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During this period, the International Center of Bethlehem (ICB), funded by Tamkeen Civil Society and Democracy Strengthening Project and in collaboration with 10 governmental, private and UNRWA schools in the Bethlehem Governorate implemented the project with its multiple tasks. The impact of the project This project, through intensive training workshops, installation art exhibitions and public debates held at the participating schools and at the ICB, assisted 162 young men and women within the Bethlehem Governorate to identify and prioritize their key issues and to communicate their concerns that are deemed significant to them to the public including their local communities and families, decision makers, local government officials and leaders of the civil society. In addition, a viable network among the youth groups was created by sharing and exchanging concerns and experiences between each other. Finally, the project trained and developed the skills of 10 art teachers working in the participating schools to become familiar with the medium of installation art, in the hope that their acquired skills shall be used to implement similar trainings to future students. The project was a tool to communicate the youth issues not only to community leaders but also to the students ’ families, as the audience of the exhibitions and public debates were mostly the families of the students and the local community. It was very surprising to witness how the students defended their ideas and concerns in front of their parents and family members, as through art the students were able to say things that they can not express in a normal verbal conversation. Students from the surrounding Bethlehem villages were very excited with the project, as it was a great chance for them to break through their closed communities and their barriers of the ‘ Separation ’ Wall and the road blocks. Every exhibition they had was like a festival for the whole village. Also the girls participating in the project showed a great deal of responsibility towards the project; as the project gave them the opportunity, which normally they don ’ t have in our closed community, to express their feelings and opinions. It was very clear at the school exhibitions that the girls are advocating their ideas and fighting for their rights very strongly. The project strengthened the ties between the students with their different backgrounds, as they were introduced to each other, realized their concerns and issues and became aware of their differences and similarities. Also there was an impact on the whole community of Bethlehem governorate as they were more aware of the youth concerns and issues through the different means of communicating as the public debates, the exhibitions, the local T.V. stations and radio who and also through the booklet and the documentary film. The ICB was introduced to a wild number of stockholders that are in a need for such projects in the refugee camps and the villages, also the ICB built connections with different sectors in Bethlehem governorate, which was an opportunity to understand them more and know their needs and issues. The encountered challenges At first, the project faced some difficulties with the UNRWA administration, as they refused the project because they were concerned that the students might reflect violent images. The ICB staff met with them and was able to convince them with the importance of the project. Also the schedule of the student workshops caused inconvenience for most of the schools as it was on Fridays, the vacation day for the schools, so it was changed to be during the school day. In the teacher workshops, it was hard to convince and encourage the teachers with this new medium of art as they were not used to installation art and most of them did not even hear about it before. However, with the two workshops and the follow-ups by the ICB staff made it easier for the teachers to begin to comprehend the concept and how to work with it. 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')ZuG+]Wrh/~CL8cUwVwi=Oɨp}_tQ⩯q۵m8]0W7?޿-mxiS|ɕ'/~FC~pe39oʏ7.9_tf m]26Wcs|/:ԲTa-5IT2owwx"/ds>|Oɷ<+R"o{ NbH-l*{A[MgGd=HַgM G֍tV=r޼o'F!<ɣ,9I~y0ACyc|{k{+V2+gLE<^T>%Y+7lp[Sѩ׺ʝ|W'}?=/}WoJ]3+kІph>"hnlЋx A~'5WB~k@G#t.Y'𦎦塬phj`,}9M/cIu1[E88 W /m/]Zߥ_Ôlյ}LvGҼؐ&1ݤ}{ukk~~O /o2|^f(6~IVDr}ב>_+O;m86"96C-vǧt;w,m3^gj`̗ki?