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Our Culture Set in Stone

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About Course

The activity follows the principles of place-based education and through a hands on practice practice quips them with tools to understand how the life they live at present is affected by the environment (city). At the same time the interaction between the mixed group (described in the participant profile) and with the local stories aims creating beneficiary collaborative community laces.

General description
The activity called Our Culture Set in Stone, consists in creating a treasure-hunting route which will guide the participants to different buildings in Albacete where they will be told the history of the building which partially rebuilds the history of the city.
In every site, a member of the Dramblys and at the same time an activity designer, or professionals (such as historians, tour guides or anthropologists) will explain to the participants how the building has been used in the past. In addition, they will also have to find the hint that will lead them to the next site.
On a site note, not many of Albacete’s historical building have survived the years due to reasons such as bombing during World War II, gentrification etc., so the ones that have survived are highly valued as a great asset to rebuild the history of the city.

Pre-evaluation is integrated during the activity implementation. Upon the arrival at each site questions will be asked to the participants to evaluate their knowledge on the place.
The pre-evaluation session aims at providing a snapshot of:
– What prior existing knowledge with regard the area where the activity takes place (which is rooted in the topic of the activity),
– What skills and abilities they view as important for their future life.
– What their relationship with local community is,
o Their perception of inclusiveness and belonging
o Their activeness and engagement
This session would help the involved youth workers/activity facilitators to see where the participants stand in terms of their position and role in the community and at the same time, it would enable them to evaluate if the perceptions of the participants have changed after the activity.

Implementation (The route)

The participants meet together at the Altozano square and the group of participants are handed the first note:

“Find the heads of Mercury”. This note leads to the pasaje Lodares.
1. El pasaje Lodares (Lodares)

The Lodares passage is one of the most prominent
Built in 1925 by Gabriel Lodares, this post-modernist gallery is a residential and commercial area.
Hint: Find Mercury, the god of commerce (head of mercury, the god of column are found in every column.
– What they know about it?
– What does Mercury have to do with it?
– What benefits do they see in having such building in their city.

Next hint:
“If you were caught in a war, where would you go?”
The arrival spot will be the anti-aerial attack shelter.
2. Anti-aerial attack shelter

Albacete was one of the bombed cities during the Spanish civil war mainly because Albacete was one of headquarter of the international brigades that consisted in volunteers coming from other countries, to fight against alongside the republican front and against the right-winged one. The volunteers came first to Albacete before they received their placement to different fighting fronts spread in the country.
The Albacete anti-aerial shelter is strictly related to the Spanish civil war which changed the course of the country’s history.


– What do they know about the Spanish civil war?
– Why was Albacete bombed?
– Are they aware of any particular stories that involve Albacete?

Post evaluation:
Next hint: Where can we find one of the biggest paintings of the world started and finished by the same author?
3. The Albacete Cathedral

The Albacete Cathedral was originally constructed in on the hill of “Virgen de los Llanos” (Virgin Mary of plains), patron of the city. Its first construction dates in the XVI Century with the participation of great artists or architects of the time.
The murals represent stories of the Bible constitute the biggest of their kind painted by only one author.

– What was the original building of the cathedral?
– What part is the oldest preserved?
– What are the most particular things of it?
Next hint: Find the place where religion, culture, punitory institutions and public health meet together
4. Cultural Center “La Asunción”

Dating back to the 1500s and originally a cloistered convent of nuns and having served functions such as a church, maternity hospital and a prison and today it harbours the functions or a cultural centre, it’s home to the Institution of Albacete studies, the Conservatory of Music and Dance and a library.

What kind of institutions has the building hosted through the years?
What kind of institutions does it host now?

Map overview

The post evaluation part is done when all the sites have been visited. The main point of it is to explore the participants’ perception on the personal impact of the activity. The chosen method is called “the human scale” and it draws three lines in the ground, statements are read lout loud and the participants position themselves to show to what extent they agree with it.

– I have learned new things about Albacete’s history and cultural heritage
– I feel inspired to keep learning about it.
– After the information, I feel more appreciative and connected to the city.
– I would like to participate more in cultural, civic or community initiatives.
– I feel this activity has taught me about things such as intercultural and peaceful co-existing, social commitment and active citizenship
– I am more aware of how my self-identity fits in the city of Albacete.

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What Will You Learn?

  • The competences of that the “Our culture set in stone” aims at developing the following competences:
  • The first four relate to competences that are related to civic engagement and to the local community.
  • The first set of competences aim at contributing to the increasing of the appreciation of Albacete and the creating/strengthening of the ties between the young people who participate. They seek to increase the awareness of young people about their own sense of identity and how it is related to their city they live in and are achieved through the appeal of the local stories of its development through the centuries.
  • The second set of competences consist in cross-cutting competences of different fields which come handy in educational and professional training they might be or plan to pursue. These skills also favour the personal development and contribute actively to the first set of skills and are targeted through the dynamics of the activity (solving the puzzles) as well as from the questions and discussions.

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