关键词

艺术行动主义,社会转型,公民赋权,发展,艺术老师,敏感性,管理人实践,当代艺术,艺术图像

摘要

本文把艺术行动家和教学策展资质(201717)的研究合并起来,他们由当代艺术家,大学教授,师范学生,实践领域里的老师,和护士学校、小学、中学学生发展而来。本文试图展示一系列由公共机构资助的艺术研究项目,挑战教师培训的转型。这些基于当代艺术行动主义的项目一直以来突破了教师培训中的学院的藩篱和陈旧的惯例。这个实验的结果之一就是让有名的博物馆和当代艺术中心的展览得以实现。随着公共空间中集体主义和教育兴趣的出现,他们设法扩展了教室以外空间的教学模式。我们使用A/r/tography的研究方法揭示了“艺术家、研究者和老师”三种互相联系的身份,作为一个人,在他/她的教学实践中,能够通过艺术研究中的实验过程开展创造性的实践。A/r/tography产生了学习空间,教育的含义可以被突破。正是在这个智力激励的中间地带,管理者提出了艺术行动家项目,使之能在两种看起来分离的领域 – 艺术与教育 – 产生亲和策略。

查看信息图

参考资料

Agra, M.J., & Mesías-Lema, J.M. (2011). Questions before words ‘An educational space, a stimulating space’. International Journal of Education through Art 7, 1, 7-26. https://doi.org/10.1386/eta.7.1.7_1

Link DOI | Link Google Scholar

Atkins, S. (2013). Where are the five chapters?: Challenges and opportunities in mentoring students with art-based dissertations. In S. McNiff (Ed.), Art as research. Opportunities and challenges (pp. 57-64). Chicago: Intellect.

Link Google Scholar

Bang-Larsen, l. (2010). La utopía de masas del activismo artístico. In M. Bartomeu, & L. Bang Larsen (Eds.), Palle Nielsen. El model. Un model per a una societat qualitative. Barcelona: MACBA.

Link Google Scholar

Barone, T., & Eisner, E. (2006). Arts-based educational research. In J. Green, G. Camilli, & P. Elmore (Eds.), Complementary methods for research in education. Washington: American Educational Research Association.

Link Google Scholar

Beyerbach, B., & Davis, D. (Eds.) (2011). Activist art in social justice pedagogy: Engaging students in glocal issues through the arts. New York: Peter Lang.

Link Google Scholar

Bourriaud, N. (2006). Estética relacional. Buenos Aires: Adriana Hidalgo.

Link Google Scholar

Bubriski, A., & Semaan, I. (2009). Activist learning vs. service learning in a women´s studies classroom. Human Architecture, VII(3), 91-98. https://bit.ly/2jR7qWw

Link Google Scholar

Drücker, P. (2013). La sociedad postcapitalista. Barcelona: Apóstrofe.

Link Google Scholar

Eça, T., Chavanne, M-F., Steers, J., Schönau, D., Coutts, G., Oszoy, V.,…Caldas, T. (2015). The 2015 Lisbon letter for visual art education. https://bit.ly/2IbWLVn

Link Google Scholar

Eisner, E., & Barone, T. (2012). Arts based research. London: Sage.

Link Google Scholar

Felshin, N. (2001). ¿Pero esto es arte? El espíritu del arte como activismo. In P. Blanco & al. (Eds.), Modos de hacer: Arte crítico, esfera pública y acción directa. Salamanca: Universidad de Salamanca.

Link Google Scholar

Few, A., Piercy, F., & Stremmel, A. (2007). Balancing the passion for activism with the demands of tenure: One professional´s story from three perspectives. NWSA Journal, 19(3), 47-66. https://bit.ly/2wC7mDy

Link Google Scholar

Frey, L.R., & Palmer, D.L. (2017). Turning communication activism pedagogy teaching into communication activism pedagogy research. Communication Education, 66(3), 380-382. https://doi.org/10.1080/03634523.2017.1314518

Link DOI | Link Google Scholar

Han, B.C. (2014). La agonía del eros. Barcelona: Herder.

Link Google Scholar

Han, B.C. (2016). La salvación de lo bello. Barcelona: Herder.

Link Google Scholar

Han, B.C. (2017). Expulsión de lo distinto. Barcelona: Herder.

