Arts-therapy as innovative educational strategy for embodied narrative, lifelong learning and inclusion (original) (raw)
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2022
The body and artistic languages can develop visions, effective, innovative and cutting-edge proposals on issues considered crucial for inclusion and interculturalism. Artistic practices, in particular Dance-Movement Therapy, are central to this contribution, which has as its object art-based research (Barone, Eisner, 2011; Leavy, 2009) and a methodological process that is other, in the educational/intercultural sphere. The research takes shape within the school context from reflections resulting from the use of art and corporeity to promote intercultural competences, and takes on the guise of a political-pedagogical project. The research question is to ascertain whether performing arts and Dance Movement Therapy can create inclusive and intercultural contexts, and the aim is to analyse the ways in which inclusion can take place, change or modify prejudices and stereotypes so as to bring about significant and transformative changes in growth processes. The research, moving within the theoretical and methodological framework of the research-intervention, followed a "mixed methods" preserving its qualitative nature, thus following the phenomenological and hermeneutic approach, and at the same time used a questionnaire (Pettigrew, Meertens, 1995), which characterises the quantitative part and completes the research itself. Following the operational methodology of Dance Movement Therapy, and the performing arts, one of the themes that emerged concerned the discovery of feeling moved to a new perspective from which to view the world. The results achieved reinforced the belief in the adoption of a methodological approach based on constructivist-inspired artistic exploration, as they produced an intercultural awareness in the interactions between the school and the local community.
"Art Intervention and Social Reconstruction in Education"
Social reconstruction through Art Education has constituted an important item on the art education research agenda of the 20th century, in response to the need of the Western world to make education relevant to social problems. The theoretical framework within which social reconstruction philosophy has been developed is that of postmodernism, where the teaching objectives of multicul-tural education gain a prominent importance.
Terciocreciente, Spain , 2014
ABSTRACT Social reconstruction through Art Education has constituted an important item on the art education research agenda of the 20th century, in response to the need of the Western world to make education relevant to social problems. The theoretical framework within which social reconstruction philosophy has been developed is that of postmodernism, where the teaching objectives of multicultural education gain a prominent importance. In parallel, art education teaching approaches are defined, at least in part, by artistic practices and the field of visual creation of each era. In modern era, for instance, the crea-tive self-expression of children and students has emerged as very important for teaching applications and the learning environment. Based on the above hypothesis, two questions arise: a, how do contemporary artistic practices and the ontology of artworks define teach-ing approaches? and b, in this context, can teaching objectives be connected with the promotion of cultural exchange among groups and emphasise the importance of the phi-losophy of the periphery (the philosophy that makes one’s view more flexible)? This study attempts to answer the above questions. It focuses on art intervention practice and its teaching implications. We examine the role of these teaching implications in promoting the students’ realisation of attitudes and opinions on issues of dominance, power, dependence etc.
3. Artistic Education and Creative Art-Therapy
Review of Artistic Education
As for the phrase “artistic education”, in this paper work, it was used in the way of cultivating individual, authentic artistic talent, of acquiring individual skills, abilities and techniques, with the aim of training artists in different fields of arts, as well as the assimilation of theoretical and practical knowledge from the fields of theory, aesthetics, criticism and history of arts etc., adapted to natural, innate capacities with a view to non-verbal creative expression and development plastic expressiveness. Art education and art therapy have in common the fact that they are forms of applications of art that integrate theories and practices of art pedagogy in a supportive environment: museums, art galleries, ambient art - street or interior - nature, classrooms or creative studios, where artists use the influences offered by the environments specific to the practice of the arts, which by their pluri/inter/trans-disciplinary character, encourage freedom of creation, thought,...
