but also to develop all potentials. Therefore, it is important to motivate students to use an umbrella of intellectual abilities.
Traditional Classes | Contemporary Classes |
Giving Information | Exchanging Information |
Facts Based on Knowledge | Critical Thinking |
Students Receive Information | Students Question and Solve Problems |
Formal Classroom Design | Flexible, Modified Environment |
Focus on Learning with the Aim of Memorizing | Focus on Understanding and Theory Usage in Practice |
Grading Done by Completing Oral Exams | Grading Done by Group Work on Projects |
Passive Learning | Active Learning Based on Research |
Mostly One Media | Multimedia Usage |
RETAINING ORIGINAL SCHOOL PROGRAM
The School curriculum represents the original work of the Founders. It is based on the relationship between general education and professional art subjects. It was created in various combinations according to the student’s choice of the department. Structured to provide the required standard of general education (high school level) and the appropriate level of general culture, it is the foundation and prerequisite for successfully mastering the content of professional vocational education. The creation process of a relationship between general education and vocational arts subjects of the School was implemented in accordance with the Concept of curricula for secondary technical and vocational schools in Tuzla Canton. Vocational and artistic subjects are an innovation in the secondary education system of B&H and were created based on the results of research on the current shortcomings and ultimate needs of secondary school students.
For each subject, the School has the option of developing an individualized curriculum.
General education and professional arts subjects within the curriculum were created to encourage students to participate in planning and implementing the life of the School community, while learning about social issues of the community in which they live, through the curriculum and field experience, volunteer work, and practical teaching projects. The School consciously promotes the personal, spiritual, and ethical development of students and encourages work for the benefit of the community. Regarding the implementation of the curriculum, it is important to emphasize that:
- The curriculum has a developmental component and will meet the growing intellectual, social, emotional, and physical needs of students,
- Students are offered the opportunity to solve meaningful problems and develop logical thinking, research skills, and functional thinking skills instead of memorizing reworked concepts, theories, and information,
- The curriculum enables students to learn through experience and practice with a broad view of the world, emphasizing ecological interdependence, historical, and cultural development and the interconnectedness of ideas and events, as well as the international perspective,
- Teachers will use innovative teaching styles and adapt assessment strategies to respond to each student’s learning styles and special interests, acting as mentors and supporting the process in which students learn how to observe, listen, read critically, gather information, and learn from practical experience,
- Teachers will strive to help students develop self-confidence, independence, responsibility, compassion, openness to new experiences and learning, patience and self-discipline, acceptance of others, and fulfillment of social relationships,
- The content of the curriculum aims to encourage the building of a community of young people based on tolerance, kindness, trust, and mutual respect, and the School will consciously promote volunteerism, humanity, youth activism, and entrepreneurship.
RETAINING ORIGINAL SCHOOL PROGRAM
The School curriculum represents the original work of the Founders. It is based on the relationship between general education and professional art subjects. It was created in various combinations according to the student’s choice of the department. Structured to provide the required standard of general education (high school level) and the appropriate level of general culture, it is the foundation and prerequisite for successfully mastering the content of professional vocational education. The creation process of a relationship between general education and vocational arts subjects of the School was implemented in accordance with the Concept of curricula for secondary technical and vocational schools in Tuzla Canton. Vocational and artistic subjects are an innovation in the secondary education system of B&H and were created based on the results of research on the current shortcomings and ultimate needs of secondary school students.
For each subject, the School has the option of developing an individualized curriculum.
General education and professional arts subjects within the curriculum were created to encourage students to participate in planning and implementing the life of the School community, while learning about social issues of the community in which they live, through the curriculum and field experience, volunteer work, and practical teaching projects. The School consciously promotes the personal, spiritual, and ethical development of students and encourages work for the benefit of the community. Regarding the implementation of the curriculum, it is important to emphasize that:
- The curriculum has a developmental component and will meet the growing intellectual, social, emotional, and physical needs of students,
- Students are offered the opportunity to solve meaningful problems and develop logical thinking, research skills, and functional thinking skills instead of memorizing reworked concepts, theories, and information,
- The curriculum enables students to learn through experience and practice with a broad view of the world, emphasizing ecological interdependence, historical, and cultural development and the interconnectedness of ideas and events, as well as the international perspective,
- Teachers will use innovative teaching styles and adapt assessment strategies to respond to each student’s learning styles and special interests, acting as mentors and supporting the process in which students learn how to observe, listen, read critically, gather information, and learn from practical experience,
- Teachers will strive to help students develop self-confidence, independence, responsibility, compassion, openness to new experiences and learning, patience and self-discipline, acceptance of others, and fulfillment of social relationships,
- The content of the curriculum aims to encourage the building of a community of young people based on tolerance, kindness, trust, and mutual respect, and the School will consciously promote volunteerism, humanity, youth activism, and entrepreneurship.
