What undisciplined projects are (and why they often end up taken apart)

“Undisciplined projects” does not mean projects without rules. It means projects that do not respect the borders between disciplines: science, technology, engineering, art and design, mathematics and language all come in mixed together, as they do in the real world when someone wants to build something.

Where a project comes from

From a genuine interest. For example, a child or a small group wants to know how a kite flies, why bread rises, how a short film is made or any other curiosity. First, they bring it to the morning meeting, where the group puts forward proposals and gets organised. From there, the reference adult helps them design the route and adjust it so that it is achievable and as autonomous as possible: what they want to know, what they need, which steps they will take, how they will record what they learn and how they will show the results to the rest of the group.

Planning is one of the most important parts. Writing down what you want to do, listing materials, estimating time, making a prototype. That is where you train the ability to manage your own time, the skills you already have and those you will need to develop. Throughout the process, there is room to make adjustments and reflect on mistakes, which are not penalised: they are part of learning.

Art is always there

Art is present in all of these projects, understood as a way of looking and of educating sensitivity. Aesthetics, design, narrative, staging or bodily expression make room for imagination and transformation. A project about bees may end up as a map, a song, a model or an exhibition. There is no correct form.

The adult’s role

It is not that of a tutor who corrects or decides whether something is right or wrong, but that of a facilitator, guide and collaborator. They give emotional support when the project gets stuck or when conflicts arise between the people working together, offer tools, materials or spaces when needed (measuring, calculating, writing a letter to an expert, programming a sensor) and, above all, trust.

Why they are taken apart

Most projects, once completed and presented to the group, are taken apart. It seems strange, but it is a conscious decision: it takes value away from the result and puts it into the process, encourages the reuse of materials and raises awareness about consumerism. What remains is what was learned along the way, and that cannot be taken apart.

In primary, the groups also use the Pedagogical Lab, another space a few minutes from our building that also belongs to the school. It is a space designed especially for projects, with more specific materials and resources.

If you would like to see a project in progress, come and spend a morning with us.