- Environmental Sustainability, Arts Education, Arts, Action Research, Open Access, Social Justice in Education, and 41 moreParticipatory Action Research, Communnity Arts, Arts-Based Educational Research, Activist Research, Engaged Research, Educação Artística, Activist Ethnography, Art and Design Education, Art Education, Arts Education and Pedagogy, Social Justice Education, Arts-Based Research, Digital Storytelling, Civic Education, Educación Artística, Education, Educational Equity and Justice, Educacao, Teacher Education, New Communication Technologies, Arte Educação, Climate Change, Democracy and Citizenship Education, Social Justice and Artivism, Critical Visual Literacy, Digital Literacy, Environmental Education, Sustainable Development Goals (SDGs), Earth Charter, Social Justice, Peace Building and Ecological Justice, Community Arts and Culture, Environmental Arts Education, Nonviolence and Peace, Education for Sustainability, Visual Narratives, Transcultural Studies, Postcolonial Studies, Cultural Studies, Transculturation, Transculturalism, and Visual Studiesedit
- Teresa Torres de Eça, PhD. Member of the scientific Committee of CIAC -Research Center in Arts and Communication / ... moreTeresa Torres de Eça, PhD. Member of the scientific Committee of CIAC -Research Center in Arts and Communication / University of Algarve since 2017. She is President of the Portuguese Visual Communication teachers APECV since 2008 where she works conducting projects using participatory researchedit
Este artigo é um relato autobiográfico. Apresenta mapas de encontros e desencontros que influenciaram a relação da autora com a arte e a educação. Tendo em conta a sua hibridez de artista, professora e investigadora, a autora relata o... more
Este artigo é um relato autobiográfico. Apresenta mapas de encontros e desencontros que influenciaram a relação da autora com a arte e a educação. Tendo em conta a sua hibridez de artista, professora e investigadora, a autora relata o seu percurso pelas principais redes e organizações onde se integra: Associação de Professores de Expressão e Comunicação Visual
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Neste artigo as autoras abordam as imagens do cinema e da indústria de jogos para discutir algumas tendências em subculturas contemporâneas de jovens e de jovens adultos. As imagens servirão de base para debater o fascínio dos nativos... more
Neste artigo as autoras abordam as imagens do cinema e da indústria de jogos para discutir algumas tendências em subculturas contemporâneas de jovens e de jovens adultos. As imagens servirão de base para debater o fascínio dos nativos digitais por metanarrativas fundamentadas em histórias inspiradas por histórias da Idade Média. O conjunto de imagens será discutido por meio da metodologia de análise visual, o que nos poderá dar alguns insights sobre o fascínio das histórias medievais em subculturas jovens e de jovens adultos. Como pesquisadoras baseadas nas artes, as autoras estão interessada em todo o tipo de imagens existentes em subculturas populares e da forma como são produzidas, exibidas e recicladas pelo público; como artistas em comunidade, estão interessadas em debater as imagens produzidas para consumo em massa pelas indústrias criativas. Como arte-educadoras, interessam-se pelo sentido de como são interpretadas e recriadas as imagens das mídias de massa. Além da bibliogra...
This article is the result of a critical reflection on an experience integrated in a lifelong learning project carried out in Portugal during 2017-2018. The project called ‘Circle’ was funded by the European Union and aimed at the... more
This article is the result of a critical reflection on an experience integrated in a lifelong learning project carried out in Portugal during 2017-2018. The project called ‘Circle’ was funded by the European Union and aimed at the acquisition of basic skills by people from disadvantaged communities. This reflection was conducted using art-based research methodologies, which helped to systematize and interpret the data collected in the two communities in Portugal. The Portuguese ‘Circle’ experience had forty-six adult participants who participated in workshops where relational situations were created using techniques such as typography; silk printing; illustration; sound and digital editing. The authors present the results that helped to facilitate si-tuations through images, objects and affections that intertwined all participants in a common le-arning
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En este artículo trataremos de identificar paradigmas y retos que se plantean hoy para los educadores artísticos. Nuevas definiciones de cultura exigen nuevas miradas, reclamando una participación efectiva de las instituciones de... more
En este artículo trataremos de identificar paradigmas y retos que se plantean hoy para los educadores artísticos. Nuevas definiciones de cultura exigen nuevas miradas, reclamando una participación efectiva de las instituciones de enseñanza y de los ciudadanos no sólo como espectadores o críticos de la praxis política, sino también como participantes en los procesos de creación. Y en este debate las artes y la educación artística tienen un papel importante. En los últimos años, por todos los continentes, educadores artísticos replantean los paradigmas de su campo teórico. Investigadores están proponiendo debates sobre retos emergentes de la educación artística, como por ejemplo, tecnologías electrónicas, maneras diferentes de comunicación en red, acercamientos ecológicos. Discursos alternativos sobre las artes y los públicos y nuevas concepciones de multiliteracias[1] están rompiendo el modelo curricular fragmentario. Las artes no están presentes de igual modo en todos los sistemas...