EXTRACURRICULAR ACTIVITIES
Extracurricular activities are an integral part of the general educational program of the School. They represent a reflection of the needs and specifics of students and the School. They are organized on the principle of interest, opportunities, and volunteerism of students, outside the curriculum and regular classes.
The program orientation of the School in regular classes places emphasis on the general education and professional-artistic field. In extracurricular activities, it emphasizes the social needs of the community and activities that are complementary to regular classes.
In the 2021/2022 academic year, all forms of innovative extracurricular activities of the School will be organized in accordance with the needs of students and the perceived needs of the community in order to develop and deepen the creative abilities of students and acquire positive habits and skills.
Program contents are realized in:
- scientific clubs (young biologists, ecologists, chemists, mathematicians, physicists, historians, linguists),
- clubs of young technicians (modelers, innovators, radio amateurs, photo amateurs),
- cultural and artistic clubs (drama, literature, recitation, rhythm, dance, puppetry, space design, fashion design, make-up, singing, a music section, choir, folklore groups),
- sports clubs according to various branches of sports (gymnastics, athletics, handball, volleyball, basketball),
- production and socially useful work (sections of entrepreneurship, afforestation, collection of medicinal plants, secondary raw materials),
- clubs for the natural environment preservation (young ecologists, scouts, mountaineers),
- clubs in the field of social life – community life (civitas, debate club, first aid, and health).
Involvement in leisure activities is always useful for students. It can be beneficial for developing their abilities, encouraging creativity, self-actualization, and self-exploratory learning. It is recommended that all students be involved in one of the clubs, as a part of extracurricular activities and, if possible, organize their duties, work as much as possible, and decide for themselves.
EXTRACURRICULAR ACTIVITIES
Extracurricular activities are an integral part of the general educational program of the School. They represent a reflection of the needs and specifics of students and the School. They are organized on the principle of interest, opportunities, and volunteerism of students, outside the curriculum and regular classes.
The program orientation of the School in regular classes places emphasis on the general education and professional-artistic field. In extracurricular activities, it emphasizes the social needs of the community and activities that are complementary to regular classes.
In the 2021/2022 academic year, all forms of innovative extracurricular activities of the School will be organized in accordance with the needs of students and the perceived needs of the community in order to develop and deepen the creative abilities of students and acquire positive habits and skills.
Program contents are realized in:
- scientific clubs (young biologists, ecologists, chemists, mathematicians, physicists, historians, linguists),
- clubs of young technicians (modelers, innovators, radio amateurs, photo amateurs),
- cultural and artistic clubs (drama, literature, recitation, rhythm, dance, puppetry, space design, fashion design, make-up, singing, a music section, choir, folklore groups),
- sports clubs according to various branches of sports (gymnastics, athletics, handball, volleyball, basketball),
- production and socially useful work (sections of entrepreneurship, afforestation, collection of medicinal plants, secondary raw materials),
- clubs for the natural environment preservation (young ecologists, scouts, mountaineers),
- clubs in the field of social life – community life (civitas, debate club, first aid, and health).
Involvement in leisure activities is always useful for students. It can be beneficial for developing their abilities, encouraging creativity, self-actualization, and self-exploratory learning. It is recommended that all students be involved in one of the clubs, as a part of extracurricular activities and, if possible, organize their duties, work as much as possible, and decide for themselves.
ACCEPTING PROGRAMS OF PRACTICAL EDUCATION IN THE COMMUNITY
Students of the Contemporary – Art High School Tuzla will have the opportunity to work on using such techniques in all subjects, which is further beneficial for their community work. The model of students’ preparation for such activities includes putting them in a similar imagined situation to prepare them and strengthen their skills if they ever find themselves in similar situations in real life.
During the first grade, students will be guided to conduct peer research by using the model of group work with their class peers or other students.
During the second grade, students will research more on the topic of children, and conduct research through pedagogical research with children who attend drama classes in the Association of Youth Theater Tuzla.
During the third grade, students will research more on the topic of adults, and use practical work methods while working with the teaching staff and parents.
During the fourth grade, students will research more on the needs of the elderly and people with disabilities.
Practical work is realized through various programs in the community by creating various programs and activities that are beneficial for the community for public manifestations and events in Tuzla Canton, Bosnia and Herzegovina, and the region. In this way, we motivate students to accept values that will help them to grow into healthy, humble, and successful citizens who are acting responsibly to themselves and others by practicing justice, truth, nourishment of personal and national integrity, openness to multiculturalism, self-initiative, self-worth, freedom of showing opinions and emotions as well as respect.
