Artivism and Social Conscience: Transforming Teacher Training from a Sensibility Standpoint

Autor/in	Mesías-Lema, José María
Titel	Artivism and Social Conscience: Transforming Teacher Training from a Sensibility Standpoint
Quelle	In: Comunicar: Media Education Research Journal, 26 (2018) 57, S.19-28 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mesías-Lema, José María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1134-3478
Schlagwörter	Activism; Barriers; Artists; College Faculty; Research Projects; Elementary School Students; Elementary School Teachers; Secondary School Teachers; Secondary School Students; Teacher Education Programs; College Students; Preschool Education; Educational Change; Teaching Methods; Interdisciplinary Approach; Professional Identity; Self Concept; Creativity; Social Change + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Artiste; Artist; Künstler; Künstlerin; Fakultät; Forschungsvorhaben; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Collegestudent; Pre-school education; Vorschulerziehung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Selbstkonzept; Kreativität; Sozialer Wandel
Abstract	This article incorporates research involving artivist and pedagogical curatorships (2007-17) 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 artivism-based 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 concepts 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01