Keywords

Artivism, social transformation, citizen empowerment, development art teachers, sensibility, curatorial practice, contemporary art, artography

Abstract

This article incorporates research involving artivist and pedagogical curatorships (200717) that were developed by contemporary artists, university professors, students from the Faculty of Education, practising teachers and students from nursery, elementary and secondary school. It intends to showcase a series of artistic research projects financed by public institutions, facing the challenge of transforming teacher training. These contemporary artivismbased projects have been able to break academic barriers and obsolete routines in teacher training. One of the results of this experimentation has been materialised in exhibitions at renowned museums and contemporary art centres. They have managed to expand teaching models beyond the classroom space, as the emergence of the collective and the educational interest in the commons. A/r/tography was used as a research methodology that unveils the three interconnected identities of the 'artist, researcher and teacher' as the person who, in his or her teaching practice, is capable of developing a creative practice with students through experimental processes in artistic research. A/r/tography generates a learning space where educational meanings can be broken. It is in this intermediate zone of intellectual incitement that curators propose artivist projects capable of generating tactics of proximity between two apparently separate fields: art and education.

View infography

References

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

This work has no financial support

Crossmark

Technical information

Received: 28-02-2018

Revised: 29-03-2018

Accepted: 03-05-2018

First Online: 15-07-2018

Publication date: 01-10-2018

Article revision time: 28 days | Average time revision issue 57: 38 days

Article acceptance time: 63 days | Average time of acceptance issue 57: 76 days

Preprint editing time: 169 days | Average editing time preprint issue 57: 177 days

Article editing time: 214 days | Average editing time issue 57: 222 days

Metrics

Metrics of this article

Views: 19864

Abstract readings: 12278

PDF downloads: 7586

Full metrics of Comunicar 57

Views: 185443

Abstract readings: 138286

PDF downloads: 47157

Cited by

Cites in 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

Cites in 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

Cites in 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

Download

Alternative metrics

How to cite

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

Share

           

Post Office Box 527

21080 Huelva (Spain)

Administration

Editorial office

Creative Commons

This website uses cookies to obtain statistical data on the navigation of its users. If you continue to browse we consider that you accept its use. +info X