En el marco de nuestra sección “Desde Internet”, les presentamos una excelente compilación de instancias web para poder realizar visitas virtuales en el ámbito de la historia del arte, la geografía y la historia general universal. Anteriormente hemos hablado de E-historia sobre múltiples las múltiples posibilidades que entregan las nuevas tecnología para realizar una visita …
Es uno de los investigadores de la Universidad Pública de Navarra - autor del libro Teorías y Prácticas de la Educación Artística-, que defiende una visión de la educación artística basada en la experiencia y en la importancia que tiene el desarrollo de la sensibilidad estética de las personas. “Aprender estética y arte no es otra cosa que una manera de enfrentarse el mundo”, explica.
At School 21, each secondary-level PBL unit is co-taught by a content teacher and an arts teacher. I usually pair up with a history teacher. When I first encounter content from a humanities curriculum, I don't think about the list of names or dates that the students need to learn. With my background in professional theatre, I instinctively think about the stories that exist within the content. Approaching the content like an artist, I think about how I would bring this idea alive in the real world with an ensemble. How will I make it matter to my students? Using theatre in this way not only gives the students stories to which they can emotionally attach knowledge, but by turning these stories into theatre productions, we provide students with a world in which their knowledge lives on after the life of their play.
To learn content is one thing, but to fuse it with a challenging form of art compels students to research it, know it, and be it enough to reinterpret and communicate it. This practice brings an enjoyable, engaging process with high outcomes. In a time when schools are tossing aside the arts, I think we must realise that if we place art at the centre of our curriculum, the learning environment transforms classrooms into stages and galleries, facts into stories, and memories into legacies.
If you want to bring art into your classroom, I offer these suggestions as a starting point.
Students in Cathy Hunt’s art classes are constantly blurring the lines between physically created art and digital creations. In one project, students created fish out of clay using old pinch-potting techniques. But the project didn’t stop there. They then took photos of their creations and used digital tools to paint on the photos, adding color and design without fear that an unknown glaze would ruin their vision.
Once they designed their fish, they developed a storyline featuring their creations for a stop motion animation created by the whole group. When the project was completed students had artfully blended the physical world with the digital one, using the best of both, and creating a finished product that can be put online and shared with the world. The impact of that project goes far beyond a shelf full of clay fish.
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