Art in education

Critical thinking, creativity, cognitive flexibility, adaptation of acquired knowledge, alternative perspectives, and the ability to solve real-world problems are among the essential skills of our time. Consequently, an educational system that aims to shape individuals capable of meeting modern demands must use every available means to contribute effectively in this regard. One such means is art, which, when integrated into the educational process, can bring multiple benefits. The pedagogical use of art is highlighted by theorists such as John Dewey (Reference Dewey1980), who emphasises that art fosters imagination – an essential component of learning; Gardner, Reference Gardner1990), who considers art necessary for understanding and recognising aspects of reality that are not easily perceived through logic; and Kokkos (Reference Kokkos, Mega, Raikou, Giannakopoulou, Deligiannis, Ziogas, Hadoulitsi, Gogou, Barlos and Katrouvidis2011), who argues that exposure to works of art enhances students’ aesthetic experience, sharpens their thinking and judgment, and cultivates their imagination and creativity.

When discussing the integration of art into education, it is often understood as the teaching of art as an independent subject (e.g., music, visual arts). However, artworks of various forms can also serve as educational tools, providing multiple benefits in the teaching of different subjects. The organisation and implementation of this interschool programme fall under this second approach, as it is based on the connection of Sophocles’s Antigone with works of different artistic forms. The main objective of this connection was to enable students to gain a deeper and more comprehensive understanding of the meanings embedded in the play and to encourage them to develop their own interpretations within the framework of their personal reception.

Interschool collaboration through distance learning

The fundamental principle guiding the implementation of this programme was collaboration and the belief that such cooperation could yield multiple benefits – primarily for students but also for teachers and their educational methods. The exchange of knowledge and experiences, the presentation of different perspectives and viewpoints, and students’ diverse receptions of the material can enrich teaching, contribute to achieving its objectives, and produce interesting results. At the same time, teachers gain opportunities for professional development through co-teaching practices at the school level, such as team teaching (Dilaveri Reference Dilaveri2010), and for improving their instruction through collective critical self-inquiry – a process in which educators of the same subject collaborate to reflect on their teaching across different educational settings.

The collaboration between 2 schools of different types (a model high schoolFootnote ² and a conventional general high school) from different regions, as well as the formation of mixed student groups who were meeting for the first time, was undoubtedly a challenge. However, this initiative would not have been possible without distance learning. The educational platform Webex (https://webex.sch.gr/) and the digital classroom environment (www.eclass.sch.gr) of the Greek National School Network, which were used in Greek schools during the periods of remote education, provided a variety of tools for synchronous and asynchronous teaching. Additionally, social media platforms such as Instagram and Viber proved to be ideal and highly effective tools for achieving comprehensive collaboration.

This collaboration extended beyond the completion of assignments by mixed student teams. It encompassed joint initial planning, necessary adjustments along the way, co-teaching sessions, the creation of a shared resource bank, collective presentations of the produced materials, and the co-organisation of a final event at both schools, featuring a distinguished guest speaker.

Through the implementation of this interschool programme, a learning community was established – one that respected and used differences, set and achieved common goals, and contributed to the dissemination of good practices and innovation within the broader educational community.

Selection of the topic – Sophocles’s Antigone

The complex nature of Sophocles’s tragedy allows for multiple interpretations. Indeed, the conflict between Antigone and Creon, which dominates the play, serves as a vehicle through which the poet not only vividly depicts the ethos of the 2 protagonists but also highlights issues and dilemmas crucial to his time. It is worth recalling that classical-era tragedy was not merely a form of entertainment but also a means of education and political engagement, as it raised essential questions, provoked thought, and, directly or indirectly, took a stance on them. Thus, the debate between the 2 heroes takes on a multi-layered character and evolves into a clash of 2 different worldviews: the old versus the new generation, human versus divine law, the city versus the family. All these themes preoccupied Athenian society in the 5th century BCE but also possess a timeless nature, as similar conflicts have persisted throughout human history in different eras and societies.

Antigone is a work of great significance and enduring relevance, influencing various fields of intellectual thought (Goff and Simpson Reference Goff and Simpson2007; Mee and Foley Reference Mee and Foley2011; Strauss Reference Strauss2013; Karakantza Reference Karakantza2023; Zupančič Reference Zupančič2023). Over the years, it has not only been the subject of study and numerous literary analyses but has also been reinterpreted through art, lending its voice to different perspectives, expressing diverse ideas of individuals or broader groups. Its various receptions in later works, shaped by their historical and social contexts, allow us to better understand the original play and discover new dimensions within it, possibly different from dominant interpretations (Steiner Reference Steiner2001). These different receptions of Antigone can be explored and used in education to offer students the opportunity to engage with multiple versions of the character.

