Cine Sólido: una propuesta de educación artística en clave pragmatista
The work is located within the limits proposed by the pragmatist approach to art argued by the philosopher of education John Dewey (2002; 2008; 2010), and later developed by art education theorists Richard Shusterman (1992) and Imanol Agirre (2005). For them, everyday life must be the main and final...
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Castilla-La Mancha |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/40942 |
| Acceso en línea: | https://doi.org/10.18239/jornadas_2023.41.00 https://hdl.handle.net/10578/40942 |
| Access Level: | acceso abierto |
| Palabra clave: | Aesthetic education Artistic experience Artistic-educational engagement Cine Sólido Educación estética Engagement artístico-educativo Experiencia artística Solid Cinema |
| Sumario: | The work is located within the limits proposed by the pragmatist approach to art argued by the philosopher of education John Dewey (2002; 2008; 2010), and later developed by art education theorists Richard Shusterman (1992) and Imanol Agirre (2005). For them, everyday life must be the main and final source of aesthetic experience and, therefore, the appreciative and creative basis of artistic education. The insertion of elements of daily life in the school classroom is a determining factor when it comes to achieving engagement on the part of the students, but also of the teaching staff. Based on these concepts, an intervention proposal is developed in the classroom that combines artistic education and daily life using household objects, whose objective is to increase school engagement in its cognitive, behavioral and emotional dimensions. For this, a theoretical review of the relevant publications and an analysis of a study on the artistic practice called Solid Cinema (Bouille de Vicente, 2015; 2018) is carried out, which contributes its main characteristics to the artistic education proposal. This proposal combines the interpretation and composition of aesthetic and symbolic qualities using banal artifacts typical of students; from them, a kind of material hieroglyphic writing is configured that emotionally integrates the domestic into the school, facilitating a greater perceptual, cognitive and emotional engagement at school. In short, it is about putting into practice the pragmatic ideas of artistic education in a simple and direct way. |
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