ACCEPTING PROGRAMS OF PRACTICAL EDUCATION IN THE COMMUNITY
Students of the Contemporary – Art High School Tuzla will have the opportunity to work on using such techniques in all subjects, which is further beneficial for their community work. The model of students’ preparation for such activities includes putting them in a similar imagined situation to prepare them and strengthen their skills if they ever find themselves in similar situations in real life.
During the first grade, students will be guided to conduct peer research by using the model of group work with their class peers or other students.
During the second grade, students will research more on the topic of children, and conduct research through pedagogical research with children who attend drama classes in the Association of Youth Theater Tuzla.
During the third grade, students will research more on the topic of adults, and use practical work methods while working with the teaching staff and parents.
During the fourth grade, students will research more on the needs of the elderly and people with disabilities.
Practical work is realized through various programs in the community by creating various programs and activities that are beneficial for the community for public manifestations and events in Tuzla Canton, Bosnia and Herzegovina, and the region. In this way, we motivate students to accept values that will help them to grow into healthy, humble, and successful citizens who are acting responsibly to themselves and others by practicing justice, truth, nourishment of personal and national integrity, openness to multiculturalism, self-initiative, self-worth, freedom of showing opinions and emotions as well as respect.
TAKING SPECIFIC EMANCIPATION PROGRAM OF CLASS MEETINGS
Class meetings are organized in two ways:
- The Annual Work of the School will create a plan that is primarily led by a class teacher at class meetings. The goals of these class meetings include developing individual and collective needs of students, forming a predisposition for active participation of students in their community, taking into account interaction with other community members and critical opinions as a decision-making process to better understand their own identity. Tasks that should be discussed at class meetings are as follows: strengthening identity and individuality, developing self-esteem and respect for others, humanization of relations between people, communities and genders, developing teamwork skills, strengthening comprehension of democracy and its basic principles, developing vitality for active participation in society, encouraging students to use effective methods and techniques of learning and self-education, the efficiency of the use of free time, the ability to actively structure and integrate moral norms and standards and their acceptance and internalization.
- Every month, one class will be realized as a mutual meeting of two classes of the same department that will be held at one place, which further improves the bond between classes and creates various opportunities for mutual work. This class (class meeting) will be held by class teachers of two classes, the pedagogue, and the director. Its concept is based on the internal and external analysis of weekly activities on the School level, as well as informing and information sharing about recent events in the community. Also, there will be anonymous grading of the teaching and administrative staff, including grading of spatial, program, educational, organizational, technical, and other resources by students. This will be later used as feedback for improvement. In these classes, important topics for the development of students will be discussed, which will be described in the curriculum of the class meetings. Occasionally, some activities, such as guest lectures by external associates or partners of the School or people from cultural and public life in the region will be held. Together with those, various visits to other institutions, organizations, and administration systems will be one of the primary goals.
All experiences, accomplishments, dilemmas, and needs that students may have will be written in internal four-year journals that serve as an additional communication channel between students and professors.
TAKING SPECIFIC EMANCIPATION PROGRAM OF CLASS MEETINGS
Class meetings are organized in two ways:
- The Annual Work of the School will create a plan that is primarily led by a class teacher at class meetings. The goals of these class meetings include developing individual and collective needs of students, forming a predisposition for active participation of students in their community, taking into account interaction with other community members and critical opinions as a decision-making process to better understand their own identity. Tasks that should be discussed at class meetings are as follows: strengthening identity and individuality, developing self-esteem and respect for others, humanization of relations between people, communities and genders, developing teamwork skills, strengthening comprehension of democracy and its basic principles, developing vitality for active participation in society, encouraging students to use effective methods and techniques of learning and self-education, the efficiency of the use of free time, the ability to actively structure and integrate moral norms and standards and their acceptance and internalization.
- Every month, one class will be realized as a mutual meeting of two classes of the same department that will be held at one place, which further improves the bond between classes and creates various opportunities for mutual work. This class (class meeting) will be held by class teachers of two classes, the pedagogue, and the director. Its concept is based on the internal and external analysis of weekly activities on the School level, as well as informing and information sharing about recent events in the community. Also, there will be anonymous grading of the teaching and administrative staff, including grading of spatial, program, educational, organizational, technical, and other resources by students. This will be later used as feedback for improvement. In these classes, important topics for the development of students will be discussed, which will be described in the curriculum of the class meetings. Occasionally, some activities, such as guest lectures by external associates or partners of the School or people from cultural and public life in the region will be held. Together with those, various visits to other institutions, organizations, and administration systems will be one of the primary goals.
All experiences, accomplishments, dilemmas, and needs that students may have will be written in internal four-year journals that serve as an additional communication channel between students and professors.
