Intellectual Output O1 aimed at elaborating a reflective design methodology to be followed in subsequent project implementation and identify the needs of teachers in adopting artful practices and establishing the rhythm4inclusion community of practice.
A thorough study was designed and realized to document teachers’ real needs and respect the conceptual and practical characteristics of each context it will operate in. A report was produced that presents the overarching human-centred methodology employed to elicit users’ (i.e. teachers’) requirements for the rhythm4inclusion project outputs.
In particular, user-centred data was collected and analysed about how primary and secondary-education teachers experience teaching with rhythm-based learning, how they perceive the development of digital literacy skills and competencies and how they would value the development and implementation of a rhythm-based curriculum in their classroom as well as challenges and benefits they would anticipate in orchestrating a rhythm-based curriculum in their classroom.
The report also presents how user-data was extracted during the C1 training event in Rethymnon, Greece (1-6 April 2019) and the gamified requirements elicitation process based on the game card decks used as means to help user groups to ideate, externalise their ideas and engage into a process of discussion, debate and argumentation.
Finally, evidence is presented of how the Swedish, UK, Greek and Cyprus teams experience rhythm-based teaching, digital competencies and the rhythm-based curriculum and contemplate on challenges, barriers and constraints at a national level. Findings from each country are also presented based on the questionnaire deployed and recommendations are provided on inclusive rhythm-based learning, digital competencies and the online courses that were produced.
Download the "Design Thinking Requirements" report from here.