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In recent years, ShareMusic & Performing Arts, together with its partners at the Centre for European Studies at Yerevan State University and the Henrik Igityan National Centre for Aesthetics in Armenia, has been exploring various ways in which the connection between human rights and art can be expressed. The result of this work includes an education toolkit for schools that utilizes inclusive and creative methods to raise awareness of the Convention on the Rights of the Child. In an interview with Mariam Muradyan, a children's rights expert who was one of the four experts involved in the development of the "Inclusion through Art" toolkit, presented at the conference in Yerevan, we explore the significance and objectives of the toolkit.
Congratulations on the launch of the toolkit. How do you feel about it?
- From the very start to today I feel inspired, and I feel hopeful that this will change something – very little though – but it will at least change something in the perception of multidisciplinary and transdisciplinary approaches toward art subjects and inclusivity.
Tell us more about the toolkit. Who is the target audience, and what are its objectives?
- The primary audience is teachers of the school subject “Art”, but it can be utilized across other disciplines as well. In the toolkit, we explicitly mention the other disciplines where it can be applied. It can also benefit teachers who instruct subjects like "Me and Environment" or those involved in interdisciplinary subjects in schools. Additionally, it can be used in non-formal education institutions, rehabilitation centers, NGOs, or by civil society representatives who work with marginalized children, including those with disabilities.
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The toolkit aims to help teachers educate children about their rights. How does it work?
- The content of the toolkit focuses on children’s rights education. We have selected nine fundamental rights based on the UN Convention on the Rights of the Child. We also aim to convey the essence of these rights, addressing common misperceptions and misinterpretations. For instance, we tackle topics like child labor, defining it and discussing exploitation, especially when children support their families. While there is no question that children may help their families, it shouldn't come at the expense of their right to rest or education. Additionally, any work they undertake should primarily benefit them, rather than others.
How do you hope the toolkit will be used?
- I hope the toolkit arrives at the right time and reaches the intended audience. From our discussions, it's evident that teachers genuinely need it, and this is key to its success. Understanding the need and providing support are crucial. It's about providing methodologies, approaches, and practical exercises. Teacher scan use the toolkit as a guide, implementing the exercises or scenarios provided, which can serve as models for similar activities on different rights or subjects. We hope that the Ministry of Education will take ownership of incorporating it into the curriculum, and we have received encouraging suggestions from them. We also plan to organize meetings with other teachers to demonstrate how the exercises work in practice. Our aim is for the toolkit to be a dynamic resource.
The issue of inclusion was given utmost consideration in crafting the toolbox. Could you provide further elaboration on this?
- We have four key experts involved: education expert Serine Avetisyan, psychologist Tatevik Abrahamyan, artist Karin Styvers, and me, Mariam Muradyan, who is a children's rights expert. Together, we combine our expertise to understand various aspects of inclusivity and strive to address as many types of disabilities as possible without explicit differentiation. Our goal is to make all the exercises engaging and interesting for children, regardless of disabilities, developmental specificities, or vulnerabilities, whether they're affected by war or not. Inclusivity is about embracing the diversity among teachers, students, and everyone in general.
Do you have a favorite exercise?
- During the panel discussion, I presented an exercise that aimed to elucidate the concept of child labor. In this exercise, we presented five scenarios, one of which illustrates what child labor entails. We asked students to imagine themselves as birds, gathering materials to build their homes. Along the way, they encounter a heavy stone they must carry. Despite the bird eventually managing to carry the stone to its nest, it is taken away by an eagle. This exercise highlights how child labor exceeds children's physical capacities and impedes their development, ultimately benefiting adults or other purposes, rather than the child.
Is there anything you would like to add?
- I am delighted to partner with ShareMusic & Performing Arts. It's been an enriching journey, transitioning from a child rights expert to an artistic child rights advocate. I hope this collaboration continues to flourish, regardless of its form!
In the post-Soviet education system, there is a subject called "Art", which is part of the broader subject group of art and culture. The subject "Art" aims to introduce students to various forms of artistic expression, including painting, sculpture, music, theater, dance, literature, and architecture. The goal is to promote understanding of the role of art in society, cultural traditions, and individual creativity.