}奐Y!F յc##ՈpO6[\FyTv2<9 I{ zO -zi&I4ºv__]68sCt~di+9|E|ͻ99 oA|udu6y~ mI1 F]ٷuCs{lZMgm7=og??YI_yU_[{<N?ydO2LʚWJv<wD8rd4vߟ\+k}[P8|#$߽->~+_B;2x{da%e#ZʃvFk@ό_,g{L%뒭|gx&GF>! GքѤkSM/|㉡FáLg(ۋ{R@rP8g50fio4뷿avқZ?/u~}-7y0ⅎ?H·]NEOp>|Y]\ѵU^Ѧn:hES8qK'1=[\k6!,,2students were not motivated towards the project, but in no time it was the opposite as they felt the importance to express themselves through such a creative way. During the production of the installations, the students faced a problem of have proper space to work in and to exhibit their art pieces. The schools lack of extra space or free classrooms, this problem was even discussed in the students ’ ideas for their art pieces especially in the governmental schools. We made a lot of efforts in communications with the schools headmasters to make the project possible. The schedule of the exhibitions and the debate shows took a lot of time to be set as we had to consider the circumstances of each different school, also to consider the timing of the different religious holidays and schools ’ vacations, for example the UNRWA schools had more than a one month break because of their strike, which caused inconvenience to the project schedule. The lessons learned and recommendations. Each school had its own individuality, according to the different circumstances, personalities, context and location of each school, as there were different issues and perspectives of the youth that were presented. It was very astonishing to see how talented our youth is and how much creative they can be if they got the right tool. In our recent political, social and economical situation our youth is in a huge need for projects like this to give them ways of free expression. The youth from the villages and particularly in the western rural areas are the ones who are strongly in need as they are heading to a great extent towards being marginalized closed communities surrounded by the ‘ Separation ’ wall and the Israeli colonies. Our partnership with the ministry of education and the UNRWA educational office opened the way for us to reach a large number of youth in various locations in the Bethlehem governorate, we never dreamt to reach through any other alternative way, also being supported by these officials gave the youth the security to express themselves more explicitly in front of their families and their closed communities. The project proved to be a unique experience for the ICB, the schools and the youth in the Bethlehem Governorate, as installation art has demonstrated itself to be an empowering tool to be used to advocate for one ’ s issues and fears, but also a tool to reveal many creative artistic talents, and many unspoken concerns that the youth may have but are too intimidated to voice them. We hope that this project is only the beginning of many similar initiatives to be adopted on a nation wide scale. In the next few pages, a summary of the consecutive tasks together with the achievements and highlights are outlined. Task 1: Administrative Preparation & Selection of Schools; June 1 – 30, 2004 The project started by sending a letter to the private schools, the Palestinian Ministry of Education and the UNRWA Education Office to present the nature of the project, its goals, and a work schedule. In addition, a selection form for screening schools was prepared based on selection criteria of the schools. The private schools and the Ministry responded positively and quickly; 8 private schools were nominated, most of which were visited by the Project Coordinator who met with the principals and the art teachers, and explained further about the project, discussed capacities, and filled out a screening form. The Ministry of education was very cooperative and supportive as well, and it proposed 12 schools from the Bethlehem Governorate. However, the project faced some difficulties initially with the UNRWA. At first, they refused the project as there was some misunderstanding of the project goals and schedule. Besides, they had some concerns that their students might reflect violent images. As such, a meeting was set where the Project Coordinator and the Technical Specialist met with the UNRWA Education Office Principal in the UNRWA in Hebron, Mr. Muhammad Al-Zagharneh, and they explained to him the project in more details, giving an introduction of Installation art, and showing pictures of installation art pieces that were made by youth in previous -=xmp[%MK"8v*,aSK&BKY $4$By*B ,P:Ae(Z*yxy;;4Le~s=s}M18cLی\S!133Pk0fL|jj}k8t7%: ̋N]?rV S~ &Ǧ>H3{S70bV LK5}?