TEHIC-Handbook_of_best_practices

156 TEHIC Towards a European Heritage Interpretation Curriculum 7.3.2. Integrated Educational Project in Oeiras students with the guidance they need to implement the activities they wish and help them keep a focus on the topics of identity, memory, and knowledge throughout the six sessions. Enjoyable: Students have the ability to choose the site and to create their own project. During the six sessions, there were always different creative dynamics to trigger artistic creation processes to define the final product. For example, word games were made, working on how to build stories, mood boards (using the Milanote app) to help find references and inspiration, among other tools. 5. Innovative, research and creative elements used Co-creation project between the students and the heritage site. The creative elements used may vary depending on the project proposed by students, but the core methodolo - gy deploys several creative tools, dealing with the facilitation of selected heritage sites, decision-making processes, or artistic guidance involved in project production. For in- stance, games and other creative dynamics and tools were used to keep the sessions more enjoyable and goal oriented. Why this activity should be considered a Heritage Interpretation Good Practice? It has a strong participative component, and it allows students to be involved in all decision-making processes, thus, creating something they like and feel as something of their own, based on the heritage site and the three key-concepts: identity, memory, and knowledge. One of the key aspects of this activity is that it attempts to overcome the lack of continued interest and engagement that resulted from traditional heritage education methodologies, which focused heavily on classical guided visits to heritage sites and yielded poor results in terms of audience retention once students have left school. It also values the mediation by professionals of heritage, strengthening their role as non-formal educators, allowing them to work with students in a short but continuous process, instead of having single interactions with the same individuals. w ww.oeiraseduca.pt