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Contemporary arts in the society are providing tools that can be most useful in educational settings, involving image, sound and movement as ways of knowing and interconnecting people. These tools are excellent means to prepare citizens... more
Contemporary arts in the society are providing tools that can be most useful in educational settings, involving image, sound and movement as ways of knowing and interconnecting people. These tools are excellent means to prepare citizens with confident flexible intelligences, creative verbal and non-verbal communication skills, abilities to think critically and imaginatively, intercultural understandings and an empathic commitment to diversity. This article describes a learning strategy used in workshops with art teachers, future art teachers and children where a contemporary perspective of art was used to explore issues of identity. In these workshop participants were asked to use different art languages to reflect upon identities using symbolic animals in order to construct a collective performance.
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The article presents the attitude of grammar school students towards the art curriculum. It first provides an overview of the characteristics of contemporary art education, with an emphasis on the postmodern art curriculum and on linking... more
The article presents the attitude of grammar school students towards the art curriculum. It first provides an overview of the characteristics of contemporary art education, with an emphasis on the postmodern art curriculum and on linking course content with students' interests. The study is based on the descriptive and causal non-experimental method, with a sample comprising 387 Slovenian, Estonian and Portuguese students. It was established that the students place the highest value on developing creativity, and are less interested in art history content and learning about the basics of the formal art language. They are attracted to contemporary topics, such as graffiti, multicultural art, the use of new media, and digital technologies. The results of the study provide opportunities for future comparative analyses and starting points for updating art curricula. (DIPF/Orig.)
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Este texto relata alguns projetos de investigação colaborativa nos quais se trabalhou mais a partir de conceitos do que de métodos. Partimos da questão de espaços de fronteira, entre-lugares onde a arte educação pode invocar a sua... more
Este texto relata alguns projetos de investigação colaborativa nos quais se trabalhou mais a partir de conceitos do que de métodos. Partimos da questão de espaços de fronteira, entre-lugares onde a arte educação pode invocar a sua hibridez. Descrevemos estratégias da performance artística como pedagogia em espaços de construção colaborativa de aprendizagem para invocar atitudes que possam levar à provocação da visibilidade de uma arte educação comprometida com o mundo real. Falaremos de ações desenvolvidas com vários professores, em contextos de educação formal e não formal, no Brasil e em Portugal e da necessidade de trabalhar em rede e de utilizar as potencialidades que as tecnologias da comunicação oferecem.
For years, Teresa Torres de Eça and Angela Saldanha have been exploring wandering as a tool for collaborative learning. They share some photo memories from these unplanned journeys. Available :... more
For years, Teresa Torres de Eça and Angela Saldanha have been exploring wandering as a tool for collaborative learning. They share some photo memories from these unplanned journeys.
Available : https://elmmagazine.eu/adult-learning-outdoors/unexpected-encounters-walking-pedagogies-in-community-learning/
Available : https://elmmagazine.eu/adult-learning-outdoors/unexpected-encounters-walking-pedagogies-in-community-learning/
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RESUMO Este artigo é o resultado de uma reflexão crítica, sobre uma experiência integrada num projeto de educação ao longo da vida realizado em Portugal durante 2017-2018. O projeto denominado 'Circle' foi financiado pela União Europeia e... more
RESUMO Este artigo é o resultado de uma reflexão crítica, sobre uma experiência integrada num projeto de educação ao longo da vida realizado em Portugal durante 2017-2018. O projeto denominado 'Circle' foi financiado pela União Europeia e visava a aquisição de competências básicas por pessoas de comunidades desfavorecidas. A reflexão aqui apresentada foi realizada utilizando metodologias de investigação baseadas nas artes, que ajudaram a sistematizar e a interpretar os dados recolhidos, nas duas comunidades em Portugal. A experiência portuguesa do 'Circle' contou com quarenta e seis participantes adultos que participaram em oficinas onde se desenvolveram situações relacionais, contaram-se histó-rias com recurso a técnicas como: tipografia; serigrafia; ilustração; sonoplastia e edição digital. As autoras apresentam os resultados do projeto que permitiram criar redes de imagens, objetos e afetos, entrelaçando todos os participantes numa aprendizagem comum. ABSTRACT This article is the result of a critical reflection on an experience integrated in a lifelong learning project carried out in Portugal during 2017-2018. The project called 'Circle' was funded by the European Union and aimed at the acquisition of basic skills by people from disadvantaged communities. This reflection was conducted using art-based research methodologies, which helped to systematize and interpret the data collected in the two communities in Portugal. The Portuguese 'Circle' experience had forty-six adult participants who participated in workshops where relational situations were created using techniques such as typography; silk printing; illustration; sound and digital editing. The authors present the results that helped to facilitate situations through images, objects and affections that intertwined all participants in a common learning .
