Alice Strömberg is a seventeen-year-old curator at the ‘My Castle, Your Castle project’ in Sweden. Last October, she spent three days on an immersive visit to the ancient city of Zaragoza, as part of Cultural Heritage in Action.
Peer learning visits
Rural, dispersed and less accessible communities are often not the focus of cultural heritage protection and valorisation policies. The peer-learning visit to Cantabria was a unique opportunity to address the challenge of managing cultural and natural heritage in this mountainous region.
The City of Krakow has developed several initiatives through its Municipal Culture Service and its Municipal Green Space Authority to capitalise on the city’s natural and cultural heritage and landscapes for its sustainable development.
Towards a sustainable model of reusing old premises for cultural uses: the example of Kaapeli in Helsinki.
The KAAPELI model demonstrates how to transform a significant heritage asset while managing financial risk. The critical success factors included the company owning the assets, having long-term tenancies and a mix of services and activities.
As a local authority-run museum service, Leeds Museums & Galleries is an important entity for Leeds City Council. Grounded within communities and the structure of the city, it performs a key civic role and is a pivotal organisation for the delivery of cultural and heritage activities at the city’s level.
KAAPELI, a “temporary industrial space” turned into a platform for culture and the arts in Helsinki. A visual story from a peer-learning visit to Finland.
Learning by caring: Leeds Museums and Galleries Primary School Membership Scheme and Curriculum Planning
The Leeds Museums and Galleries Primary School Membership Scheme and Curriculum Planning was one of the initiatives presented during a Cultural Heritage in Action peer learning visit in Leeds. It is a symptomatic example of museums’ soft power at work when training the next generation.
In Leeds, consultation with teachers, universities and teacher trainers showed teachers wanted flexible, curriculum-linked classroom resources. Driven by the narrative of the city, these new resources are called ‘stories' and aim to raise the educational achievement of children through heritage and the arts.