Tercio creciente, 2014
Social reconstruction through Art Education has constituted an important item on the art education research agenda of the 20th century, in response to the need of the Western world to make education relevant to social problems. The theoretical framework within which social reconstruction philosophy has been developed is that of postmodernism, where the teaching objectives of multicultural education gain a prominent importance. In parallel, art education teaching approaches are defined, at least in part, by artistic practices and the field of visual creation of each era. In modern era, for instance, the creative self-expression of children and students has emerged as very important for teaching applications and the learning environment. Based on the above hypothesis, two questions arise: a, how do contemporary artistic practices and the ontology of artworks define teaching approaches? and b, in this context, can teaching objectives be connected with the promotion of cultural exchange among groups and emphasise the importance of the philosophy of the periphery (the philosophy that makes one's view more flexible)? This study attempts to answer the above questions. It focuses on art intervention practice and its teaching implications. We examine the role of these teaching implications in promoting the students' realisation of attitudes and opinions on issues of dominance, power, dependence etc. RESUMEN La reconstrucción social a través de la Educación Artística ha constituido un elemento importante en la agenda de investigación de educación artística en el siglo XX, en respuesta a la necesidad del mundo occidental para hacer la educación pertinente a los problemas sociales. El marco teórico en el que la reconstrucción social se ha desarrollado es el de la posmodernidad, donde los objetivos de la enseñanza de la educación multicultural ganan importancia. Paralelamente, los enfoques de enseñanza de la educación artística se definen por practicas artísticas en el campo de la creación visual de cada época. Durante la modernidad, por ejemplo, la autoexpresión creativa de los niños y los estudiantes se convertió en algo importante. Sobre la base de la hipótesis anterior, surgen dos preguntas: una, ¿cómo las prácticas artísticas contemporáneas y la ontología de obras de arte definen los enfoques de enseñanza? y ¿los objetivos
Art-education and its developments in pedagogical training
2021
The text proposes to reflect on the meanings and contributions of art education in pedagogical experiences and teacher education, in view of the tense conversations between art and education. These disturbances translate into the devaluation or usefulness of the aesthetic-expressive dimension to the construction of pedagogical knowledge, generating the centralization of rational content related to the certainties of the world. This is a hermeneutic research that dialogues with art-education as a source of inquiry to understand the formative processes and actions of humanization of educational experiences in the field of human development. Art as a form of expression and sensitive education to think of expressive formation is something scientifically recognized, which does not obey conventionalisms, but provokes acts of freedom, interaction, social participation and motivation of subjects through different inventive and cultural knowledge. However, what are the contributions of art-e...
EDUCATION SCIENCES & SOCIETY Lifelong and Trans-Generational Education through Arts
2016
Abstract: In this article, art is regarded as a pedagogical strategy from a triple point of view: as education to arts, education for arts and education through arts. Education through arts has also been considered as an ef ective and ei cient tool/strategy aimed at spreading lifelong learning and education. It can be achieved through projects based on a theoretical approach which moves from the concept of parent training, as a stimu-lator of interest and participation under an educational trans-generational prospect. After showing the theoretical frameworks, supported by dif erent authors, especially those that are considered the most famous philosophers, pedagogists, sociologists and anthro-pologists, it will be illustrating a project of literacy and education in arts, realised in nurseries and kindergartens, with the aim to involve the children’s families too, ap-plied through activities/stimulations, with the help and support of educators-teachers, to join, all together, the “Cu...
2017
Abstract: Monitoring, knowledge and understanding of contemporary art influence thinking and empathy of the individual with the environment in which they live. In elementary school, students learn about contemporary art, by solving artistic tasks arising from the situation of contemporary art. Contemporary arts enable students to understand the environment, the time and the conditions in which we live. In action research, which was based on elements of traditional empirical-analytical research, the qualitative methodology of pedagogical research was used, namely, a causal non-experimental method. On a sample of 55 pupils (n = 55), aged between 13 and 14 years, the attitudes to art, their knowledge of art, thinking, and attitude towards contemporary art were determined. We used the unstructured interview. The findings showed that students’ artworks are associated with everyday life, and they interpret these artworks according to their own experience. Keywords: contemporary art, stude...
2012
Social reconstruction through Art Education has constituted an important item on the art education research agenda of the 20th century, in response to the need of the Western world to make education relevant to social problems. The theoretical framework within which social reconstruction philosophy has been developed is that of postmodernism, where the teaching objectives of multicul-tural education gain a prominent importance. In parallel, art education teaching approaches are defined, at least in part, by artistic practices and the field of visual creation of each era. In modern era, for instance, the creative self-expression of children and students has emerged as very important for teaching applications and the learning environment. Based on the above hypothesis, two questions arise: a, how do contemporary artistic practices and the ontology of artworks define teaching approaches? and b, in this context, can teaching objectives be connected with the promotion of cultural exchang...