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The paper focuses on educational art practices involving adults with disabilities. The introduction elaborates on two issues-the critical views of visual stereotypes and the negative representation of persons with disabilities in the... more
The paper focuses on educational art practices involving adults with disabilities. The introduction elaborates on two issues-the critical views of visual stereotypes and the negative representation of persons with disabilities in the media, and the arts as a means to give visibility to the hidden voices of people with disabilities. The second part of the article opens with a brief overview of research having to do with the fields of art education and disability studies, followed by the description and discussion of findings during a project funded by the European Community "CIRCLE OF COMPETENCES FOR COMMUNITY WORK WITH ADULTS", implemented by the Art Teacher Association APECV and taking place in Portugal throughout 2018-2019. The APECV research team works both in formal and non-formal education contexts and develops participa-tory art education projects with other associations working with adults with intellectual disabilities.
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Nas sociedades ocidentais, onde supostamente vivemos na designada sociedade da informação, ou era da convergência, a noção de conhecimento é desafiada tanto nas ciências como nas humanidades. Depois da crise do modelo positivista, urge... more
Nas sociedades ocidentais, onde supostamente vivemos na designada sociedade da informação, ou era da convergência, a noção de conhecimento é desafiada tanto nas ciências como nas humanidades. Depois da crise do modelo positivista, urge refletir no plano da educação sobre o que entendemos por conhecimento e sobre o que pensamos que é importante aprender.
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Resumo: Este artigo fundamenta que as artes e a educação das artes têm um papel importante na construção de um futuro sustentável porque elas promovem criatividade, inovação e pensamento crítico, capacidades fundamentais para uma... more
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Este artigo fundamenta que as artes e a educação das artes têm um papel importante na construção de um futuro sustentável porque elas promovem criatividade, inovação e pensamento crítico, capacidades fundamentais para uma cultura emancipadora de igualdade e responsabilidade social , e condições essenciais para o desenvolvimento de um futuro sustentável. Pela sua natureza holística a educação das artes pode quando direccionada para a educação para a cidadania e para os valores transformar o currículo e recriar a escola através de projectos transdiciplinares quebrando as barreiras entre áreas do saber e proporcionando espaços de aprendizagem únicos . No entanto para que tal aconteça é preciso rever e reformular os paradigmas actuais da educação e abordagens da educação das artes e sobretudo apostar mais na formação de educadores e professores.
Palavras chave Educação, Educação Artística, Arte Educação, Educação das Ares, Criatividade, Educação para a cidadania, desenvolvimento sustentável
Eça, Teresa Torres (2010) A educação através da arte para um futuro sustentável . In: Albano, A.A. & Ostetto, L.E. Arte Educação: Pesquisas e Experiências em Diálogo. Cadernos CEDES 80 . Campinas Brasil , ISBN: 0101-3262, pp 13-.25
Este artigo fundamenta que as artes e a educação das artes têm um papel importante na construção de um futuro sustentável porque elas promovem criatividade, inovação e pensamento crítico, capacidades fundamentais para uma cultura emancipadora de igualdade e responsabilidade social , e condições essenciais para o desenvolvimento de um futuro sustentável. Pela sua natureza holística a educação das artes pode quando direccionada para a educação para a cidadania e para os valores transformar o currículo e recriar a escola através de projectos transdiciplinares quebrando as barreiras entre áreas do saber e proporcionando espaços de aprendizagem únicos . No entanto para que tal aconteça é preciso rever e reformular os paradigmas actuais da educação e abordagens da educação das artes e sobretudo apostar mais na formação de educadores e professores.
