27 Feb 2014

In Conclusion: The Peer Educator Programme

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The following is an extract taken from Vandita Varjangbhay’s report which was presented to the sponsors of the project:  Estelle Trust and the Diplomatic Spouses Association were the main sponsors.

Vandita was the mentoring artist as well as administrator of the programme.

Through the curriculum developed by art educators, the objective of the program was to integrate art into the daily life of children, providing the opportunity for communication, learning and social change. Adopting a peer orientated approach; this program was implemented by selected rehabilitated street kids. It was rolled out to stART’s partner orphanages and care centers that the Peer Educators will teach in twice a week, helping to build environments where not only does arts education thrive, but also through curriculum involvement, a child’s sense of identity and citizen participation is strengthened.

We designed the curriculum to operate for 4 months and were filled with rigorous exercises that help the students to prepare themselves as Peer Educators. We met our deadline and were able to make an assessment to the students who have met their respective criteria levels and from there can certify those who qualify as Peer educators.

During the course we had few hurdles and these can be worked on during the second Program for 2014.

 All 4 programs were designed to teach students the basics in Visual Arts.


All 6 students came from a background where Visual Arts was never part of their education system; this first program offered them the opportunity to learn the fundamentals of the Visual arts.

1.      Duration of the program appeared to be short.

2.       They were given basic written and practical knowledge of how to work with drawings. This helped them to understand various drawing tools and media.

3.      Still life was one exercise that should have been included, but due to time restriction it was not part of the final program. Once we re-design the curriculum and increase on duration of each program, Still life should be included.


Students were introduced to various techniques and media for panting.

1.      Duration of the program appeared to be short. We either need to increase class time or number of classes.

2.      The number of experiments has to be increased.

3.      Due to time restriction, we could not teach them how to stretch and prepare canvases, which should be part of the curriculum.


Recycled Objects Art project

This program gave an excellent opportunity for the students to practice as Peer educators and work with over 31 kids during the workshop. They had to be team leaders and administrators. They made an excellent effort to prove themselves.


Print Making and Mural

This program proved to be quite tedious and difficult for the students. They had to initiate and plan the artwork and take it to the final stage. As the program was stretched over a longer period of time, it gave them time to assess and give feedback to each other at all stages and work towards the final installation.

Life skills

Students had 6 hours (2 hours a day) of life skill classes. This was quite helpful for the students. For future we should contact Dept. of Phycology much earlier and merge the Life skill classes through out the 4 programs rather than having it at the end.

Final Assessment comments

These are the final assessments on each of the six peer educators:

Roy has managed to prove that he is quite capable to teach classes and work as a Peer educator. He has been able to achieve excellent Levels in 3 of the assessment criteria in the 4 diverse programs. He was able to be a good team leader and make decisions when required. During the programs he worked on his time management and teaching abilities.


Joe is still in a learning process and requires more time to complete his learning process. He worked well during all the programs with written or verbal detailed instructions. Without these he was not able to work to the best of his ability. Joe seems to be slow at understanding and working with diverse formal aspects of the Principals of art. Printmaking has been one of the most difficult programs for him. Joe is able to work well as an assistant to an art teacher or art peer educator.


Joseph proved to be an excellent team leader. He is able to impart and share his learning with his peers. Personally he still requires some more time to refine his painting and mixed media skills. Joseph appears to have made a good effort to appreciate the Elements and Principals of art and explain them well in his sketchbook. He is quite helpful to his Peers and works with a good knowledge of time management. Joseph is ready to be Peer educator but requires continuous practice with painting and mixed media art.


Metrina has managed to prove that she is quite capable to teach classes and work as a Peer educator. She has been able to achieve excellent Levels in the 3 different criteria in the 4 diverse programs. She was able to be a good team leader and make decisions when required.


Issac has been able to perceive all the 4 programs to acceptable level.  While working on the 3rd program on the Recycled material artwork, he was able to as a team leader with the help of one of his peers’. He feels nervous and less confident when monitoring as leader by himself. He is still at a juncture of building his self-esteem and confidence.


Gladys, being a scholarship student at Pestalozzi found it tough to work during the creative activity through the various programs. She is able to work on smaller projects. Her exposure towards understanding the complete program seems adequate to work as an assistant and requires extra classes to qualify as a Art peer educator.