A visual thinker is a designer. Someone who explores, evaluates and sorts through facts is a researcher. Someone who thinks in terms of sound and musical structures is a composer. Someone who creates action using their body and emotions is an actor. Someone who experiments with linguistics and verbal communication is a writer. Someone who explores visual action and mediated thought is a filmmaker. Someone thinking in terms of the relationship between space and body is an architect. Someone who strategically examines text and information is a journalist.
Our creative community is multifaceted, and we owe our strength and uniqueness to professionals from different creative fields, or as we call them, creative practitioners. These creative professionals have not only special training but also their own, individual creative style, and are able to apply their knowledge and skills when creating spaces and processes for learning and creative exploration.
Our methodology is based on the internationally renowned Creative Partnerships programme first carried out in the United Kingdom, which involved over 1 million students. The programme was awarded the 2011 World Innovation Summit for Education (WISE) award for the practice of innovation in education with significant impact. We have successfully applied this methodology in the Creative Partnerships programme in Lithuanian schools. We have subsequently refined it in other programmes with educational and cultural organisations.
practitioners and the staff of participating organisations collaborate as equals. Together with educational or cultural organisations, we find creative solutions to problems or challenges, propose innovative ways of doing things, and improve staff competence.
Forget theory-heavy slides, generic examples, traditional training or refresher courses. Instead, think case-by-case problem-solving and practical tools specific to your organisation and its challenges, with a focus on everybody becoming actively engaged in the process of change. This is where the uniqueness of our methodology lies.
Rather than relying solely on theory, the competences of students and teachers in schools, and staff in cultural organisations are developed by partnering with the community so solve specific problems or challenges. A process for implementing change is developed within the organisation, matching its needs and activities. It involves the community of the organisation and KŪRYBINĖS JUNGTYS practitioners in equal parts.
We apply our experience and skills to specific situations, putting theory into practice. Through an engaging process that takes several months, members of a school or cultural organisation work with creative practitioners to analyse the organisation’s activities, and identify and define challenges. Based on that, they set specific objectives, look for solutions, develop and test practical tools and processes that will be useful in the organisation’s activities after the programme has ended.
The effectiveness of this methodology for developing professional competences is supported by international research on the most effective ways of training employees and by studies carried out by KŪRYBINĖS JUNGTYS in Lithuania and abroad.
According to the recommendations published by the European Commission, this methodology not only creates new competences, concepts and resources, but also establishes new modes of operation in an organisation.