8.5 Developing cultural and creative competences
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Creativity appears in the new (accepted in 2020) National Core Curriculum's [(Nemzeti Alaptanterv) referred hereinafter to as NCC] key competencies as a cross-curricular development goal. Furthermore, the following key competencies explicitly relate to the concept:
- Communication competencies (mother tongue and foreign language),
- digital competencies,
- personal and social competencies,
- employee, innovation and entrepreneur competences.
Art is taught through specific classes related to
- drama and dance,
- visual culture, and
- video culture and media literacy.
In addition, in the learning area of technology, design and digital culture appears in the topics addressed.
As mentioned above, the system of basic cultural care related to community culture [in accordance with the strategy of lifelong learning (Az egész életen át tartó tanulás...)] emphasises learning outside the school context, and the NCC also highlights the role of acquiring experiences in the field of arts and creativity in cultural institutions. In addition to the programmes already mentioned, there are many smaller-scale initiatives led by NGOs or cultural institutions. Some innovative examples can be found in the conference proceedings of the 2017 ELTE Workshop for Arts Education.
The Community Coordination programme has introduced as a BA level education in the field of cultural management (offered since 2016). The Cultural Community Coordination specialisation (Közösségszervezés BA, Kulturális közösségszervezés szakirány) enables its graduates to create community development processes for self-organising activities of local communities. The main fields of the specialisation include
- community culture,
- culture mediation and
- community development.
The most relevant training programmes related to the application of arts in education are those with focus on art pedagogy and/or art therapy. These are mostly postgraduate or further educational programmes, such as the postgraduate specialist training course on drama pedagogy offered by several Hungarian universities. Only the University of Pécs Faculty of Music and Visual Arts offers postgraduate training on art therapy (művészetterápia szakirányú továbbképzés).
Several higher educational institutions provide education to become a professional in the cultural sector. The most important ones, regarding visual arts, include the
- Hungarian University of Fine Arts (Magyar Képzőművészeti Egyetem);
- Kodály Institute of the Liszt Ferenc Academy of Music (Liszt Ferenc Zeneművészeti Egyetem Kodály Intézet);
- Moholy-Nagy University of Art and Design (Moholy-Nagy Művészeti Egyetem);
- University of Theatre and Film Arts (Színház- és Filmművészeti Egyetem).
The Hungarian University of Fine Arts offers MA level education of visual educators. Kodály Institute of the Liszt Ferenc Academy of Music offers Graduate degree education in music pedagogy. Moholy-Nagy University of Art and Design offers MA programmes in design and art management as well as design and visual art education. The University of Theatre and Film Arts offers a drama instructor BA programme (drámainstruktor).
The most relevant programmes are connected to the system of community culture and have been mentioned before. (For more information see sub-chapter 8.4 Promoting culture and cultural participation.) The role of Agóras is unquestionable when approaching access to creative environments. Agóras were designed as
'multifunctional community centres and community culture institutions which are suitable to operate in a way that integrates community culture; education and adult education, and experience features in a specifically created built environment.' (Németh, 2013)
The Youth Cultural Festival of the Carpathian Basin
An important event specifically targeted for showcasing young people's projects in arts is 'Kultivál' (The Youth Cultural Festival of the Carpathian Basin). During the festival young artists – painters, photographers, actors, musicians – from Hungary and from the neighbouring countries where ethnic Hungarians live, have the opportunity to
- network and
In 2019 'Kultivál' was organised by NMI Cultural Institute Non-profit Public Utility Ltd. (NMI Művelődési Intézet Nkft.) as a youth community development summer camp, funded by HDROP-1.12.1-17-2017-00022 called 'From home to home' (EFOP-1.12.1-17-2017-00022 'Otthonról haza'). (For more information about NMI Cultural Institute Non-profit Public Utility Ltd. please see sub-chapter 8.2 Administration and governance.)
In 2020, the festival was not organised, but from the same budget source
- a youth community development camp,
- a literary summer camp, and
- a film summer camp was organised (táborok).
Another youth culture festival is the Pannon Unifest (Pannon UniFest), where talented qoung Hungarian artists can
- learn and
As mentioned before, the HDROP-1.12.1-17-2017-00022 Programme [timeframe: 2018-2020, budget: HUF 660 million, (about EUR 1.8 million)] played a role in organising events related to community development, film culture, puppet art and to other topics.
In addition to these, many events are organised by municipal governments, educational, cultural and other institutions which provide opportunities for young artists to present themselves, but these (with the exception of educational institutions) rarely focus explicitly on young artists. An excellent example of a market initiative where many young design artists can present is WAMP, a design and fashion fair, where emerging Hungarian designers can showcase their works.