Organización espacial en aulas universitarias de arte: un análisis de teoría fundamentada
[EN] Research on the impact of the educational spatial context on teaching-learning processes has led to greater awareness that aesthetic factors are determinants of educational quality. This responsibility falls on the architectural professionals who design the faculties and on those who teach in t...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/202724 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/202724 |
| Access Level: | acceso abierto |
| Palabra clave: | Class organization Art education Fine Arts Qualitative Research Case study Organización de la clase Educación artística Bellas Artes Investigación cualitativa Estudio de casos |
| Sumario: | [EN] Research on the impact of the educational spatial context on teaching-learning processes has led to greater awareness that aesthetic factors are determinants of educational quality. This responsibility falls on the architectural professionals who design the faculties and on those who teach in them. Interested in the opportunities available to teaching staff to influence classroom behaviour, the present case study was carried out in the Art Department of the Miguel Hernández University of Elche. With the aim of identifying which strategies for the spatial organisation of classrooms are observable among university art teaching staff, specialists in aesthetics. Qualitative Methodology based on Grounded Theory is used. Data collected through participant observation in more than 200 class hours, thanks to the participation of 22 teachers during the 2022-23 academic year, is analysed. The results offer 11 specific tactics to art Higher Education, sharing some strategies with Early Childhood Education. Among the conclusions, it stands out that teachers see their possibilities of intervention in the aesthetic environment limited and resort mainly to modifying the student s dispositions based on pedagogical activities to improve learning conditions |
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