TEACHING
EXCELLENCE
DATABASE

Since 2021, the Summer Course "Zero Point – Ideal Place" at the Academy of Fine Arts, University of Zagreb,, has established itself as a dynamic platform for interdisciplinary exploration. Positioned at the heart of the creative process, students engage in a program that fosters autonomy, collaboration, and innovation. Transforming abstract concepts of place into tangible works of art, participants work across mediums including printmaking, animations, installations, performances, and soundscapes. The course offers a hands-on, experiential approach to learning beyond traditional classroom methods. Nestled in the inspiring setting of Grožnjan, a town rich in cultural and historical significance, the course immerses students in an environment where urban and natural landscapes become a living laboratory for artistic and intellectual inquiry. Inspired by Italo Calvino’s Invisible Cities, participants explore how time, memory, and perception shape identities, evoke memories, and foster connections. Innovative teaching methodologies are at the core of the program’s success. Artistic research is seamlessly blended with real-world application, emphasizing fieldwork, community engagement, and public exhibitions. Students and mentors collaborate to examine the socio-cultural dimensions of space, challenging notions of place and identity. These interdisciplinary efforts nurture creativity and equip participants with the tools to tackle complex societal issues through the transformative lens of art. Sustainability is a guiding principle throughout the program. Students adopt environmentally conscious practices and explore intricate relationships between humans and their surroundings. Projects celebrate and respond to Grožnjan's unique character, fostering a deep appreciation for the interconnectedness of communities and environments. Over four years, the program has culminated in public exhibitions, performances, and installations in Grožnjan and Zagreb's Galerija 112. These events showcase the students' journeys and invite public engagement, sparking reflection and dialogue. The Summer Course exemplifies art's transformative power, bridging creativity, sustainability, and societal impact. By fostering interdisciplinary exploration, it continues to inspire a new generation of artists dedicated to impactful creative expression.

Methodology

The project is designed as an artistic research initiative that employs various methods to foster creativity, collaborative learning, active exploration of the environment, and the development of practices through cooperation between professors and students in joint research and learning model creation. The intensive nine-day program begins with a series of smaller tasks that focus on exploring the space from multiple perspectives: engaging all the senses, investigating historical facts, introspective analysis of literary and artistic works, and communication with the local population. Emphasis is placed on collaboration, teamwork, and encouraging reflection. The tasks are rounded off with discussions and experience sharing. These smaller group tasks are expanded, refined, and directed toward the development of individual ideas through mentorship, collaborative learning, and research based on each student’s interests. The research process is supported by lectures related to the theme of space and group excursions to surrounding areas to explore alternative perspectives on physical and mental space. The project culminates in an exhibition featuring works created in various media, where students not only present their physical works but also share their experiences through discussions with peers and professors.

Tools, equipment, technology used

The Summer Course of the Academy of Fine Arts, University of Zagreb, blends traditional craftsmanship with modern technologies, fostering versatile skill development and enabling students to engage deeply with interdisciplinary artistic practices. Students explore printmaking techniques, using tools like presses, rollers, needles, and acid baths for etching, lithography, and relief printing. These tactile processes allow them to experiment with depth, texture, and layering, translating their ideas into material outcomes (e.g., Anamarija Kvas, Jakov Pašalić, Marija Jakupanec). In bookbinding, participants work with sewing needles, awls, and binding presses, creating unique artist books that combine storytelling with conceptual depth. Materials like canvas, glue, and cutting tools support the development of handmade works that merge form and content (e.g., Maja Perak, Majda Vukalović, Manuela Slavica Košević). For performance and video, students use cameras, tripods, microphones, and video editing software such as Adobe Premiere Pro to document performances or produce multimedia works. These tools allow them to integrate movement, sound, and visuals into cohesive artistic narratives (e.g., Ljubica Golubić, Lea Plaščar, Iva Čukelj). In photography, digital cameras, lenses, and editing software like Adobe Photoshop enable students to capture, reinterpret, and transform spaces and moments into reflective visual stories (e.g., Sanda Črnelč, Stela Mikulin). Sound recording and animation are combined into innovative projects where students capture ambient sounds from Grožnjan’s streets with portable recorders and merge them with stop-frame and experimental drawing animations. Photograph interventions are also animated, creating dynamic, layered narratives that explore place and perception (e.g., Ada Nela Peharda, Petra Pavetić Kranjčec). For installation and land art, students use tools like chisels, saws, hammers, and drills, working with natural materials such as stone, wood, and soil. These tools support the creation of site-specific works that respond to Grožnjan’s cultural and physical landscapes (e.g., Dorotea Kovačić, Lara Kraš). Finally, in text-based work, writing becomes an integral artistic medium. Students experiment with literature, storytelling, and visual art, creating interactive works that expand traditional formats. For example, Tiana Pozaić’s “create your adventure” book combined narrative structure with gaming knowledge, offering an engaging, interactive reading experience. By integrating traditional techniques with digital tools and interdisciplinary methods, the Summer Course equips students with the skills to produce innovative works that explore contemporary themes of space, time, sustainability, and artistic transformation.