Palavras chave Educação, Educação Artística, Arte Educação, Educação das Ares, Criatividade, Educação para a cidadania, desenvolvimento sustentável
Eça, Teresa Torres (2010) A educação através da arte para um futuro sustentável . In: Albano, A.A. & Ostetto, L.E. Arte Educação: Pesquisas e Experiências em Diálogo. Cadernos CEDES 80 . Campinas Brasil , ISBN: 0101-3262, pp 13-.25
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In this article the authors will approach images from film and games industry to discuss trends in contemporary young people and young adult’s subcultures. The images will serve as a basis to debate digital natives fascination by... more
In this article the authors will approach images from film and games industry to discuss trends in contemporary young people and young adult’s subcultures. The images will serve as a basis to debate digital natives fascination by metanarratives grounded on stories inspired by Middle Ages stories. A set of images will be discussed through methodologies of visual analysis that may give some insights about the fascination about medieval stories in young people and young adult’s subcultures.
Keywords: Contemporary imaginaries, Middle Ages narratives, mass media images, MMORPG.
Keywords: Contemporary imaginaries, Middle Ages narratives, mass media images, MMORPG.
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ARTECH 2015 is the Seventh International Conference on Digital Arts, this time hosted by Universidade Aberta in the ancient village of Óbidos, Portugal. The goal of the conference is to promote the interest in the current digital culture... more
ARTECH 2015 is the Seventh International Conference on Digital Arts, this time hosted by Universidade Aberta in the ancient village of Óbidos, Portugal. The goal of the conference is to promote the interest in the current digital culture and its intersection with art and technology as an important research field, but also as a common space for discussion and exchange of new experiences.
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Nuevas definiciones de cultura exigen nuevas miradas, reclamando una participación efectiva de las instituciones de enseñanza y de los ciudadanos no sólo como espectadores o críticos de la praxis política, sino también como participantes... more
Nuevas definiciones de cultura exigen nuevas miradas, reclamando una participación efectiva de las instituciones de enseñanza y de los ciudadanos no sólo como espectadores o críticos de la praxis política, sino también como participantes en los procesos de creación del arte público. En los últimos anos por todos los continentes educadores artísticos replantean los paradigmas de su campo teórico. Investigadores están trayendo debates sobre retos emergentes de la educación y de la educación artística como por ejemplo tecnologías electrónicas; maneras diferentes de comunicación en red; acercamientos ecológicos; discursos alternativos sobre las artes y los públicos; y nuevas concepciones de multiliteracias están rompiendo el modelo curricular fragmentario y buscando otro modelo basado en proyectos y aprendizaje colaborativo. Las artes no están presentes de igual modo en todos los sistemas públicos de educación, en muchos países se sitúan a la margen del currículo u, en algunos casos se reduce a la preparación de futuros artistas y todos los días los profesores de artes tienen que justificar los beneficios de sus contenidos para el desarrollo del individuo. Por un lado se verifica un poco por todo lado un enorme muro entre las universidades e educación artística, entre teoría y practica. Por otro lado el concepto de artes , tiene connotaciones elitistas , y aunque las artes sean reconocida por todos, no son comprendido de igual modo. Entonces en la realidad, hay que buscar justificaciones para la educación artística todos los días.
Palabras- clave: activismo; artes, educación; profesor de artes
Palabras- clave: activismo; artes, educación; profesor de artes
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The paper presents the International Society for Education Through Art (InSEA) as an organization enabling networking possibilities for the community of visual arts researchers, teachers and educators. Skills for the 21 century education... more
The paper presents the International Society for Education Through Art (InSEA) as an organization enabling networking possibilities for the community of visual arts researchers, teachers and educators. Skills for the 21 century education are described to explain the need to improve our tools fo advocacy . Sharing data in visual forms is established as an important tool for advocacy in visual arts education and as a way to build a common knowledge in virtual and physical environments.
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The article presents the attitude of grammar school students towards the art curriculum. It first provides an overview of the characteristics of contemporary art education, with an emphasis on the postmodern art curriculum and on linking... more
The article presents the attitude of grammar school students towards the art curriculum. It first provides an overview of the characteristics of contemporary art education, with an emphasis on the postmodern art curriculum and on linking course content with students’ interests. The study is based on the descriptive and causal non-experimental method,
with a sample comprising 387 Slovenian, Estonian and Portuguese students. It was established that the students place the highest value on developing creativity, and are less interested in art history content and learning about the basics of the formal art language. They are attracted to contemporary topics, such as graffiti, multicultural art, the use of new
media, and digital technologies. The results of the study provide opportunities for future comparative analyses and starting points for updating art curricula.
with a sample comprising 387 Slovenian, Estonian and Portuguese students. It was established that the students place the highest value on developing creativity, and are less interested in art history content and learning about the basics of the formal art language. They are attracted to contemporary topics, such as graffiti, multicultural art, the use of new
media, and digital technologies. The results of the study provide opportunities for future comparative analyses and starting points for updating art curricula.
