Creative Learning in the Regions
Interview with Tomáš Novotný, from the České Budějovice – European Capital of Culture 2028 team, and coordinator of the Creative Minds project.
This year, you participated in the FUK festival for the first time. What format did you choose?
We opted for a community garden celebration format. This event took place in the courtyard of our “Main Headquarters” at the House U Beránka, where we celebrated the first nine months of our Creative Minds project, one of the main initiatives of České Budějovice – European Capital of Culture 2028. We intentionally chose the garden celebration format to create a space that fosters local community, sparks creative energy, and allows all participants to gain inspiration and share their experiences.
We were also aware that our partner cultural organizations in the South Bohemian Region, such as the South Bohemian Theater, the Aleš South Bohemian Gallery, the Continuo Theater, the Sladovna Písek gallery, Bude Circus, and the South Bohemian Research Library in České Budějovice, had prepared a diverse program of workshops, activities, and events for school groups as part of the festival. Therefore, we decided to focus our format more on community engagement.
Following this, we held an online discussion with our partners from other regions, including Prague, Pardubice, Hradec Králové, and Olomouc. We discussed trends and developments in creative learning in the Czech Republic and shared experiences and impressions from implementing the first 16 pilot creative education programs in primary schools across the South Bohemian Region.
As the coordinator of the Creative Minds project under České Budějovice – European Capital of Culture 2028, what activities are you focusing on? What role does creative learning play for you?
We believe creative learning is a key tool for developing the soft skills and competencies needed for children’s success in the dynamic 21st century. Our activities aim to create an ecosystem that fosters creativity, critical thinking, supports innovation, and strengthens the role of art and culture in education and society. For us, creativity isn’t just about art—it’s about the ability to think beyond established patterns, find new approaches, and cross boundaries.
The educational system of the future should nurture creativity from an early age, emphasizing the symbiosis of knowledge, skills, values, and personal experiences rather than relying solely on rote learning.
The project focuses on networking and building strategic partnerships, developing the cultural sector, creating creative education formats for schools, raising awareness, and fostering collaboration. We also focus on training future teachers in cooperation with the Faculty of Education at the University of South Bohemia. Additionally, we are developing educational content for projects under EHMK 2028.
Permaculture principles of care, connection, and creation are reflected in our approach to creative learning. We see it as a holistic process involving collaboration among diverse actors, sharing knowledge and experiences, supporting mutual learning and growth, caring for local communities, and creating new projects and programs. Just like permaculture systems strive for balance and harmony, we aim to make creative learning a harmonious part of the educational and cultural life in České Budějovice and the entire South Bohemian Region. We are convinced that creative learning has the potential to transform education and strengthen the role of art and culture in society.
How are creative learning projects progressing in the South Bohemian Region, and what are your future plans?
The pilot programs of Creative Minds in the South Bohemian Region are developing well, and we are delighted by the interest schools have shown in collaborating with us. We are currently in the pilot phase, testing the first programs and evaluating how collaboration between schools and artists works in practice. This gives us valuable insights and information to further improve and advance our projects.
Looking ahead, it is crucial for us to create and offer programs that respond to the needs of schools, innovate, and complement traditional school teaching effectively. In the future, we plan to develop a unique program offering. We are exploring ways to present and deliver this to schools as effectively as possible. Our focus is on maintaining high program quality, collecting data and feedback to continuously improve, and addressing the needs of schools, students, and teachers.
How do you collaborate with schools?
In the first phase, we reached out to motivated schools through their administrators or local action groups that have established strong ties and communication channels with schools. These groups were instrumental in delivering our offerings. When implementing a program at a school, we first connect with a teacher, presenting them with the program’s concept and details. We also introduce them to the artist who will deliver the program, and together we discuss the specifics of implementation. We then connect the teacher with the artist to exchange important information. This allows the teacher to provide the artist with essential details about the class so the program can be adapted to the specific needs of the school and students.
During the program’s implementation at the school, a project methodologist is present to provide support, collect feedback, and evaluate the program with the teacher and artist afterward. The methodologist serves as a mentor and supervisor in this process.
Do you research how culture influences education, not just for children but also for adults?
Yes, we have been intensely exploring how culture impacts education and the lives of children and adults during the candidacy of České Budějovice for European Capital of Culture 2028. We found that art and culture significantly influence education and the overall lives of individuals in society.
Art and culture are powerful sources of inspiration and creative potential. They play a vital role in education by helping achieve educational goals and strategies and providing effective tools for addressing and reflecting on important social topics and discussions. Cultural and artistic activities create spaces for empathy, understanding, and respect for diversity, opening new perspectives and ways of thinking. They also help shape societal and civic attitudes, values, and norms.
České Budějovice, as the European Capital of Culture 2028, emphasizes art and culture in current societal discussions. Creative learning and collaborations between schools, artists, and cultural institutions are ways to prepare children for today’s world challenges and teach them to see beyond the horizon.
For this vision to succeed, it is crucial to work effectively with data, set strategies and collaborations across different areas, and, most importantly, plan and work with a longer time horizon. In the Czech context, I see great potential for improvement in this regard. However, I must also say that things are changing and moving forward, and many projects I’ve recently encountered fill me with optimism.
What feedback have you received on your initial activities? Have they impacted the local community?
Our initial activities in creative education have received positive feedback. We have managed to bring the topic of creative education into the public space in the South Bohemian Region and initiate a debate that has engaged and connected artists, creatives, educators, teachers, and parents. These individuals see creative education as a path to innovation in education and a way to support the role of art and culture in society.
We realize that for the project to succeed, it is essential to bring this topic into a broader societal debate and meet the expectations and commitments we have set. Although creative learning is currently a relatively niche topic with limited impact, we believe in its immense potential. Looking ahead, we have an optimistic vision: we aim for creative education to have a strong and positive impact on the local community, foster innovation in education, and enhance the role of art and culture in society.
What needs improvement?
There is significant room for improvement in every area of our work. The most important thing for us is that the entire Creative Minds project functions as a test lab where we continuously brainstorm, prototype, test, evaluate, and reflect on our processes. This approach allows us to constantly improve and advance the project. However, it is also a demanding process that tests our perseverance and resilience. 🙂
One key finding from the past year is that the term “creative learning” is very broad, and everyone interprets it differently. A significant task for us in the coming months is to better define the term “creative learning” and develop methodologies. We need to clarify this term to make it understandable to all stakeholders—teachers, artists, parents, and children. We want to ensure that our programs precisely meet the needs and expectations of schools, cultural organizations, artists, and local communities while enabling us to measure their impact and success.
Tomáš Novotný is the coordinator of the Creative Minds project within the České Budějovice – European Capital of Culture 2028 team.
