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Language Educación artística : revista de investigación : EARI. 2020. No. 11
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- Teatro en la educación : tras las huellas de Tomás Motos(2020) Navarro Amorós, AntoniReseña del libro: Motos, T. (2020). Teatro en la educación (España, 1990-2018). Barcelona: Octaedro 276 págs.
- Los cimientos de La Casa de las Luces. Enclave rural en clave cultural(2020) Zanón, VirginiaThis paper aims to summarize the first steps of ?La Casa de las Luces? (The House of Lights), a cultural project intended to emphasize the rich heritage, both cultural and natural, of Titaguas and its environment. The impulse of this initiative by the town hall, is to enrich the cultural life of the village, while also revitalizing a quality tourism that would benefit the development and welfare of the region of La Serranía. The headquarters of the center ?traditionally known as ?Casa del Tío Florencio? ? is a construction from the mid-18th century, of great historical and ethnological value. The building is currently in the process of rehabilitation, and this project guarantees its conservation and opening to the public. The information in its interior will give a special role to Simón de Rojas Clemente (1777-1827), a key figure of the Enlightenment and first Liberalism in Valencia, and notorious citizen of Titaguas. Through the biography of this remarkable botanist, the universal values of the Enlightenment and the local culture and natural wealth described in his works will be revisited, along with the historical and political events of his time, of which he was an exceptional witness. In terms of experience, we show here the peculiarities of the project, the objectives of its design and the advantages and disadvantages that arise during the establishment of a newly created center like this. Keywords: Simón de Rojas Clemente, Titaguas, La Casa de las Luces, heritage, rural, culture.
- El cine y la enseñanza del arte en Brasil : una mirada a concepciones y experiencias modernistas(2020) Ferreira de Lima, Sidiney PetersonThis paper aims to present and discuss some of the practices developed in the field of art teacher training, within the scope of the Intensive Course of Art in Education (CIAE), pointing out, in particular, the presence of cinema as an important artistic language in the trajectory of formation. Initially, based on a historical context, based on the studies of researcher Ana Mae Barbosa (2015), we conducted a discussion about the relations between cinema and education, considering the readings about cinema through projects in the period of the New School Movement (1920, 1930), highlighting the actions developed by the poetess and educator Cecília Meireles. With the present work we aim to broaden the ideas and perceptions about the history of cinema and education in Brazil, especially in the field of art teacher training, considering the CIAE experience. Keywords: cinema, art in education, history, teacher training, CIAE.
- "Infancias mediadas" : narrativas visuales en la formación del profesorado(2020) Revilla, Alfonso; Molet Chicot, Carme; Quiroz, Dànae; Bernad, OlgaThis text recounts the project ?Mediated childhoods?, a mixed action-research and arts-based educational research project, conducted at the Faculty of Education, Psychology and Social Work at the University of Lleida. Its aim is to incorporate technological discourses and mediations as educational content and, in particular, to explore the use of visual narratives and media images in art education in the various teacher training degrees of the FEPTS. To do so, it investigates the visual narratives created by the Faculty?s students: autobiographical images ?in relation to their own childhood media experiences? and, at the same time, the creation of visual counter-discourses on the media imaginary. The interconnection between images and texts, between creation and interpretation, between exploring the images and mediations of one?s own childhood and the interrelationship with other images and times is analysed. The investigation reveals the difficulties of thinking about our roles as consumers of visual culture in relation to the construction of teacher identities; it demonstrates the importance of questioning certain myths and discourses about ?childhood?, in order to take educational responsibility for different childhoods. In times of media hypervisibility, this investigation proposes other forms of critical construction of teacher identities, relating artistic practices, visual studies and critical pedagogies. Keywords: visual arts; education; teacher training; arts research; media influences; critical pedagogies.
