El aprendizaje del profesor
[EN] Learning creative activities can be seen as a demanding encounter that requires both teachers and students to enable a common place of understanding. In the particular scenario of teaching conception drawing applied to architectural projection, novice students should leave behind their prejudic...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/76478 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/76478 |
| Access Level: | acceso abierto |
| Palabra clave: | Pedagogy Creativity Self-learning Drawing Pedagogía Creatividad Dibujo Auto-aprendizaje |
| Sumario: | [EN] Learning creative activities can be seen as a demanding encounter that requires both teachers and students to enable a common place of understanding. In the particular scenario of teaching conception drawing applied to architectural projection, novice students should leave behind their prejudices and clichés about drawing –especially those related to drawing as faithful representation–, while teachers will be compelled to re-learn how to draw. Indeed, in order for one to become a drawing teacher it is not enough to know how to draw, it is also necessary to learn how to draw so that it can be taught. Understanding such necessity forces teachers to turn their teaching careers into a long process of self-learning, integrating practical experiences with their reflections about it, and developing theoretical and practical notions that allow for a reliable organization and communication of teaching strategies |
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