~zD#M<꣔^IVfdxJiDM%YMko,)8zSkE+QW?uъñ~ \k?I,EsӢb\g9 @n7նEhkk۟2M:>/F;ľoZX5줾-OKЛzF^{EBEdNzĖ*l{V_ܖ~}GjM3~iohn@k^R lEOa89\Iy1͜r<"=q0 kUP 1F&F/=^՛-O#VnhA3裘[jC1XOP .4r)? >B}atϩ~s1n{+[{6^_HO∷Yx;:)_xk)=1v?.ޏ7VWo_e~_|L6673i;zt^2Aa442N>rCX999f$HM&391߂reFs yS1M3g0o s̓|OTZhM>ݺfdZ<#B5#Ƙ t (Go cyۃ,&;'GoL?@>bXC=fCY9n uE_C10r%Ј nb?u.}< o)ȍ+ Ms)B4׬~|QNЇP^@/%! zWAFa"SY9 wXy^ `;Bھe0 6>3o3V@/&vtiSLf/elO?(R܊TY`W2< bEbP~lc(FC9 =[qW+gU\XNiE6փZ w_!"U߄~ЌxA蜽>?|ȩdeS[0 丞fPZ<ut d4@3让'Aq2SP "PL"iM ;K\UujO͂=mg{Bc8!5>C!]!v'|ļFxP!G"/*9fXl{ 0)i2rl`;:l6 K,Wm{h~f3wCi;ܗ}YY+qVnng pΨq|j/f8J[Hkz5Ф_4Z!xvr + ?9F~~Ca{Fo2UޢZ\\X1mYĚźf8:OrAA$vHϰʍ{W#nj[b;[ړ!}QDaoE<@szp4C ݷc^B"=(s쭨 PHztNDտe7 ]oۜu]8z6a8zK#CSn@VoR9s>C<u:{Q~]y̍KwG_BM ?ȝ. 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X;;x*ɵ1-F&eQd=n1;Gf.zEQczx5*{xtQYRO__v ؞2iI3麤õ]GoL'G[J#׷܉z=~"|[D9ʤN|_+G곅Ѱ G%vc]. v*؝|/\ڥ.ɾ7/iO|`?9D6yw4^&iNY㳥6/X6/}ԩ~鏧/6>} n<8<扏ߪiگ5ὺokNpwQPG@ȯ}<+ۗH 1_:ClLl-lvgk>Rot'7엾e1&,W/"no7𗎧诌lnاGt9MAs;#eco糫2;_](e"^iw {SY翮a.[3[61Zzלvjϣwu˓Q|uksr> %vcu7f7s<, 5[%r^_v$j}\߰D);.10`ч16û36>CmiC6ؠ;KuvbG֝!ئI!|w[xGcOW0Uo7F65Ѷ cu%{}ꗮ{٢|[^_|daow^{[xhWz̳egGXѝ: NAvI٪L=v򒁏\]iRuԵL)/5Vg;bǽv^'g^6!feExqhSM >8-N<8eb10lvlVC7f9i\uRv53+S\w ; 6x;Nz~/!LBcwCܣꑩzY3[} ÖвXeO뜀gWmyʺ1T |uiocOE0w+1Zx0K1[ÛF-I5?%ȿ:Jʎ?;>=I,sb_Q])zD ZƬg7~ov;TQႍ{["E{ujt5zO«Q j=_3-ݷ^9;{;c5fO)Sl$\,xCQϼឱUC25p^Cl%FJaw[lVCGI1xIʎ4ϗ/>|\֝Vuo66Sz>B٦J鬬:p߸;IGwxe-e}O}'Ÿߕ9@\V'Տ`|PU}*_/ܷ.S ᭝wmݴǶں!>Fx:7uzSxkgtkU^3ڞSB]=UŠ|1}J*WWqgS%]Φd'ISr'swMV77T򕱻[vcݷ'7ֵ[.ڸ#su _o2e7Jxc"6cklr >ZLx0/[BjkY >NJx&ؓ2{S:t0<+G:OkcŬ}|NQӝt7X:oӅ5/U_YZkkr_򺟼ZnyLn]b7zk/扆;|vI#oϘ!|;oekclLevT_G{ ~o8i3ޓ#5Y;yy툻} P?k1K\̷tq ;uU>zf_^>cRdx#zV<ð%WR޽e&<鯖`ƒDNyXk+Bhzi#ǰmlo^nJw:ʗJtxpK1]6J7@&V7; F'ro[tRV.[qGCZxpߨn+:[tlHgպްTF`B >G{D&ȜG`^ }$oIzb}ͽG湇=N :onXW]ԑ-,,Wworkshops at the ICB. Moreover, some modifications in the schedule were made so that workshops on Fridays were set for other days of the week. The meeting was successful, as the ICB team managed to convince Mr. Al-Zagharneh of the importance of the project, and as such he proposed two UNRWA schools. After applying the selection criteria and analyzing the data received from the screening forms, the ICB selected 3 private schools, 5 governmental schools, and 2 UNRWA schools to participate in the project. They were: SCHOOL NAME SCHOOL TYPE LOCATION Greek Catholic School Private Beit Sahour Shepherd ’ s High School Private Beit Sahour The Good Shepherd ’ s Swedish School Private Bethlehem Chile Secondary School for Girls Governmental Beit Jala Dar-Salah CS. School for Girls Governmental Eastern rural/Dar Salah Ashbal Hamza Secondary School Governmental Eastern rural/Alobaidiyah Wady Fooken C.E Secondary School Governmental Western rural/Wad Fooken Al-Jab ’ a C.E. Secondary School Governmental Western rural/Nahaleen Aida Prep. Girls School UNRWA Aida/Refugee Camp Deheisha Prep. School UNRWA Duhaisha/Refugee Camp A Memorandum of Understanding was prepared between the ICB and the schools, and was signed in a small reception on Saturday, the 26th of June 2004. An article regarding the reception and the project was published in the newspaper on the 30th of June 2004. Task 2: Teachers ’ Training: Design & Delivery; July 1 – August 31, 2004 During task 2, an intensive 5-day Installation Art Workshop was carried out by the renowned installation art expert, Dr. Mary Tuma from the United States. The Workshop started on Monday, July 5 th and ended on Saturday, July 10 th . During the 5 days, all the teachers exhibited full commitment and were fascinated by the new medium they were learning. The outline of the 5-day Workshop proceeded as follows. During the first day, the participants were introduced to each other and to the installation art expert, and they had a discussion about the local context of each participant; situation and circumstances in order to explore possible topics for their art pieces. In the afternoon, the installation art expert gave an introduction of installation art and a lecture about her own works, then all participants visited Mary ’ s exhibition opening “ Internal Power ” at the Cave Gallery in the ICB. The second day continued with discussing each of the participants ’ the local context. Afterwards, the Dr. Tuma gave a lecture on the 20th Century art leading up to Installation Art. In addition, she