- Un docente revolucionario para la formación artística (decolonial) contemporánea(2020) Jimenez, RobertoResumen: Cualquier propuesta curricular implica la consonancia entre las estructuras educativas (alumno, maestro, escuela, personal administrativo y comunidad) y para el logro, es imprescindible una responsabilidad compartida, nadie menos o más que otro; sin embargo, el papel que representa el docente es trascendental, dado que como mediador es en quien, por lo regular, recae gran parte de la responsabilidad de que el engranaje entre todos los elementos funcione y, específicamente, que los contenidos educativos acordados se cumplan cabalmente. Desde el campo de la instrucción artística (formal o informal) la figura del docente debe evaluarse también bajo estas expectativas de cambio; la disrupción del arte hacia otros espacios obliga a que, quien desempeñe el papel de profesor se vuelque a la búsqueda de rutas libres para que el proceso formativo transforme al alumno (al creador) en un individuo crítico y propositivo; orientándolo a la decolonialidad para que su producción artística deje de depender del aval hegemónico que la ha mantenido invisibilizada. Compromisos todos, que hoy resultan impostergables donde también al arte se le exijan otras responsabilidades más allá de la consabida funcionalidad de emocionar y ser fin monetario; convenios necesarios dirigidos hacia objetivos cada vez más ligados a la realidad social que se vive, con metas que aporten a la edificación de una sociedad diferente, honesta y justa. Palabras clave: docente revolucionario, colonialidad, arte decolonizado.
- Cine directo, aproximaciones pedagógicas de lo cotidiano(2020) Torregrosa, ApollineThis article establishes relations between cinema and education, considering the dimension of the first as a valuable contribution to current pedagogies. From the multiple branches of the arts, the field of cinema and its diversity of genre, offers enriching elements to feed pedagogical and research practices. This is the case of direct cinema, which from its documentary and social approach, contributes to an artistic and pedagogical reflection, both from the topics it deals with and from the technical modes that present these contents. Indeed, direct cinema emerges at the heart of the social transformations of the 60s and 70s and converges with the different changes of the same era: narrative turn in research and the shift of traditional education towards alternative pedagogies. We will see in this writing, through the genre of direct cinema, the contributions of cinema in the field of education, research and socially. For this, from the analysis of extracts from the film National Gallery by Frederick Wiseman, we will establish interconnections with artistic education and teacher training, taking into account the contents and ways of filming to present them. In this sense, cinema gives us a particular way of looking at and analyzing pedagogical transformations and emerging knowledge in our time. Keywords: teacher training, research-creation, interdisciplinary interactions
- Una experiencia artística con tierra, barro y cerámica(2020) Balanzà, RicardWhat is ceramics? What does it teach us about us? Is it present In our nearby environment and endows it witch identity? What interest can you offer us in the primary school? What fields of artistic expression can you favour? These are some of the questions and reflections raised that motivated this exercise and we try to find out. The third-party students of the Magisterium perform two utilitarian ceramic pieces of different method of forming and finishing, reflecting on artistic education, creation and ceramics own processes. To make them, a complete ceramic process has been completed; staring from previous sketches witch a graphic base of botch shape and textures or motifs, with special emphasis on the basic traces of drawing in childhood, its assimilation and translation into volume (which offer an enormous amount of resources and possibilities), the modelling in red clay in plastic mass, the application of engobes of an elementary range of colours, the essential cooking and its metamorphic transformation. It is pretend, with this exercise, to develop artistic expression through materials and techniques of our history, as well as perception and collective and individual aesthetic sensibility, always from a university context with a focus on primary education and a student in the midst of the development of knowledge focused on exploration, experimentation and creation. Keywords: art, ceramics, clay, art education, culture, infancy
- Diversidad, cine y educación(2020) Monleón Oliva, VicenteReseña del libro De película. Cine para educar en diversidad
