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。

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收到: 28-02-2018

修订: 29-03-2018

公认: 03-05-2018

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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

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