The Multiplier Event took place on 28 January 2024 at the Sudurnes Science and Learning Centre in
Sandgerði, aimed to disseminate the HEDA project results and foster connections among educators
and stakeholders to support the project’s sustainability in Iceland. With a total of 12 participants—8
in-person attendees from regional schools and 4 online—the event brought together secondary
school teachers, educaFonal authoriFes, and professionals invested in innovaFve approaches to
ciFzenship educaFon.
The event provided a comprehensive overview of the HEDA methodology, which uses arts-based
techniques such as theatre, literature, and visual arts to address civic topics like human rights, social
jusFce, and environmental issues. This arts-integrated approach encourages critical thinking and
student engagement with complex social themes, making it a powerful tool in the classroom. The
presentation included teacher testimonials, hands-on exercises, and video examples, offering a
practical perspective on how the HEDA methodology had been successfully implemented in Icelandic
schools.

The event was structured into two main parts. In the first part, GeoCamp Iceland led a detailed
presentation of the project’s intellectual outputs, highlighting both the successes and challenges
encountered during the implementation of the HEDA method. Teachers shared their experiences,
discussing how the arts-based techniques provided new ways to engage students meaningfully with
civic and social issues. The second part of the session was a workshop led by GeoCamp team
members, which invited participants to actively engage in exercises that demonstrated how the
methodology could be adapted to the Icelandic educational context.

Workshop agenda

  • Welcome and introducFons
  • Networking and introducFons
  • Overview of the HEDA project and methodology
  • PresentaFon of teacher tesFmonials and student experiences
  • Review of the e-learning pla[orm
  • PresentaFon of the Impact Assessment Report
  • InteracFve workshop on integraFng the HEDA method into local curricula

Workshop
The training focused on practical applications of the methodology, including workshops led by
experienced educators who demonstrated how these techniques could foster meaningful discussions
on topics such as human rights, environmental issues, and social jusFce. Arnbjörn, Áltildur, and
Siggeir from GeoCamp Iceland led sessions exploring how the HEDA method could be applied within
the Icelandic educational context. Participants experienced hands-on exercises, including role-playing
and interactive discussions, which showcased how these creative methods can captivate students’
interest and encourage empathy and reflecFve thinking.

Feedback from the participants was overwhelmingly positive, highlighting the relevance of arts-
based techniques in making complex civic concepts accessible and engaging for students. Teachers noted that the HEDA methodology provided fresh strategies for classroom engagement, contrasFng
with tradiFonal teaching methods. They also shared ideas on adapting the techniques to Icelandic
curricula, particularly within subjects that address social and environmental issues.

The workshop with the Icelandic teachers fostered a strong network among local educators, sparking
discussions about future collaboraFons and potential project expansions. GeoCamp Iceland’s
commitment to supporting parFcipants in implemenFng the HEDA approach was reinforced through
plans for follow-up sessions and continuous support, ensuring the methodology’s integration into
Icelandic schools and contribuFng to the ongoing success and sustainability of the HEDA project.

Case Studies – Training Session
The workshop provided participants with a powerful hands-on experience in utilising arts-based
techniques to explore social issues within the educational seang. During the session, two methods
for teaching complex topics (case studies) were introduced.

The Gangsta’s Paradise case study (targeted at students ages 13-18) was used to address issues of
systemic racism, generational poverty, and the struggles that marginalized communities face.
Teachers examined the song’s lyrics to uncover themes related to societal exclusion, the impact of
socioeconomic status, and the street as an alternate “education” for young people without access to
stable family or schooling structures. Educators engaged in role-playing exercises, where they
embodied different perspectives—such as gang members, friends, and teachers—to better
understand the protagonists’ decisions and societal pressures. This immersive activity allowed them
to see firsthand how powerful music and storytelling can be in engaging students on topics ohen
challenging to discuss.

The OK case study, inspired by the Glaciers are Not OK artwork, shihed focus to environmental
awareness and climate change, a theme resonant with Icelandic landscapes and national identity.
This case study asked participants to analyze classical and contemporary artworks, including Kjarval’s
glacier paintings and Olafur Eliasson’s Glacier Melt Series, which depict the visible impact of global
warming on Iceland’s glaciers. Teachers used these works as a springboard to discuss the
impermanence of nature, linking it to broader issues of sustainability and human responsibility. The
artistic activity involved creating futuristic scenarios where students imagined a world where glaciers
had vanished, encouraging them to reflect on environmental stewardship.
Feedback from participants indicated that these case studies were both impac[ul and practical for
classroom use. Teachers reported feeling empowered to implement the HEDA methodology with
their students, using art to engage them in criFcal dialogues on social justice and environmental
issues. The Icelandic workshop succeeded in both training teachers on the methodology and
demonstrating the adaptability of these case studies to Iceland’s cultural context, enhancing
educators’ toolkit for fostering empathy, reflection, and civic awareness in students.

Conclusion
At the conclusion of the event, participants collaborated on an Action Plan aimed at supporting the
adoption and expansion of the HEDA methodology in Icelandic schools. GeoCamp Iceland committed
to providing ongoing support, inviting educators to share feedback and insights on their experience
in adapting the HEDA approach. An evaluation form was provided, and GeoCamp Iceland scheduled
follow-ups with participants to track progress and provide additional support. The event underscored
the importance of creative methods in fostering civic engagement, critical thinking, and empathy
among students. It also laid a foundation for future collaborations, ensuring the HEDA methodology’s
continued impact on Icelandic education and demonstrating the project’s relevance and adaptability
within diverse learning environments.