Schools & Kindergartens For All School Types and Grade Levels

Nowruz means “New Day” in Persian and marks the first day of spring—the renewed awakening of nature. The festival has a long tradition and has been celebrated in Western and Central Asia for over 3,000 years. Today, Nowruz is celebrated not only in Iran, but also in Afghanistan, in the Kurdish regions of Iraq and Turkey, in parts of the Balkans, Central Asia and the Caucasus, as well as within many diaspora communities. Worldwide, more than 300 million people celebrate this day in special ways.

In Vienna, too, many people celebrate Nowruz. This project aimed to acknowledge this reality—through cultural appreciation, the celebration of diversity and as a wonderful opportunity for cultural exchange.

As part of the project, students from MS Schopenhauerstraße were given the opportunity to actively participate and explore similarities and differences in traditions, stories and customs connected to the beginning of spring.

The project began with an initial introduction to the museum and its collection. Students became researchers by closely examining objects from North Africa, Western and Central Asia. During the second meeting, these explorations were continued in other exhibition spaces. Selected objects from the collection and hands-on materials from cultural education invited discussion about different spring traditions. Students were encouraged to share customs they knew from their own families.

For example, they introduced Čimburijada, a Bosnian festival celebrating scrambled eggs, and Eid al-Fitr, which marks the end of Ramadan and in recent years has also taken place in spring. The Indian spring festival Holi was also mentioned, during which people joyfully throw colourful powders at one another. Nowruz itself was already discussed during this phase of free association, with students sharing different Iranian and Afghan customs.

Subsequently, we explored the historical and mythological origins of Nowruz together. The legend of the blacksmith Kaveh, who defeated the evil King Zahhak and thus ushered in spring, was performed theatrically by the students.

In the final session, we created a Nowruz gift table together, featuring objects symbolising good fortune for the coming year. In creative activities, the students then decorated a brightly painted pot for cress as a symbol of spring’s awakening and created collages in which they developed their own symbols representing personal wishes.

Cristina-Estera Klein and Asiye Yildiz, Cultural Educators Weltmuseum Wien

The project took place at the museum on 24 and 25 June and aimed to raise children’s awareness of their position in society while promoting cultural and linguistic diversity. On the first day, students shared the stories behind their names, defined terms such as discrimination and racism, wrote down their thoughts and read excerpts from Alice Hasters’ book What White People Don’t Want to Hear About Racism. Using methods such as the discrimination wheel and the privilege walk, social power structures and forms of discrimination were made visible. A guided tour of the museum focused on colonialism and migration. In the music workshop, students worked with texts by Mona Haydar, Ebow, Eshref and EsRap.

On the second day, a writing workshop took place in which methods used by the Surrealists—such as automatic writing and sentence completion—were applied. Afterwards, the poem My Name Is Foreigner by Semra Ertan was translated and performed in various languages: Arabic, Persian, Hungarian, Russian, English, French, Latin, Turkish and German. This was a highlight of the project, as many children were able to use their first language in a school context for the first time. The translations will soon be published on the Weltmuseum Wien website.

Neslihan Yakut and Asiye Yildiz, Cultural Educators Weltmuseum Wien

“It is not what we expect from life that matters, but rather what life expects from us.” (Viktor Frankl)

In this spirit, a class from Rahlgasse (upper secondary level, grade 12) explored constructive ways of overcoming racism and moving towards humanity on the occasion of Black History Month in February 2023. Drawing on stories and histories on display at the Weltmuseum Wien from regions of the Americas, Africa and Oceania—and their connections to present-day Europe and Austria—the group discussed models of lived cultural diversity as an expression of humanity.

By consciously breaking through black-and-white patterns of thinking, the project aimed to make a positive contribution towards new intellectual and material spaces for living. Differences could thus be defined as enrichment for better coexistence. The process began with discussions of philosophical concepts and definitions relating to the idea of “the human being” and human dignity. In this way, the young participants were able to take up ideas of being human and humanity and develop them creatively. This took place through writing studios, role plays and discussion rounds.

The final outcome is the self-written, multilingual rap “What is Human”, in which the class attempts to transform a “black and white history” into a colourful, hopeful future. The rap was to be performed as a flash mob in the Column Hall of the Weltmuseum Wien after the start of the school year in September 2023. A written version and an audio file will also be published on the Weltmuseum Wien website.