conducted a brainstorming and sketching sessions to analyze content, choose a site, possible forms and idea generation and materials choosing. During the third day, a lecture was given with discussion, and then the participants toured the ICB to find possible site for their art pieces. Later on, the participants viewed a slide show on the art of Mona Hatoum, a worldwide famous Palestinian artist. On the fourth day, the participants bought materials for their art pieces and worked on installing them at the different sites they chose within the ICB. Finally, during the morning of the fifth day, the participants worked on completing their art pieces. During the afternoon, a final official critique was given for each art work, followed by a group discussion. Afterwards, the ICB made a reception for all the attendance, among which Mr. Abdallah Shakarneh the Principal of the Ministry of Education in the Bethlehem Governorate was present. 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The teachers carried out the students ’ training, each in his/her respective participating school, by dividing the training workshops into two phases: The first phase was to train the students on installation art. The focus of the first half of this part was to give the students specific class assignments where they could become comfortable to express themselves in various materials. The second half was composed of an image lecture, further class assignments and a field trip. Throughout the first training phase, there were class discussions, which were a crucial component in helping the students to develop their ideas and articulate them in words as well, and enhancing the communication skills among the students, and help them, through discussion, to identify and prioritize their issues. This phase lasted for almost one and a half month and took about 25-hour workshops which were conducted mainly at the schools with two meetings a week. The second phase was to come up with ideas for their final projects and implement them. During this part, the teachers gave the students an assignment to pick an emotion that they would convey through materials to address various themes. This phase consisted of 16-hour workshops which were conducted at the schools with two meetings a week. Most of the teachers followed the workshops schedule with various modifications that were needed, while few did not adhere to it. By the end of this task, it became apparent that each school is an individual case and has its own circumstances. During this task, all students and teachers participating in the project were invited to an event on 18/12/2004, to get to know each other better, form a network, enjoy themselves and explore new surroundings. It was a very successful gathering. Task 4: Art Exhibitions and Public Debates at Schools: January 1 – April 30, 2005 Most of January was vacation time between the two scholastic semesters for the majority of the participating schools. However, when the schools re-opened, the students continued enthusiastically working on their art pieces. During this time, a challenge faced us, which was the limited space each school had for their exhibitions. The students prepared the ideas of their final art pieces and thought of the needed material, but postponed buying them and implementing the pieces to a week before their final exhibition as the schools lack for extra space and the installation art pieces are mostly big in size and impossible to be produced and stored. The 10 exhibitions at the 10 schools were conducted in a consecutive manner, an exhibition per week which included the following activities:  Coordinated with the different schools and the Palestinian Ministry of Education to set the exhibitions schedule  Bought the needed materials and sent them to the schools  Prepared space and layout for each exhibition in coordination with Project Coordinator and Technical Specialist  Printed and sent out 1000 invitations per school to the local community surrounding each school, including decision makers  Invited the other participating students and teachers of the other schools to attend at each consecutive exhibition  Hosted an exhibition opening for each school with a small reception afterwards  Conducted a public debate at the exhibition opening in order to communicate the issues further and inform them. 