IMPLEMENTING A PLAN FOR STUDENTS TO STAY IN SCHOOL ALL DAY LONG
Students, in cooperation with parents/guardians, are allowed to stay a full day at the School. This is a form of educational work that allows students to do homework, have additional instructions from teachers and professional associates, and focus on repetition and practice. They can also work on teaching materials, group projects, extracurricular activities, screenings of educational films, psychological counseling, reading, conversations with the occasion, and socializing.
IMPLEMENTING A PLAN FOR STUDENTS TO STAY IN SCHOOL ALL DAY LONG
Students, in cooperation with parents/guardians, are allowed to stay a full day at the School. This is a form of educational work that allows students to do homework, have additional instructions from teachers and professional associates, and focus on repetition and practice. They can also work on teaching materials, group projects, extracurricular activities, screenings of educational films, psychological counseling, reading, conversations with the occasion, and socializing.
VALUING ONLINE CLASSES AND SUPPORTING CLASSES BY VISITING LECTURERS
In order to exchange experiences and opportunities for further education, the School will establish cooperation with professionals and experts from the region, Europe, and the world. Visiting lecturers will, in accordance with the possibilities, realize lectures as live meetings with students or in an online format. Each lecture will be recorded and placed in the School’s online system to be accessible to every student and parent/guardian. Students and their parents/guardians will be continuously provided with direct contact with visiting lecturers and their students, schools, educational and cultural institutions in which they are employed.
In the 2021/2022 academic year, visiting lecturers come from Bosnia and Herzegovina, Serbia, Croatia, the Czech Republic, Germany, Austria, and Sweden.
VALUING ONLINE CLASSES AND SUPPORTING CLASSES BY VISITING LECTURERS
In order to exchange experiences and opportunities for further education, the School will establish cooperation with professionals and experts from the region, Europe, and the world. Visiting lecturers will, in accordance with the possibilities, realize lectures as live meetings with students or in an online format. Each lecture will be recorded and placed in the School’s online system to be accessible to every student and parent/guardian. Students and their parents/guardians will be continuously provided with direct contact with visiting lecturers and their students, schools, educational and cultural institutions in which they are employed.
In the 2021/2022 academic year, visiting lecturers come from Bosnia and Herzegovina, Serbia, Croatia, the Czech Republic, Germany, Austria, and Sweden.
EVENTS, PRESENTATIONS, FESTIVALS, TRIPS, AND STUDENT EXCHANGE PROGRAMS
Through classes and extracurricular activities, students will produce various creative-artistic and socially useful actions that will be performed in front of domestic and regional audiences.
The School will establish cooperation with other similar schools, festival directorates, festivals for exchanges and promotional activities in the region, which will provide students not only with opportunities for (self) promotion, but also with opportunities for engagement and employment. These activities are done in accordance with the Annual Work Program of the School and within the Ordinance on production projects of the School.
EVENTS, PRESENTATIONS, FESTIVALS, TRIPS, AND STUDENT EXCHANGE PROGRAMS
Through classes and extracurricular activities, students will produce various creative-artistic and socially useful actions that will be performed in front of domestic and regional audiences.
The School will establish cooperation with other similar schools, festival directorates, festivals for exchanges and promotional activities in the region, which will provide students not only with opportunities for (self) promotion, but also with opportunities for engagement and employment. These activities are done in accordance with the Annual Work Program of the School and within the Ordinance on production projects of the School.
NOTABLE WORK WITH STUDENTS’ ORGANIZATIONS
Students are also organized and work through the Student’s Council at the class level and the School level. The task of the Student’s Council is to promote the interests of the School in the community, represent the attitudes of students, contribute to improving work and learning outcomes, discipline, preservation of the School property. Apart from these, the Student’s Council should encourage students’ participation in schoolwork, participate in all extracurricular activities, organize and participate in the cultural activities of the School, cooperate with the Student’s Councils of other schools at the municipal, cantonal, and wider level. They should also work with non-governmental organizations and other interest groups, inform the School Board about its views when necessary.
Through such engaged work with students, they will work on the creative design of the free time, promotion of all-day stay at the School, socializing, getting to know each other better, recreational activities important for the development of humanity, solidarity, health, and environmental protection.
NOTABLE WORK WITH STUDENTS’ ORGANIZATIONS
Students are also organized and work through the Student’s Council at the class level and the School level. The task of the Student’s Council is to promote the interests of the School in the community, represent the attitudes of students, contribute to improving work and learning outcomes, discipline, preservation of the School property. Apart from these, the Student’s Council should encourage students’ participation in schoolwork, participate in all extracurricular activities, organize and participate in the cultural activities of the School, cooperate with the Student’s Councils of other schools at the municipal, cantonal, and wider level. They should also work with non-governmental organizations and other interest groups, inform the School Board about its views when necessary.