Link Google Scholar

Herón, L. (2006). Colectivo Hackney Flashers: ¿Quién se ocupa de la cámara? In J.L. Marzo (Ed.), Fotografía y activismo (pp. 23-36). Barcelona: Gustavo Gili.

Link Google Scholar

Irwin, R. (2008). Being with a/r/tography. Rotterdam: Sense Publishers.

Link Google Scholar

Irwin, R. (2013). Becoming a/r/tography. Studies in Art Education, 54(3), 198-215. https://doi.org/10.1080/00393541.2013.11518894

Link DOI | Link Google Scholar

Irwin, R., & O´Donoghue, D. (2012). Encountering pedagogy through relational art practices. International Journal of Art and Design Education, 31(3), 221-236. https://doi.org/10.1111/j.1476-8070.2012.01760.x

Link DOI | Link Google Scholar

Janesick, V. (2003). The choreography of qualitative research design: Minuets, improvisations and crystallization. In Y. Lincoln & N. Denzin (Eds.), Strategies for qualitative inquiry. London: Sage.

Link Google Scholar

Koschoreck, J., Bryan, J., Campanello, K., & Mominee, M. (2010). Queer scholarly activism: An exploration of the moral imperative of queering pedagogy and advocating social change. International Journal of Critical Pedagogy, 3(1), 8-25. https://bit.ly/2KVgshV

Link Google Scholar

Leavy, P. (2015). Methods meets art: Arts-based research practice. London: Guilford Press.

Link Google Scholar

Leavy, P. (2018). Handbook of arts-based research. New York: Guilford Press.

Link Google Scholar

Lévy, P. (2007). Cibercultura. La cultura de la sociedad digital. Barcelona: Anthropos.

Link Google Scholar

Lippard, L. (2001). Mirando alrededor: Dónde estamos y dónde podríamos estar. In P. Blanco, & al. (Eds.), Modos de hacer: Arte crítico, esfera pública y acción directa. Salamanca: Universidad de Salamanca.

Link Google Scholar

McNiff, S. (2004). Art-based research. London: Jessica Kingsley.

Link Google Scholar

McNiff, S. (2013). Art as research. Opportunities and challenges. Chicago: Intellect.

Link Google Scholar

Mesías-Lema, J.M. (2011). Autopsia educativa. La Coruña: MAC-Museo de Arte Contemporáneo.

Link Google Scholar

Mesías-Lema, J.M. (2017). Art teacher training: A photo essay. International Journal of Education though Art, 13(3), 395-404. https://doi.org/10.1386/eta.13.3.395_1

Link DOI | Link Google Scholar

Nordlund, C., Speirs, P., Stewart, M., & Chicago, J. (2011). Activist art and pedagogy: The Dinner Party Curriculum Project. In B. Beyerbach, & D. Davis (Eds.), Activist art in social justice pedagogy: Engaging students in glocal issues through the arts. New York: Peter Lang.

Link Google Scholar

O´Donoghue, D. (2017). Curating as a condition of art education, visual inquiry: Teaching and Learning, 6(1), 5-9. https://doi.org/10.1386/vi.6.1.5_2

Link DOI | Link Google Scholar

O´Neill, P., & Wilson, M. (2010). Curating and the educational turn. London: Open Editions.

Link Google Scholar

Rhoades, M. (2012). LGBTQ Youth + Video Artivism: Arts-based critical civic praxis. Studies in Art Education, 53(4), 317-329. https://doi.org/10.1080/00393541.2012.11518872

Link DOI | Link Google Scholar

Rose, B. (2017). Moving from chasm to convergence: Benefits and barriers to academic activism for social justice and equity. Brock Education, 27(1), 67-78. https://bit.ly/2KXuLCe

Link DOI | Link Google Scholar

Sloterdijk, P. (2003). Esferas. Madrid: Siruela.

Link Google Scholar

Soria, F. (2016). Tensiones, paradojas, debates terminológicos y algunas posibilidades transformadoras en el marco del giro educativo en los proyectos artísticos y el comisariado. Artnodes, 17, 24-33. https://doi.org/10.7238/a.v0i17.2974

Link DOI | Link Google Scholar

Tifentale, A., & Manovich, L. (2015). Sefieciity: Exploring photography and self-fashioning in social media. In D.M. Berry, & M. Dieter (Eds.), Postdigital aesthetics. Art, computation & design. London: Palgrave Macmillan.