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A3(`:"ߓy^8{%냡)xgWhl-4'|`~px)7ow WشpIܼ}ԭyT~' a~ bƃEݹw>_*&)`_`Ã-bnMClx92>霬/vzlJ>{𩔭:2^J>ޫRfwߑ+FNk]6;7*vgl+-V^jC9+E2v?K/Dz{D/x2m;<CG7GCc#rͲP4O|ٲt )U_}0/~,>7J;rz?C6#]yc+84 xΎO g(gx`bO`ۈ/sB=̯ȺG晩+4j}SZTҍٯ2<娵O_F?s+F7M&^描#dێ1{ї.ql,#mD#t/ezю%iWhl,3ųCc6X;#63Yb#e# e3'{C=>n||ȵy;Lroŀ̻Bcv;gI?wۍ5|i8᫱Ը~[c?k3Zo>'vo[M]0Yek.b.xF2oc#3GŅ:Kg3{u[ء|7J'}~posimeM^d j#d{ouq]ch 馌.BOMtyx_^ޟ }0f"o2bN6bvσ,,The exhibitions held at the different schools went according to the following Schedule: Dates School Name School Type Location Sat 12/2 – Fri 18/2 The Good Shepherd ’ s Swedish School Private Bethlehem Sat 19/2 – Fri 25/2 Deheisha Prep. boys School UNRWA Duhaisha refugee camp Sat 26/2 – Fri 4/3 Shepherd ’ s Greek Orthodox High School Private Beit Sahour Sat 5/3 – Fri 11/3 Aida Prep. Girls School UNRWA Aida refugee camp Sat 12/3 – Fri 18/3 The Evangelical Lutheran School Private Beit Sahour Sat 19/3 – Fri 25/3 Al-Jaba' C.E. Secondary School Governmental Western rural/Jaba' Wed 30/3 – Tue 5/4 Ashbal Hamza Secondary School for boys Governmental Eastern rural/Alobaidiyah Thu 7/4 – Wed 13/4 Wady Fooken C.E. Secondary School Governmental Western rural/Wad Fooken Sat 16/4 – Fri 22/4 Dar-Salah Secondary School for Girls Governmental Eastern rural/ Dar Salah Sat 23/4 – Thu 28/4 Chile Secondary School for Girls Governmental Beit Jala Each exhibition had its own individuality, as according to the different circumstances, personalities, context and location of each school. There were different issues and perspectives of the youth that were presented. It was very astonishing to see how the students were advocating their ideas to the other students and to the adults. The participating girls in general showed a great deal of responsibility towards the project; as the project gave them the opportunity, which normally they do not have in our conservative community, to express their feelings and issues. At the school exhibitions the girls were very concerned and advocated the ideas of their art pieces very deeply and eloquently. With the UNRWA schools, the boys ’ school mainly exhibited political issues which are related to their concerns in the refugee camps and the Right of Return; however, the girls ’ school at Aida Refugee Camp had very remarkable art pieces which dealt with a many social as well as political issues. Students from the surrounding Bethlehem villages were a complete success with this project. Since they live in closed communities, and nowadays their limits are becoming even greater because of the ‘ Separation ’ Wall and the road blocks, this project was a great chance for them to break through these barriers. Every exhibition they had was like a festival for the whole village. The exhibitions and debates created a network between the students, by which they were introduced to each other, realized their concerns and issues and became aware of their differences and similarities Each exhibition opening and public debate had on average 300 people attending it; most of audiences were the families of the students and the local community. It was astonishing to witness how the students were proud of their art pieces and ideas; they defended them in front of their parents, they took these exhibitions as a tool to communicate their issues not only to community leaders but also to their family members, as by art they were able to say things that they cannot express in a normal verbal conversation. Almost half of the exhibitions and the public debates were covered by local T.V. stations, which was a great opportunity to spread the ideas and concerns of the youth to the whole Bethlehem community as the T.V. stations broadcasted the events in the Bethlehem District. Task 5: Presentations of Youth Issues to the Public at ICB; May 1 – 31, 2005 On May 10 th , 2005 the opening day of the final one-month exhibition at the ICB was held. The exhibition lasted until June 10th, 2005. To prepare for this one-month ICB exhibition, four to five art pieces from each school were selected to be exhibited, as the ICB could not hold all the art pieces made by the students. A committee was formed in April comprising the Project Coordinator, the Project Secretary, the Technical Specialist, one of the two ICB Art Coordinators, and the renowned artist Michal O ’ Donnal; Director of Oslo Academy of Fine Arts. 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