Through such engaged work with students, they will work on the creative design of the free time, promotion of all-day stay at the School, socializing, getting to know each other better, recreational activities important for the development of humanity, solidarity, health, and environmental protection.
ENGAGEMENT AND DEVELOPMENT OF SOCIAL SKILLS THROUGH DRAMA UPBRINGING
The purposes of teaching that a student uses during this time are divided into three categories that are intertwined. They are as follows:
- Cognitive learning (intellectual ability or knowledge or opinion)
- Affective learning (emotion or relationship or perspective)
- Psychomotor learning (physical abilities or the things that a person can do)
The characteristics that drama education develops in the domain of socialization, cognitive, and emotional development are:
- Imagination,
- Acceptance and flexibility,
- Attention and concentration,
- Speech, communication, and presentational skills,
- Social awareness about the community,
- Esthetic values, curiosity, and creativeness,
- Acceptance of the value system,
- Physical and mental development,
- Motivation,
- Perception,
- Memory,
- Self-control, self-discipline, and self-awareness,
- Creativity in problem-solving,
- Empathy and tolerance,
- Trust,
- Cooperation and teamwork,
- Identity,
- Freedom of showing emotions,
- Showing respect towards obligations, duties, and rules,
- Humor and relaxation.
ENGAGEMENT AND DEVELOPMENT OF SOCIAL SKILLS THROUGH DRAMA UPBRINGING
The purposes of teaching that a student uses during this time are divided into three categories that are intertwined. They are as follows:
- Cognitive learning (intellectual ability or knowledge or opinion)
- Affective learning (emotion or relationship or perspective)
- Psychomotor learning (physical abilities or the things that a person can do)
The characteristics that drama education develops in the domain of socialization, cognitive, and emotional development are:
- Imagination,
- Acceptance and flexibility,
- Attention and concentration,
- Speech, communication, and presentational skills,
- Social awareness about the community,
- Esthetic values, curiosity, and creativeness,
- Acceptance of the value system,
- Physical and mental development,
- Motivation,
- Perception,
- Memory,
- Self-control, self-discipline, and self-awareness,
- Creativity in problem-solving,
- Empathy and tolerance,
- Trust,
- Cooperation and teamwork,
- Identity,
- Freedom of showing emotions,
- Showing respect towards obligations, duties, and rules,
- Humor and relaxation.
STRONG CULTURAL AND PUBLIC SCHOOL OPERATIONS
In its long-term work, the Founders have established cooperation and partnership with several hundred institutions and organizations of education, upbringing, and culture. Such development practice will be continued by the School in accordance with legal regulations and possibilities.
The School will be in a situation to monitor and implement a number of city-level, cantonal, state, and European projects of importance for the development of children and youth of Tuzla Canton together with the School Founders. Individuals that will be involved in the implementation of the project management are as follows: teaching staff, parents, students as end-users of the project results, additional partner institutions or individuals, and experts for the project area. A special step in the work of the School is the establishment of cooperation with the media, other primary and secondary schools, centers for culture and information, NGOs, preschool education of Tuzla Canton, but also other similar schools, colleges, institutions and organizations, individuals in the region and Europe. They will be offered to create and perform theater plays, films, dance, music, singing performances, and other art projects created in the production of the Contemporary Art School Tuzla. In this way, we work on the promotion of art as a model of action on the transformation of consciousness. The cultural and public activity of the school is realized through programs of teaching and extracurricular activities.
STRONG CULTURAL AND PUBLIC SCHOOL OPERATIONS
In its long-term work, the Founders have established cooperation and partnership with several hundred institutions and organizations of education, upbringing, and culture. Such development practice will be continued by the School in accordance with legal regulations and possibilities.
The School will be in a situation to monitor and implement a number of city-level, cantonal, state, and European projects of importance for the development of children and youth of Tuzla Canton together with the School Founders. Individuals that will be involved in the implementation of the project management are as follows: teaching staff, parents, students as end-users of the project results, additional partner institutions or individuals, and experts for the project area. A special step in the work of the School is the establishment of cooperation with the media, other primary and secondary schools, centers for culture and information, NGOs, preschool education of Tuzla Canton, but also other similar schools, colleges, institutions and organizations, individuals in the region and Europe. They will be offered to create and perform theater plays, films, dance, music, singing performances, and other art projects created in the production of the Contemporary Art School Tuzla. In this way, we work on the promotion of art as a model of action on the transformation of consciousness. The cultural and public activity of the school is realized through programs of teaching and extracurricular activities.