- El fenómeno de la mirada y el concepto de lugar. Una propuesta de aprendizaje basado en proyecto con videocreación e Internet(2020) Domínguez, JavierResumen: Proponemos una investigación fundamentada en los conceptos de mirada y de lugar para aplicar éstos al mundo-imagen de Internet. Un entorno digital, el ciberespacio, donde las imágenes-archivos comprenden un nuevo estatus y régimen visual: fuertemente mediatizado, y que reta a desarrollar posiciones críticas y creativas que necesitamos. Esta investigación teórica ha venido aplicándose en prácticas artísticas que conjugan la videocreación y las imágenes de otros lugares del mundo, azarosamente halladas, y capturadas de la aplicación Street View del tecnológico Google. Con una metodología activa de aprendizaje basado en proyecto, recurrimos a profundizar en un concepto de mirada responsable que toma conciencia de su poder para decidir los accesos al régimen visual. Y proponemos emplear estas herramientas con los objetivos pedagógicos de entrenar un lenguaje estético y de generar un discurso ético-político a partir de las narrativas visuales; de modo que el estudiante vea concernidos sus planos creativo y crítico como ciudadano. Estas fuentes visuales propias (videocración con dispositivo móvil) y ajenas (la Red) se disponen, en la elaboración del proyecto narrativo, para construir relatos visuales donde podamos otorgar un sentido a los fragmentos de realidad que se nos aparecen; de modo que el estudiante resignifique los valores jugando con las presencias (lo ostensivo de la imagen) y las ausencias (inferidas o imaginadas). Un juego cuyo objetivo segundo promueve el pensar, críticamente, la identidad tal como se aparece en las pantallas, y lo desapercibido que queda en sus márgenes. Palabras clave: educación artística; mirada; internet; proyecto; videocreación; narrativa visual
- Educación crítica de las artes visuales en estudiantes de diseño gráfico. Relaciones de aprendizaje en torno a la cultura visual(2020) Delgado Mendoza, Hishochy; Torres Herrera, Yasselle Ángela; Alonso, MaylínThe critical dimension in the processes of university teaching and learning constitutes a higher stage of the intellect and morality in teachers and students. It finds its theoretical, epistemological and methodological basis in the reconstructive and autonomous capacities of the free subject that think and create. In this research I intend to address -from the experiences as a teacher and researcher- the contextual scaffolding that places critical discourse as a necessity in the teaching and learning process of graphic design students. I will make an analysis of the curricular components that intervene in the decisions to form a critical apparatus towards the visual artistic object and answer the question: what is the point of critical education and its discourse on Visual Arts in Graphic Design students? For this, I propose to rethink the notions of criticism, in diverse contexts through which visual culture transits for the sake of a more complex education, through stories that tell the intimacies of the visual arts. Keywords: critical education, critical discourses, visual arts, graphic design, visual culture
- Instituciones educativas y entornos de aprendizaje en Baukultur(2020) Huerta, RicardBaukultur se ocupa del diseño, planificación y co-construcción de nuestro entorno. Es, cada vez más, objeto de diversos programas de aprendizaje para niños y jóvenes. Por primera vez, este estudio explora cómo los jóvenes perciben estos programas y los incorporan a su vida cotidiana. Además, se estudia cómo asimilan importantes experiencias biográficas y decisiones relacionadas con Baukultur a diario, no solo remodelando sus propias cuatro paredes, sino también mientras viajan y en el universo online.
- Educación artística y teorías implícitas del alumnado de educación secundaria.(2020) Navarrete, Cristina; Rodríguez, Carmen; Belver Domínguez, José LuisResumen: El presente artículo analiza las teorías implícitas de los estudiantes de la ESO en relación con la Educación Artística y, en concreto, a la materia Educación Plástica Visual y Audiovisual que suponen un obstáculo en el aprendizaje de esta. Para ello se ha diseñado una investigación cualitativa utilizando como instrumentos de recogida de datos la observación participante en el aula de plástica diariamente durante 4 meses y el análisis de contenido de varias actividades gráfico-plásticas realizadas por el alumnado. La muestra está compuesta todos los estudiantes de 3º de ESO de un instituto del centro de Oviedo divididos en 5 grupos (88 alumnos/as en total). La información registrada en el diario de campo se analiza a través de un sistema de categorías que comprende la motivación del alumnado participante ante la materia, el autoconcepto y creencias de autoeficacia del alumnado participante, la calidad de las producciones gráfico-plásticas y otras percepciones del entorno. Los resultados de la investigación constatan que, aunque el alumnado en general valora y muestra interés por la materia, existen una serie de teorías implícitas relacionadas con ciertos mitos que se asocian a la Educación Artística. Esta detección de preconceptos en nuestra área nos permite llevar a cabo una investigación posterior, más amplia, para modificar estas ideas preconcebidas y facilitar su aprendizaje de nuestro alumnado en el ámbito artístico. Palabras clave: educación secundaria, teorías implícitas, educación artística, autoeficacia, motivación, arte.
- Educación digital, diseño y género a través del arte(2020) Sumozas García-Prado, RafaelReseña ARTE, GÉNERO Y DISEÑO EN EDUCACIÓN DIGITAL (HUERTA, 2020)
- Replantear la acción social de los museos de arte a partir de las experiencias de los públicos(2020) Huerta, RicardEl libro Socializing Art Museums. Rethinking the Publics' Experience aborda los desafíos de los museos en el siglo XXI, para acercarse a sus audiencias. El volumen incluye capítulos de autores con una gran trayectoria en organismos internacionales en relación con el arte, la educación y los museos.