We received funding from OeAD for a project within the framework of Culture Connected.

https://oead.at/de/schule/kulturvermittlung-mit-schulen/ausschreibungen/culture-connected-kooperation-zwischen-schulen-und-kulturpartnern

In cooperation with the Evangelisches Realgymnasium Donaustadt and class 7AG, we focused during the summer term of 2022 on the topic “What does this have to do with me? Racism and Colonialism – Then and Now.”

In connection with the museum’s exhibitions and permanent collection—as well as in classroom teaching—students engaged with the topics of racism and (neo-)colonialism.

Starting from the students’ everyday experiences, they were sensitised to these issues. Working with themes and objects in the museum, they explored how racism was historically constructed, how colonialism and racism are connected, and what influence they have on the present and on the students’ daily lives.

The aim was to develop an original workshop at the museum—created by students for students—using creative methods and practices as well as both analogue and digital media.

At school, the subject International Development placed a particular focus on colonialism and racism. Time was used for research and creative work on the content.

Awareness of the topic was also raised in the students’ surroundings, for example at school—such as on the International Day Against Racism:

On 21 March, the International Day Against Racism, class 7AG organised this photo at school. It was posted on various social media channels.

https://www.facebook.com/WeltMuseumWien/photos/a.489250564474039/5084928038239579/

Photo © Stefanie Liener

The project took place in August 2022 at the Weltmuseum Wien and was a cooperation with OeAD as the funding partner for cultural mediation and Kapsch Partner Solutions GmbH, which enabled 18 apprentices to participate in the project days at the museum.

About the Project
The project was connected to the exhibition “Science_Fictions_and_Global_Futures”, which was planned for spring 2023 at the Weltmuseum Wien. The activities were carried out in the museum’s permanent collection.

Using a variety of methods and guiding questions, the apprentices were introduced to the topic of science fiction and encouraged to engage creatively with objects from the permanent exhibition.

Key questions explored together included: What should your life look like in 20 years? Looking 1,000 years into the future: what exists in this world? What do the heroes and heroines of the future look like, and what abilities do they need? What are your fears and concerns about the future? What possibilities do we have to save the world?

After an intensive creative and hands-on phase, four future-oriented object stories were created in small groups. These stories, together with photographs documenting the creative process, were published. The task for the groups was: Invent a dystopian world and an ideal world. Who can save the dystopian world so that an ideal one can emerge? Choose a hero or heroine—or work with several heroes together. What role does the object you selected from the permanent collection play?

1. Women’s pottery and frame drum
What is the object called?
Women’s pottery and frame drum for women

Which room is it in?
From Afghanistan

Where does the object come from?
From Afghanistan

Why did you choose this object?
Because I know it and I would have loved to play it or beat on it.

Story about the frame drum
This instrument is very well known in Afghanistan. Everyone loves the sound. It is played in some music together with the rubab.

Women’s pottery is also very well known. In the past it was used to fetch water. It was first handmade in Badakhshan in the northeast by the Firezkerhi.

Science-fiction story about the frame drum
We were swimming and became unconscious. When we woke up, we found ourselves in the 3rd millennium and the world was a single catastrophe. We decided to save the world.

Venom is in love with Eila. Paela Singh, Rose and Eila separate from Venom and search for a magical instrument with which they can save the world. Venom searches for water. He finds a false place, a volcano, and dies. Paela, Rose and Eila find the magical instrument and play it. The wind coming from the instrument saves the world. Eila is sad because of Venom, but she is a heroine and cannot give up, so she marries Peela Singh. Happy end!

2. Decorative amulet box
What is the object called?
Decorative amulet box

Which room is it in?
Collector’s Obsession

Where does the object come from?
Tibet

Why did you choose this object?
Because it looks very interesting and beautiful. You can see that a lot of work and time went into making this decorative amulet box.

Fantasy story about the decorative amulet box
This piece of jewelry once belonged to a wizard who had the ability to heal. One day, when the wizard died, all of his magical objects dissolved except for the healing amulet. A young girl finds the piece of jewelry years later and when she puts it around her neck, she is no longer sick. The girl first heals her family, then friends, and soon her whole village has no more illnesses. This decorative amulet box is then passed on from generation to generation and thus almost the entire continent remains healthy. After many years, the magical power seems to come to an end and the piece of jewelry dissolves.