SUBSIDED STUDENTS’ OVERLOAD – INTERMEDIATE SUBJECTS
To reduce the overload of students with teaching content, the Founders, when developing the curriculum, took care to establish clear correlations between general education and professional art subjects. In this way, complete clarity of understanding of teaching areas and contents is achieved, explained from different angles of observation. Additionally, students, regardless of the number of daily lessons, do not have a feeling of overload, but a feeling of connecting knowledge as a whole. Every day is conceived as a relationship between general education and professional-art (practical) subjects, which are the characteristics of a modern school.
SUBSIDED STUDENTS’ OVERLOAD – INTERMEDIATE SUBJECTS
To reduce the overload of students with teaching content, the Founders, when developing the curriculum, took care to establish clear correlations between general education and professional art subjects. In this way, complete clarity of understanding of teaching areas and contents is achieved, explained from different angles of observation. Additionally, students, regardless of the number of daily lessons, do not have a feeling of overload, but a feeling of connecting knowledge as a whole. Every day is conceived as a relationship between general education and professional-art (practical) subjects, which are the characteristics of a modern school.
WORKING ON COMPETENCIES FOR THE 21st CENTURY
The primary goal of drama education, which is used as a specific form of influencing human awareness, is not to develop acting potentials or artistic affinities. It is essentially used as a partner in the education and upbringing of children and youth. Goals of drama education, as one of the tasks used in applied theater and drama, aim towards improvement and advancement of personal competencies of an individual by using innovative methods in the process of gaining knowledge, skills, and other habits, together with developing physical, emotional, and intellectual capacities in the character and perspective formation.
In the 21st century, information technologies have a major impact on upbringing. On one hand, they are a big benefit, but on the other, they hurt the process of upbringing. The negative side can be seen through the fact that information technologies mostly help in education while neglecting the core of upbringing. It cannot be forgotten that education is actually a term equal to the term of upbringing, and it usually represents a process of informing, gaining knowledge, skills, and habits. Modern technologies are the primary source of informing, which causes education or just informing to be more prominent than upbringing itself.
However, by neglecting knowledge, the danger may turn into a destructive force, and that will result in young people satisfying only their “selfish” goals even if they are against general, social interests, and universal human values. A child or young person can know a lot, but even so, s(he) can behave inhumanely, which proves that the educational task of working with children and young people should never be neglected. It gives humans meaning to the overall work in upbringing and education.
Drama education with innovative methods, which engages both the mind and body, can be a means of building a healthy personality through the development of social, cognitive, and emotional abilities. All these statements were made on the basis of many years of experience in the application of drama education in the Drama Studio for Children, Youth, and Adults of the Tuzla Youth Theater and work with several thousand participants aged 6 to 25 years.
Drama education socializes a person by putting him/her in two initial positions. The first position enables the individual to understand the society in which the society is superior to the individual, and the community which determines his/her starting point, possibilities, and limits of personal achievement. The second position provides the individual with a sense that the individual is superior to the social community and that society develops and survives through the actions of the individual. In all methods of drama education for each participant in the process, both starting points are applied and the process of socialization is achieved by combining these two concepts.
The final result of the application of drama education with the above characteristics, regardless of the age at which it is applied, is the building of self-confidence in students and filling or correction of all family or educational gaps in education and upbringing, including prevention or rehabilitation of deviant behaviors in children and youth.
The self-confidence that participants gain through the process of drama education has a positive effect on not only their personal development but also on the development of the entire social community.
WORKING ON COMPETENCIES FOR THE 21st CENTURY
The primary goal of drama education, which is used as a specific form of influencing human awareness, is not to develop acting potentials or artistic affinities. It is essentially used as a partner in the education and upbringing of children and youth. Goals of drama education, as one of the tasks used in applied theater and drama, aim towards improvement and advancement of personal competencies of an individual by using innovative methods in the process of gaining knowledge, skills, and other habits, together with developing physical, emotional, and intellectual capacities in the character and perspective formation.
In the 21st century, information technologies have a major impact on upbringing. On one hand, they are a big benefit, but on the other, they hurt the process of upbringing. The negative side can be seen through the fact that information technologies mostly help in education while neglecting the core of upbringing. It cannot be forgotten that education is actually a term equal to the term of upbringing, and it usually represents a process of informing, gaining knowledge, skills, and habits. Modern technologies are the primary source of informing, which causes education or just informing to be more prominent than upbringing itself.
However, by neglecting knowledge, the danger may turn into a destructive force, and that will result in young people satisfying only their “selfish” goals even if they are against general, social interests, and universal human values. A child or young person can know a lot, but even so, s(he) can behave inhumanely, which proves that the educational task of working with children and young people should never be neglected. It gives humans meaning to the overall work in upbringing and education.