Objectives

The objectives set for the students were as follows:

• To understand the key themes of the play and recognise their timeless relevance.

• To explore different forms of artistic expression and examine their thematic connections with Sophocles’s tragedy.

• To identify elements of the ancient text in modern works and investigate how these elements were used to articulate contemporary concerns.

• To enhance their social skills in communication and collaboration.

• To develop technological competencies through the use of digital learning environments and the completion of projects using digital tools.

Description – methodology

The programme, as previously mentioned, used interpretations of Antigone through various art forms. Teachers proposed relevant works, and the students, in collaboration with them, selected those that aligned with their preferences, ensuring a diverse representation of artistic forms. Specifically, the following works were chosen:

• Theatrical plays: Antigone by J Anouilh (Anouilh Reference Anouilh2015) and Antigona Furiosa by G Gambaro (Feitlowitz Reference Feitlowitz1992; Andújar Reference Andújar2024).

• Poetry: Ismene by Yannis Ritsos.Footnote ³

• Prose: Antigone by Elias VenezisFootnote ⁴ and Antigone by Aris AlexandrouFootnote ⁵ (Van Steen Reference Van Steen2010).

• Paintings: Antigone Strewing Dust on Polynices by V J Robertson and Antygona by Sofokles by Wiestaw Grzegorczyk.

These works, differing in form and era, illuminate the tragedy from various perspectives, depending on how each creator received and interpreted it. They demonstrate that Sophocles’s text, as with every great work of art, is a living entity that conveys universal, timeless, and multi-faceted messages. It has transcended time and space, been adapted to various historical and socio-political contexts, and inspired works through multiple expressive means beyond verbal language alone.

Regarding the methodology, emphasis was placed on interpretation, the political dimension of the tragedy, and its connection to the present. Additionally, active student participation was encouraged through critical reflection on the value systems presented in the play, using experiential and collaborative teaching methods, as well as comparative analysis with other works. The programme also followed the principles of autonomous student engagement and guided exploratory learning, where teachers acted as facilitators, providing essential instructions and information that students processed and expanded upon (Matsagouras Reference Matsangouras2000). The group-based cooperative learning method was applied, as it is particularly suitable for lessons requiring perspective shifts and problem-solving (Matsagouras Reference Matsangouras2000). Work was conducted in mixed teams comprising students from both schools, aiming to foster meaningful communication and collaboration. Team distribution was done in consultation with students, based on their preferences and interests in specific art forms (Kongoulis Reference Kongoulis2004). Learning within groups using computers provided the advantage of spontaneous and decentralised learning through peer communication, while the process of explaining their thoughts to others helped students grasp and retain knowledge more effectively, as shall be demonstrated in the next section (http://www.pi-schools.gr/hdtc/material/ict/ict31.htm).

Finally, it is worth noting that, since the programme was implemented in direct relation to the teaching of Antigone, efforts were made to align it with the core principles of the curriculum for this subject. As a teaching proposal, it is consistent with the curriculum of Ancient Greek Language and Literature for the 2nd grade of General High School (Government Gazette B’ 3321/21-09-2017), as the specific educational objectives for Antigone aim, among other things, to facilitate the understanding of the play’s symbolism and fundamental contradictions, highlight its socio-political context, and explore its influence. Moreover, students are encouraged to use the central concerns of the play to ‘formulate their own responses and develop their own stance’ (Government Gazette B’ 3321/21-09-2017: 39700). The curriculum guidelines emphasise the theatrical nature of the play, the application of innovative teaching methods (collaborative, discovery-based, experiential, information and communication technology [ICT]-assisted learning), and the use of diverse and creative teaching practices that ‘promote the development of critical thinking and expression’ (Government Gazette B’ 3321/21-09-2017: 39701).

Implementation

Initially, teachers informed students about the rationale and planned teaching process while also discussing the timeless significance of Antigone and the existence of numerous artistic works inspired by it. The aim was to prepare them to explore the various interpretations of Antigone. Additionally, an e-class was created and presented to serve as an asynchronous teaching platform, offering various learning resources, guidelines for assignments, an event calendar, a discussion forum/wiki system for group members, and a submission area for final projects. This platform was progressively enriched with material, particularly after the finalisation of groups and assigned works.

The 5 synchronous student meetings took place via Webex, each time in one of the 2 electronic classrooms of the responsible teachers. The first meeting, aimed at familiarisation among all participants, took place in December. Subsequently, teachers provided students with a selection of artistic works from various forms, asking them to individually choose 2 they wished to work on owing to their interests. This selection process was conducted using the Poll tool. On the basis of these preferences, with the essential criterion of maintaining a balanced number of students from both schools in each group (4 from Varvakeio and 2 from the 3rd General High School), 6 groups were formed. The group composition and work selection were finalised with minor adjustments in the second synchronous meeting (January 2021). In the following 3 meetings (February, March, April), each of the 6 groups, working in breakout sessions, analysed their chosen works using guiding questions/worksheets and resources from the e-class and their own research.