- Por una muerte digna para la educación artística(2020) Huerta, Ricard; Domínguez Ruiz, RicardoThis year 2020 has marked by a global pandemic that causes a strange and unpredictable situation at the planetary level. All countries are in health prevention processes due to COVID-19, a virus that attacks the immune system. Trying to do any activity poses a risk of contagion, since the coronavirus spreads especially through human breath, which has led to the invasion of new daily habits, such as leaving the house with a mask, or not being able to meet other people for celebrations and events, or to teach in the classroom. Immersed in this unfavorable situation for any educational normality, in the case of artistic education we suffer doubly from this painful reality. In Spain, we started the year presenting a series of complaints to the new education law that the government wants to pass (LOMLOE), a law that practically eliminates the visual arts from the school curriculum. Also in other countries, there is a constant decline in Art Education as curricular teaching. If the coronavirus is promoting the use of digital technologies, and society claims the teachings on prevention, health, inclusion, equality, diversity and emerging technological languages, we should attend to the needs required by the new educational and vital scenario. Faced with such evidence, we are committed to a death worthy of our specialty, as we understood it until now, understanding that this right to euthanasia implies the birth of a renewed concept of artistic education, something that we must do immediately as a priority. Keywords: Art, Art Education, Pandemic, Teacher Training, Coronavirus.
- Patrones malvados en Disney. Una reflexión crítica sobre las figuras malvadas de la colección ?Los clásicos? (1937-2016) desde un componente estético(2020) Monleón Oliva, VicenteIntroducing, Disney has great potential, since its inception in the 1920s, to transmit ideological and doctrinal messages about people who consume its feature films, generally in childhood. Among the plurality of ideas, the Manichean mentality that builds society based on the goodness-badness binomial stands out, denying behaviors intermediate to this duality in daily life; using the image as a visual communication resource. This appears as a constant in the evil figures that it designs for its feature films and is related to the concept of aesthetics, that is, the appearance that this group of figures presents in relation to the term evil. Specifically, using a qualitative research methodology, Image-Based Research (IBI), the objective is to know what are the biased messages that Disney disperses in society and establishes as absolute truths in 4 groups of vile drawings: main, secondary and helpers from each sector (lackeys of main evil figures and minions of secondary evil figures). This group is in a set of 60 animated feature films called "The classics" that is temporarily located between 1937 and 2016. An analysis of aesthetics focused on: physiognomy, color, condition and the capacity for metamorphosis is specified. However, a quantification of the results is used to compare them in the results and thus establish conclusions with figures who exercise the evil in the selected sample. These show that the Manichean construction of the figures is more severe in images that perform a main evil role. Keywords: aesthetics, Disney, evil figure, animated cinema, childhood.
- Educación artística más allá del coronavirus : diálogo con Estitxu Aberasturi, Carlos Escaño y Carmen María Belmonte(2020) Huerta, RicardEsta entrevista a tres bandas supone una apuesta de la publicación EARI Educación Artística Revista de Investigación por indagar en los aires de renovación que estamos viviendo, acercándonos a las opiniones de tres docentes con una dilatada experiencia, tres profesionales de la educación artística que proceden de realidades periféricas: Andalucía, Euskadi y País Valenciano. Se trata de una profesora de la UPV-EHU, un profesor de la Universidad de Sevilla, y una profesora del Instituto de Educación Secundaria Lluís Vives de València. Son tres figuras que consideramos importantes, con trayectorias consolidadas, que destacan por su implicación en temas de índole social, apostando por la acción participativa y por la denuncia de determinadas situaciones injustas.
- El cuerpo como dispositivo didáctico en la formación inicial docente en artes visuales para enseñanza secundaria(2020) Cortés Picazo, Luis Claudio; Grinspun Siguelnitzky, Noemí; Medina, Sandra; Oyarzún, Claudio HThis article is based on a pedagogical experience implemented within a visual arts teacher training program, whose future work context will be the secondary education levels in the Chilean school context. Its main objective is to theoretically reflect about the body and its pedagogical possibilities. Since the implementation of a program of visual art teaching and learning that includes the body as a didactic dispositive. Under a methodology of a Learning-Expressive Project were defined three theoretical practical workshops about the body within a visual art teachers training program in Chile. After every workshop it was described the reflection of corporal practice with the theoretical scope of the body politics, the embodiment of professional identity and embodied cognition. As a conclusion, it allows us to reflect on the transition from a disciplinary teaching of the visual arts towards its interdisciplinary integration, intertwining the field of the humanities with embodied human cognition. Finally, three interdisciplinary workshops are suggested that intertwine literature, theater and cinema, based on body language and expression for visual arts teachers initial training programs. Keywords: body; visual arts; art theory; teachers training