Drama education with innovative methods, which engages both the mind and body, can be a means of building a healthy personality through the development of social, cognitive, and emotional abilities. All these statements were made on the basis of many years of experience in the application of drama education in the Drama Studio for Children, Youth, and Adults of the Tuzla Youth Theater and work with several thousand participants aged 6 to 25 years.
Drama education socializes a person by putting him/her in two initial positions. The first position enables the individual to understand the society in which the society is superior to the individual, and the community which determines his/her starting point, possibilities, and limits of personal achievement. The second position provides the individual with a sense that the individual is superior to the social community and that society develops and survives through the actions of the individual. In all methods of drama education for each participant in the process, both starting points are applied and the process of socialization is achieved by combining these two concepts.
The final result of the application of drama education with the above characteristics, regardless of the age at which it is applied, is the building of self-confidence in students and filling or correction of all family or educational gaps in education and upbringing, including prevention or rehabilitation of deviant behaviors in children and youth.
The self-confidence that participants gain through the process of drama education has a positive effect on not only their personal development but also on the development of the entire social community.
INITIATING ACTIVE WORK ON STUDENTS’ PROFESSIONAL ORIENTATION
Students’ professional orientation encompasses a systematic and professionally designed way of sharing information about the nature of certain occupations/titles/departments and the possibility of education continuation together with testing professional interests, individual consultation, and talent.
The task of a professional orientation is to lead young people to their further educational paths that will successfully match their abilities, interests, and talent.
A pedagogue/psychologist of the Contemporary – Art High School Tuzla will use the Teacher’s Council as a channel to meet class teachers and other council members with goals, tasks, program, and means of professional orientation.
Students’ records will be used to enter all data regarding the psychophysical development of the student, health condition, his/her behavior, learning outcomes, interests, work in extracurricular and other activities. Longitudinal monitoring and recording of student data from the first day of schooling is important for successful professional orientation.
During the work on the professional orientation of students, the psychophysical abilities of students and other personality characteristics also play an important role. It is also important to provide students with valid information and essential characteristics of the modern world of work and to help them and their parents/guardians make a rational decision about choosing further education. The selection decision should be based on clear and comprehensive information on the content of occupations and educational programs, while taking into account the individual characteristics, abilities, and interests of students.
In the third and fourth grades, the plan is to implement a program of professional orientation due to the great opportunities for further education and reorientation, as well as a detailed presentation of the characteristics of the occupations that exist. The program would be organized through information from brochures, direct visits of students and professors from faculties/universities to school classes, visits of students to the “Open Days” event, information on the website of the faculty/university and bullet-in board, visits to potential employers, involvement of future potential employers in the life of the School, festivals, guest appearances, seminars and communication with donors of projects that students implement within the subject. Activities related to professional orientation in school are managed by a pedagogue/psychologist in cooperation with teachers and class teachers.
INITIATING ACTIVE WORK ON STUDENTS’ PROFESSIONAL ORIENTATION
Students’ professional orientation encompasses a systematic and professionally designed way of sharing information about the nature of certain occupations/titles/departments and the possibility of education continuation together with testing professional interests, individual consultation, and talent.
The task of a professional orientation is to lead young people to their further educational paths that will successfully match their abilities, interests, and talent.
A pedagogue/psychologist of the Contemporary – Art High School Tuzla will use the Teacher’s Council as a channel to meet class teachers and other council members with goals, tasks, program, and means of professional orientation.
Students’ records will be used to enter all data regarding the psychophysical development of the student, health condition, his/her behavior, learning outcomes, interests, work in extracurricular and other activities. Longitudinal monitoring and recording of student data from the first day of schooling is important for successful professional orientation.
During the work on the professional orientation of students, the psychophysical abilities of students and other personality characteristics also play an important role. It is also important to provide students with valid information and essential characteristics of the modern world of work and to help them and their parents/guardians make a rational decision about choosing further education. The selection decision should be based on clear and comprehensive information on the content of occupations and educational programs, while taking into account the individual characteristics, abilities, and interests of students.
In the third and fourth grades, the plan is to implement a program of professional orientation due to the great opportunities for further education and reorientation, as well as a detailed presentation of the characteristics of the occupations that exist. The program would be organized through information from brochures, direct visits of students and professors from faculties/universities to school classes, visits of students to the “Open Days” event, information on the website of the faculty/university and bullet-in board, visits to potential employers, involvement of future potential employers in the life of the School, festivals, guest appearances, seminars and communication with donors of projects that students implement within the subject. Activities related to professional orientation in school are managed by a pedagogue/psychologist in cooperation with teachers and class teachers.
