The project
Project Eureka was based in Kungshamn – at the Åsen School in the Sotenäs district of Bohuslän, Sweden. Since 2009, we are spreading the method to other schools in Sotanäs.
Eureka’s basic philosophy views artistic expression in all its forms as a
bridge between concrete and abstract thought processes. We lay a special
emphasis on the connection to mathematics, at the same time as we do not
limit ourselves to this. Initially, the main focus of the project was on the
use of visual images as a means of expression, but from the start of the
academic year 2005-06 this was expanded to include work with rhythm, movement
and drama.
The work with rhythm centres around the RGRM method originally developed by
drummer Ronnie Gardiner to help stroke patients. Kungshamn’s school is, as
far as we know, the first school in the world to use RGRM with students. The
method literally provides a work-out for the brain as well as training in
co-ordination; it increases concentration, stamina and a sense of rhythm, and
promotes group solidarity.
From rhythm training it’s but a few short steps to movement in general; rhythm
is obviously still part of the equation here, but alongside concrete
mathematical concepts such as multiplication tables or fractions. The work
here often employs the use of sticks, which reinforce both movement and tact,
and which often have a tangible positive effect on the motivation of some of
the boys.
The visual arts aspect of the project has been continuously active since
2002 and encompasses much which is common to both mathematics and art, such
as geometry and symmetry, although patterns which have their starting point
in division and buildings can also be the focus of attention. Whenever
possible – and it often is – we combine exercises for visual art and rythm.
The first years’ activities are described in an inspirational book,
published in Swedish by the Gleerups firm of publishers: Eureka – konstens
väg till matematiken och tvärtom (roughly translated as: ”Eureka – from art
to mathematics and back again”).
We cherish the idea that the arts should be seen as full and equal to the
other areas of the curriculum, not simply in the periphery as a sort of
”illustration.”
Project leader and art teacher, Gunnel Berlin, and drama teacher, Eva Dal,
are both employed on a half-time basis. They work close to the teachers they
co-operate with, and are involved throughout the stages of planning,
reflection and follow-up. Work takes different forms in the different
classes; in one group the focus can be on mathematics for a time, before
shifting to language. Life-skills can be the theme for another group which
needs to work on relationships within the group itself. Sometimes visual
art, rythm, movement and drama are combined; in another group perhaps it’s
drama alone which takes centre stage.
Åsen school was inaugurated in 2000 by the then Prime Minister of Sweden,
Göran Persson. The school is situated near the dining hall of the area’s
middle and high schools, high up on a mountain, with a view over the local
community and the sea. The architecture of the school reflects the
importance of ”cross-curricular” study, with ample space for painting and a
”scenic” room, together with an emphasis on light and space. You can read
more about this under the heading ”Environment.” Kungshamn’s school lies at
the foot of the mountain, half a minute’s walk from Åsen school.