Science-fiction story about the decorative amulet box
It is February 31, 2740. Steve and Cheng are preparing for their final apprenticeship exam in the middle of a global crisis.

One day, when the two wanted to study in the attic, they found a magical necklace that changed everything.

When the apprentices touched the necklace, it began to glow and vibrate. Suddenly, the two got a strange feeling and transformed. Cheng suddenly found himself in the body of a samurai master and even had two swords and armor. He looked around the room but could not find Steve. When Cheng wanted to look out the window, it suddenly spoke to him.

Steve had turned into a magical window.

With the help of Steve’s special ability to always give the right advice, Cheng fought all the evil in the world and freed people from their personal fears.

3. Ottoman fez
What is the object called?
Ottoman fez

Which room is it in?
Turkish Room –  At the Threshold of the Orient 

Where does the object come from?
Turkey

Why did you choose this object?
My grandfather had such an object.

Fantasy story about the Ottoman fez
This object is a magical fez. It was found in Gold Lake. The man who found it discovered after a while that it was a magical fez that makes all ideas and wishes come true. So he hid the fez so that no one would find out about it. His granddaughter then threw the fez away. He was sad, and then suddenly his wife woke him up. The whole thing was just a dream.

Science-fiction story about the Ottoman fez
This story is about the four Habibi heroes who want to fight inflation and poverty. The cause is the war between Russia and Ukraine. They decided to end this war to make the world better and cheaper.

They went to Ukraine to fight when they found the magical fez and then decided to use it to create the perfect world. Soldierboy saves people. Space flies to other planets to bring resources, metals and food so that there is enough food and drink for everyone. Lewa ensures that food is cooked and prepared for all of humanity. Luka begins to gradually fulfill people’s wishes, and with the help of the magical fez he can fulfill many wishes at the same time.

Through the great teamwork of the four heroes Soldierboy, Lewa, Luka and Space, they manage to create the perfect world. In this world, no one suffers. Everyone is rich, everyone loves each other and peace prevails. No more war.

4. Hammam sandals
What is the object called?
Hammam sandals

Which room is it in?
Turkish Room –  At the Threshold of the Orient 

Where does the object come from?
Turkey

Why did you choose this object?
Because it looks so beautiful and in Damascus similar hammam sandals are worn in the hammam.

Story about the hammam sandals
A few years ago, my grandfather and I were in a hammam in Damascus. At first we wanted to enter, but you have to wear hammam shoes. At first it was very difficult to walk in the shoes, but afterwards it was very funny because everyone wears similar shoes.

Science-fiction story about the hammam sandals
The date is November 1, 2322, and the heroes Kari, Hapi and their objects were bored on the planet Granot. So they decided to visit planet Earth.

When they arrived, they could not believe their eyes. Kari took another look through his invisible triangle, but nothing changed. The world lay in ruins. Hapi met an Albanian wearing hammam shoes, who explained what had happened. Apparently they were in Albania, or rather the entire world had become Albania due to a war with Mexico.

The story is similar to that of the Trojan Horse. Mexicans wanted to bribe the local ambassador with hammam shoes, but he did not accept them. Instead, he manipulated the shoes, sent them back, spied on Mexico and passed the information on to Albania. That is how the war started and Albania rules the whole world.

Kari and Hapi were shocked and asked the Albanian how the world could return to normal. The Albanian named Drolon Krashiqi said that in former Mexico there is a holy cross that belongs to Albania. Kari and Hapi set out to search for it. According to the invisible triangle, the cross was located in an ancient Mexican cemetery. According to a legend, the dead rise on All Saints’ Day and walk around the cemetery. Kari and Hapi did not know this.

When they arrived, there were 1,312 zombies who attacked the heroes when they noticed them. They fought and fought and were close to defeat. Suddenly, Drolon appeared out of nowhere and sacrificed his left hammam shoe, throwing it into the crowd. The shoe exploded and all the zombies died.

Hapi grabbed the cross and brought it to the Albanian prime minister Albin Kurti. When he saw the cross, he said that he would never do anything like that again. The cross began to glow and the whole world returned to normal. Well, partially – the whole world is still Albania, but now with different cultures. There are Polish Albanians, Austrian Albanians, Bosnian Albanians, and so on.

Hapi and Kari were satisfied with that and returned to Granot with a smile.