Link DOI | Link Google Scholar

Fundref

这项工作没有任何财政支持

Crossmark

技术信息

收到: 28-02-2018

修订: 29-03-2018

公认: 03-05-2018

First Online: 15-07-2018

发布日期: 01-10-2018

文章修改时间: 28 天 | 期刊编号的平均时间修订 57: 38 天

文章接受时间: 63 天 | 期刊编号的平均接受时间 57: 76 天

预印本编辑时间: 169 天 | 期刊编号的平均编辑时间预印 57: 177 天

文章编辑时间: 214 天 | 期刊编号的平均编辑时间 57: 222 天

度量

这篇文章的度量

浏览次数: 19868

对摘要的解读: 12282

PDF下载: 7586

的全部指标 57

浏览次数: 185463

对摘要的解读: 138305

PDF下载: 47158

被引用

引述 Web of Science

Holguin-Alvarez, Jhon; Montanez Huancaya, Aquila Priscila; Montanez Huancaya, Norma Nancy;. New artivist pedagogies for education: evidence of the construction of democratic coexistence and cooperative learning in vulnerable contexts APUNTES UNIVERSITARIOS , 2020.

https://doi.org/10.17162/au.v10i3.457

Maria Mesias-Lema, Jose; Lopez-Ganet, Tiffany; Calvino-Santos, Guillermo;. Atmospheres: Shattering the Architecture to Generate Another Educational Discourse in Art Education INTERNATIONAL JOURNAL OF EDUCATION AND THE ARTS , 2020.

https://doi.org/10.26209/ijea21n6

Maria Mesias-Lema; Jose;. INHABIT ARTISTS: A contemporary, participative and collective methodology in Art Education OBSERVAR , 2019.

Link Google Scholar

引述 Scopus

Mesías-Lema, J.M., López-Ganet, T., Calviño-Santos, G. . Atmospheres: Shattering the architecture to generate another educational discourse in art education), International Journal of Education and the Arts, .

https://doi.org/10.26209/ijea21n6

Holguin-Alvarez, J., Nieves-Nima, M., Ledesma-Pérez, F., Montañez-Huancaya, A. . Sustainability of school coexistence through artivist educational processes applied in Peru), Revista de Ciencias Sociales, .

Link Google Scholar

引述 Google Scholar

Rincón, A. R. F. (2019). Activismo, co-creación e igualdad de género: la comunicación digital en la huelga feminista del 8M. Revista Dígitos, (5), 56-74.

https://revistadigitos.com/index.php/digitos/article/download/142/78

Soto Solier, P. M., & Solier, S. (2019). Artivismo y educación: proyectos educativos artísticos como pedagogía para la sensibilización y transformación social en Educación Primaria.

https://revistadigitos.com/index.php/digitos/article/view/142

Mesías-Lema, J. M., & García, S. A. (2019). Ver lo Invisible. Identidad (es) Sexual (es), Diversidad y Activismo para una Educación Artística Sensible. Revista Portuguesa de Educação Artística, 9(1), 23-43.

https://rpea.madeira.gov.pt/index.php/rpea/article/view/119

Mesías-Lema, J. M., López-Ganet, T., & Calviño-Santos, G. (2020). Atmospheres: Shattering the Architecture to Generate Another Educational Discourse in Art Education. International Journal of Education & the Arts, 21(6).

http://www.ijea.org/v21n6/

Alvarez, J. H., Huancaya, A. P. M., Huancaya, N. N. M., Zapata, R. G. D., Montero, J. M. C., & Pérez, F. E. L. (2020). Nuevas pedagogías artivistas para la educación: evidencias de la construcción de convivencias democráticas y aprendizajes cooperativos en contextos vulnerables. Apuntes Universitarios, 10(3), 49-78.

https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/457

下载

替代指标

如何引用

Mesías-Lema, J. (2018). Artivism and social conscience: Transforming teacher training from a sensibility standpoint. [Artivismo y compromiso social: Transformar la formación del profesorado desde la sensibilidad]. Comunicar, 57, 19-28. https://doi.org/10.3916/C57-2018-02

分享

           

邮政信箱 527

21080 韦尔瓦(西班牙)

行政管理

编辑部

Creative Commons

本网站使用cookies来获取用户导航的统计数据。如果您继续浏览,我们认为您接受其使用。 +info X