NEW AND VERIFIED PEDAGOGICAL WORK WITH PARENTS
One of the most important segments of the School’s work is two-way communication and cooperation with parents/guardians. By using their previous work experience, the Founders are of the opinion that parents, as the basis of education, have a key role in the process of recognizing the needs of the child. If we take into account that the idea of founding the School came from the Parents ‘Council of the Youth Theater Tuzla, that speaks volumes about the importance of the existence of the Parents’ Council. The School Parents’ Council will be established in accordance with the Law (Article 140). The specifics of the School, a special regulation on the formation and manner of work of the Parents’ Council will be adopted and harmonized with the needs of parents and the Law.
All parents/guardians will be included in a different communication system, which includes a mandatory contact of parents and classmates once a week (by phone, email, mail, oral, and written means of communication). The class teacher enters the conclusions of the interview in the list of weekly reports and presents the important conclusions to the administration or the class council during the weekly meetings.
Parents, as the first interactive audience of the School, attend all final presentations, performances, exams, and other activities achieved in teaching, after which discussion, conversation, comments, recommendations, advice, criticism, suggestions are developed and considered by the School’s administration. Only after the parents give their consent for what they have seen, a certain play can be performed in front of the broader audience, including citizens, children, youth, the community. This is the same for festivals as they are defined in the School Rules and the School’s Annual Work Program.
NEW AND VERIFIED PEDAGOGICAL WORK WITH PARENTS
One of the most important segments of the School’s work is two-way communication and cooperation with parents/guardians. By using their previous work experience, the Founders are of the opinion that parents, as the basis of education, have a key role in the process of recognizing the needs of the child. If we take into account that the idea of founding the School came from the Parents ‘Council of the Youth Theater Tuzla, that speaks volumes about the importance of the existence of the Parents’ Council. The School Parents’ Council will be established in accordance with the Law (Article 140). The specifics of the School, a special regulation on the formation and manner of work of the Parents’ Council will be adopted and harmonized with the needs of parents and the Law.
All parents/guardians will be included in a different communication system, which includes a mandatory contact of parents and classmates once a week (by phone, email, mail, oral, and written means of communication). The class teacher enters the conclusions of the interview in the list of weekly reports and presents the important conclusions to the administration or the class council during the weekly meetings.
Parents, as the first interactive audience of the School, attend all final presentations, performances, exams, and other activities achieved in teaching, after which discussion, conversation, comments, recommendations, advice, criticism, suggestions are developed and considered by the School’s administration. Only after the parents give their consent for what they have seen, a certain play can be performed in front of the broader audience, including citizens, children, youth, the community. This is the same for festivals as they are defined in the School Rules and the School’s Annual Work Program.
SETTING UP AN ENVIRONMENT FOR GAINING KNOWLEDGE ON ENTREPRENEURSHIP
Creating an environment for the development and promotion of entrepreneurship through teaching and extracurricular activities is one of the key objectives of the European Union policies. The awareness of young people about the need to socialize and start (develop) their own business, projects and entrepreneurial innovations followinng the needs of the community is one of the basic goals of the educational model of the School. Essentially, entrepreneurship education is important for shaping the way young people think, and also for developing the skills, knowledge, and attitudes necessary to promote an entrepreneurial culture and contribute to reducing youth unemployment.
SETTING UP AN ENVIRONMENT FOR GAINING KNOWLEDGE ON ENTREPRENEURSHIP
Creating an environment for the development and promotion of entrepreneurship through teaching and extracurricular activities is one of the key objectives of the European Union policies. The awareness of young people about the need to socialize and start (develop) their own business, projects and entrepreneurial innovations followinng the needs of the community is one of the basic goals of the educational model of the School. Essentially, entrepreneurship education is important for shaping the way young people think, and also for developing the skills, knowledge, and attitudes necessary to promote an entrepreneurial culture and contribute to reducing youth unemployment.
Dear students,
This space is created for your convenience and presentation. Give us a chance to enrich each other and witness your individual and our shared successes. Let us carefully and patiently turn all your dilemmas, fears, shame, or lack of self-confidence into your strengths. Let us discover, support, develop, and promote your talent. This is a school that is founded because of you.
Welcome!
Performer of Drama Arts and Education
Youth Leader
World Vision International u BiH
Akademija scenskih umjetnosti, Sarajevo
Predsjednica Udruženja „Medija - Art“ Sarajevo
Umjetnička direktorica Juventafesta
„Dis – Pozorište mladih“ Banja Luka
Akademija umetnosti u Novom Sadu
Doc.mr.Primenjeno pozorište
Akademija umetnosti u Novom Sadu
Centar za kreativno odrastanje i multikulturalnu saradnju
„CEKOM“, Zrenjanin
World Rock`n`roll Confederation
Associate professor, Drama and Theatre for Youth and Communities
Director, Drama for Schools
Program Heade, MFA in Drama and Theatre for Youth and Communities
Theatre and Dance Department
University of Texas at Austin