Outcomes and outputs, main results

The Summer Course of the Academy of Fine Arts, University of Zagreb, has produced significant artistic and educational outcomes over the past four years. Through interdisciplinary exploration and hands-on learning, students have created a diverse body of work that reflects their engagement with themes of place, identity, time, and sustainability. 1. Artistic Works: Students have developed a variety of works, including printmaking series, artist books, site-specific installations, performances, stop-frame and experimental animations, soundscapes, and multimedia projects. These pieces demonstrate their ability to connect artistic concepts with material outcomes and explore complex ideas through innovative media. 2. Public Exhibitions: The course culminates in public presentations in Grožnjan and Zagreb's Galerija 112. These exhibitions showcase student works to a broader audience, transforming their research and creative processes into tangible outcomes while fostering dialogue between artists and the community. 3. Archival Documentation: The course emphasizes the creation of an archive of artistic research—a collection of artifacts, writings, and multimedia projects that document students' processes, ideas, and outcomes. This archive serves as both a resource and a reflection of the program's ongoing impact. 4. Student Development: Students acquire technical, conceptual, and critical thinking skills that extend into their diploma work, professional careers, and further artistic projects. Their experiences with tools, methods, and interdisciplinary practices equip them to navigate complex societal challenges through art. 5. Recognition of Excellence: The course's impact has been acknowledged during the academy's reaccreditation process as an area of extra quality. This recognition highlights its role in advancing innovative teaching and learning methods. The Summer Course stands as a model of how art education can bridge creativity, research, and societal engagement, producing results that resonate within both the academic and broader cultural landscape.

Lessons learnt

The program’s growth has been guided by continuous reflection, adaptation, and a willingness to learn from both successes and challenges. A key lesson has been the value of student autonomy and collaboration. By placing students at the center of the creative process, we’ve seen them thrive when encouraged to experiment and take ownership of their work. Collaborative interactions among students, teachers, and the local community have shown that true innovation emerges when diverse perspectives come together. The importance of real-world learning environments has also become evident. Grožnjan’s unique blend of urban and natural spaces serves as a living laboratory, allowing students to explore the interplay of space, time, and identity. This hands-on approach encourages students to create conceptually and contextually grounded works that connect deeply with their surroundings. We have also realized that sustainability must be both a principle and a practice. Encouraging environmentally conscious methods and local engagement has demonstrated the artist’s role as an agent of change. Projects exploring the human-environment relationship—such as land art and site-specific works—have shown sustainability as a tangible and impactful part of the creative process, influencing future artistic works, diploma projects, and curriculum development. The challenges of interdisciplinary teaching have highlighted the need for flexibility and careful planning. Balancing artistic research, fieldwork, and outcomes requires integrating theory with practice while supporting students’ independence and critical thinking. Finally, the program has reinforced the value of public engagement. Exhibitions in Grožnjan and Zagreb’s Galerija 112 have allowed students to share their work, sparking meaningful dialogue and connecting art with the wider community. These interactions showcase how art can bridge perspectives, inspire reflection, and contribute to broader societal conversations. Through this journey, we have learned that adaptability, reflection, and continuous improvement are essential to success. Each year’s experience strengthens the program, and as teachers, we carry these insights into our classes and new initiatives, ensuring the Summer Course remains a model of best practice in interdisciplinary education, sustainability, and artistic exploration.

Adaptability and sustainability of the best practice (for other institutions)