Upon completion, the group projects were submitted to the e-class, reviewed by teachers, formatted uniformly, and compiled into an electronic book (e-book), which served as the final deliverable. The programme concluded (June 2021) with a Webex presentation of the final projects in the respective schools. Additionally, Professor Karakantza of the University of Patras participated through a distance, discussing Antigone’s reception and presenting The Island by Athol Fugard, inspired by the same ancient myth.

Programme evaluation

After the completion of the programme and considering that it was a pilot initiative, implemented for the first time in the 2 schools, its evaluation by the participating students was deemed necessary. For this purpose, an electronic questionnaire was created using the digital tool Google Forms; this was distributed and completed by 25 students from both schools (participation rate: 70%). Of the 9 questions, one was closed-ended, 7 were multiple choice, and one was open-ended. The results of the questionnaire are illustrated in figures (discussed in continuation) through bar charts using the statistical programming language R (Falissard Reference Falissard2012).

As shown in Figure 1, approximately half of the students had previously participated in a cultural programme and had experience in collaboration. This proved to be very useful, as the individual teams were formed without significant difficulties, and tasks were allocated harmoniously.

Figure 1. Have you participated in a cultural programme before?

Regarding the question about their motivation to participate in the programme, as illustrated in Figure 2, students found the idea of joining an interschool programme appealing, as it provided them with the opportunity to communicate remotely and connect with students from another school whom they did not know, especially during the quarantine period. Online education and the e-learning platform made this collaboration possible, as students met several times in the e-class and in the individual groups they had created on Viber and Instagram.

Figure 2. What motivated you to participate in this programme?

Furthermore, as indicated by responses to the question about how distance education affected the implementation of the programme (Figure 3), the mode of communication significantly influenced both its execution and quality, as stated by 80% of respondents. The e-class platform and the online meetings between students were fundamental to its success, not merely a tool to enhance the process.

Figure 3. To what extent do you think that the distance implementation has influenced the quality of the programme?

However, while it was fortunate that the e-learning platform enabled the implementation of the programme, which would have been difficult to carry out otherwise, students felt that remote teaching and communication were among its weaknesses (Figure 4). It was not always easy for students to engage both in plenary sessions and in the smaller groups they had formed, which hindered their collaboration.

Figure 4. What do you consider to be the most important weakness in the implementation of the programme?

Despite the challenges, students recognised working with students from a different school as the most positive aspect of the programme – an opportunity that would not have been possible without technological support (Figure 5). The students showed a clear desire for interaction and acquaintance with peers from another school, particularly during the lockdown period, when social communication was significantly restricted. This highlights both the social role of the school and the importance of interschool collaborations, as it is widely acknowledged in the educational community that the quarantine caused emotional challenges for students and negatively impacted their socialisation.

Figure 5. What do you consider to be the most positive thing gained from this programme?

This need for communication during the lockdown period was emphatically expressed by students in their responses regarding the factors that helped them collaborate and complete their assignments (Figure 6). Of the respondents, 64% emphasised that their communication – whether through online meetings or electronic means – was crucial for their cooperation. The availability of materials uploaded to the e-class, providing guidance and reference, as well as clear instructions given to them, also played a key role. Additionally, students creatively used the internet to search for information relevant to their projects.

Figure 6. Which elements/tools helped you the most to collaborate and work on the projects of the programme?

Interesting insights also emerged from students’ responses about which works of art impressed them the most after the final presentation (Figure 7). The works Antigone Furiosa by G Gambaro and The Island by Athol Fugard (which were introduced to students through a lecture by Prof. Karakantza) received the most votes.¹ It is noteworthy that students were particularly moved by these 2 contemporary works, with a strong political character, which reinterpret the ancient Greek myth – one set during the 7-year military dictatorship in Argentina (1976 to 1983) that led to the deaths of over 30,000 people and the other in a South African prison during the apartheid era.

Figure 7. Which of the projects studied during this programme impressed you the most in terms of Antigone?

As reflected in the responses to question 8 (Figure 8), 92% of students expressed a positive to very positive opinion about their participation in the programme.

Figure 8. What is your overall impression of the programme?

Finally, in the open-ended question regarding programme improvements, students primarily suggested more virtual meetings among group members and the opportunity for in-person interaction, possibly through an educational trip. However, they acknowledged that such an initiative was extremely difficult owing to the circumstances during quarantine.