The Summer Course of the Academy of Fine Arts, University of Zagreb, demonstrates exceptional adaptability and sustainability, both in its design and long-term impact. At its heart, the program fosters knowledge and practices that extend well beyond the course itself, ensuring lasting benefits for students, faculty, and the institution as a whole. For students, the course provides tools, methods, and experiences that shape their further artistic work, diploma projects, and professional careers. The themes explored—place, identity, sustainability, and time—remain relevant, encouraging participants to integrate these concepts into their future artistic and research practices. The interdisciplinary approach equips them with skills to engage critically and creatively with contemporary challenges, fostering lifelong learning and adaptability. For faculty, the course serves as a platform for continuous improvement and innovation. Lessons learned during the course—whether through methodologies, community engagement, or fieldwork—are implemented into the academy's broader curriculum. Teachers use these insights to evolve their existing classes, design new programs, and expand the scope of fieldwork opportunities, ensuring the program’s principles ripple throughout the institution. On an institutional level, the Summer Course has been recognized as extra quality during the Academy's reaccreditation process, marking it as a model of excellence and innovation in education. This recognition validates its long-term value and provides a foundation for sustaining and replicating the course’s best practices within other programs and institutions. The program’s structure also ensures its adaptability to different contexts. While Grožnjan provides a unique backdrop, the core principles—student-centered learning, artistic research, community collaboration, and sustainability—can be applied in various settings. By focusing on the integration of local environments and interdisciplinary exploration, this model can inspire similar initiatives at other institutions seeking to align education with real-world challenges. Ultimately, the Summer Course is a living, evolving best practice. Its emphasis on sustainability—both in the content explored and in its enduring influence—ensures that the knowledge and experiences gained continue to inspire students, teachers, and communities, shaping the future of artistic education and societal engagement.

Promotion of best practice

Over the past four years, the Summer Course of the Academy of Fine Arts, University of Zagreb, has become a hallmark of innovative and impactful teaching, celebrated at both institutional and national levels. Recognized as extra quality during the academy's reaccreditation process, this program reflects a dynamic and forward-thinking approach to artistic education. At its core, the course promotes best practices by placing students in the center of the learning experience. Through interdisciplinary exploration and real-world engagement, students are empowered to transform abstract concepts of space, time, and identity into tangible works of art—ranging from land art and installations to animations, performances, and soundscapes. By fostering autonomy, collaboration, and critical thinking, the course equips participants with tools they carry into their diploma work and professional practice. The course’s impact extends beyond the academy. Public exhibitions in Grožnjan and Zagreb’s Galerija 112 have opened meaningful dialogues with local communities, allowing audiences to engage with the artistic narratives students develop. These events, along with outreach through publications, social media, and partnerships with cultural organizations, ensure visibility and dissemination of our work at a broader scale. By connecting innovative teaching with sustainability and community engagement, the course has not only redefined the role of art in addressing societal challenges but also serves as a replicable model for other institutions seeking to integrate real-world practices into education. This is a living, evolving program—one where students and faculty alike continue to learn, grow, and contribute to a shared vision of art as a transformative force.

Scope and impact

• Course/department level
• Faculty level
• Institutional level
• Cross-institutional level
• National level

Project contributes at different levels, aligning with strategic goals across all these areas. At the national level, the project enhances the quality and effectiveness of education through its contemporary, research-oriented approach. Project-based teaching, which positions students as co-creators of the educational process, fosters an environment that supports individualized work and focuses on creative problem-solving. This equips students with tools for future learning, improving their overall study experience in both quality and efficiency. On an inter-institutional level, the project advances artistic research as a working method, providing teachers with a platform to explore this approach and incorporate its principles and elements into other areas of teaching. This directly aligns with the institution's goals of continuously improving existing study programs and creating innovative new ones. The research-based, project-oriented practice developed through the Summer School contributes to implementing new teaching methods, designing new courses within existing programs, and supporting the development of programs currently being created by the Academy.

6.1 Digitalization

• NOT RELEVANT

Reasoning:

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6.2 Internationalization

• NOT RELEVANT

Reasoning:

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6.3 Inclusion and diversity, universal design

• NOT RELEVANT

Reasoning:

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6.4 Sustainability

• Teaching material contains profession related sustainability aspects
• Extra-curricular student activities for sustainability

Reasoning: 1. Sustainability is central to the project, set in Grožnjan, a small town shaped by tourism and depopulation. Students explore themes like cultural preservation and tourism’s impact through environmentally conscious projects using local materials. 2. The fieldwork-based approach immerses students in Grožnjan’s landscapes and community, encouraging critical thinking and sustainable practices. Students collaborate with their surroundings, fostering a deeper understanding of their role as artists. 3. Students are assessed through artworks, documentation, and public exhibitions in Grožnjan and Zagreb. Projects must reflect sustainability principles, while exhibitions allow dialogue with the community and showcase their understanding. 4. The course connects students to real-world sustainability challenges like Sustainable Cities and Climate Action. By engaging with Grožnjan’s community, students explore creative solutions to balance tourism and preservation.

3.3 Public contact datas

Name	Email address	Website
Summer School: Zero Point - Ideal Place	ljetna.skola.nultatocka@gmail.com