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Nuevas definiciones de cultura exigen nuevas miradas, reclamando una participación efectiva de las instituciones de enseñanza y de los ciudadanos no sólo como espectadores o críticos de la praxis política, sino también como participantes... more
Nuevas definiciones de cultura exigen nuevas miradas, reclamando una participación efectiva de las instituciones de enseñanza y de los ciudadanos no sólo como espectadores o críticos de la praxis política, sino también como participantes en los procesos de creación del arte público. En los últimos anos por todos los continentes educadores artísticos replantean los paradigmas de su campo teórico. Investigadores están trayendo debates sobre retos emergentes de la educación y de la educación artística como por ejemplo tecnologías electrónicas; maneras diferentes de comunicación en red; acercamientos ecológicos; discursos alternativos sobre las artes y los públicos; y nuevas concepciones de multiliteracias están rompiendo el modelo curricular fragmentario y buscando otro modelo basado en proyectos y aprendizaje colaborativo. Las artes no están presentes de igual modo en todos los sistemas públicos de educación, en muchos países se sitúan a la margen del currículo u, en algunos casos se reduce a la preparación de futuros artistas y todos los días los profesores de artes tienen que justificar los beneficios de sus contenidos para el desarrollo del individuo. Por un lado se verifica un poco por todo lado un enorme muro entre las universidades e educación artística, entre teoría y practica. Por otro lado el concepto de artes , tiene connotaciones elitistas , y aunque las artes sean reconocida por todos, no son comprendido de igual modo. Entonces en la realidad, hay que buscar justificaciones para la educación artística todos los días.
Palabras- clave: activismo; artes, educación; profesor de artes
Palabras- clave: activismo; artes, educación; profesor de artes
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arte, educación, valores y activismo
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This article reflects some of the results of semi-structured questionnaires conducted by the authors during 2011-2012 with museum educational departments and teachers in Portugal. Getting involved with a Project such as ITEMS aiming to... more
This article reflects some of the results of semi-structured questionnaires conducted by the authors during 2011-2012 with museum educational departments and teachers in Portugal. Getting involved with a Project such as ITEMS aiming to develop the exchange of good practices with regard to museums as educational resources in the context of school education gave us additional motivation to re-think the place of museums, and particularly art museums as learning spaces that could be articulated with formal educational settings. We first start our reflection by identifying educational programs in Portuguese museums specially developed for school audiences. We were positively surprised by the answers we received from the local and national museums we contacted, more than fifty museums responded to our call. We noticed that museums are extremely interested in strengthening their links with schools. In the some way, when we spread out questionnaires for teachers about their school experiences in museums we observed teachers are motivated to work with educational services in museums.
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Este texto visa dar conta da participação da Associação de Professores de Expressão e Comunicação Visual (APECV) no projecto ITEMS (2010-2012), no que respeita às actividades que dinamizou no âmbito do mesmo e às reflexões que se... more
Este texto visa dar conta da participação da Associação de Professores de Expressão e Comunicação Visual (APECV) no projecto ITEMS (2010-2012), no que respeita às actividades que dinamizou no âmbito do mesmo e às reflexões que se tornaram possíveis, sobre a relação entre escolas e museus em Portugal. Apesar de, num primeiro estudo, termos descoberto que as relações entre os profissionais da educação (professores) e os profissionais dos serviços educativos de museus (mediadores/educadores) não eram fáceis, encontrámos, também, sinais de boas práticas e, sobretudo, vontade de realizar projetos em conjunto. O projeto ITEMS, para a APECV, foi um ponto de partida para a tomada de consciência das grandes possibilidades pedagógicas que podem existir nos museus respeitando as diferentes funções e propósitos das instituições. Embora tenhamos tomado consciência de que existe desigualdade na relação dos museus com as escolas e de que a escola se encontra demasiado voltada para os programas escolares, relacionando-se pouco com o exterior, os estudos e discussões que o projecto ITEMS permitiu concluir que os serviços educativos dos museus e os professores têm muitos objetivos em comum e que podem criar sinergias que desafiam rotinas e preconceitos. Apresentamos caso de relevo, como o Projeto
10x10 da Fundação Calouste Gulbenkian, através do Programa Educação para a Cultura e Ciência, e o programa educativo do Museu das Comunicações, que superaram constrangimentos na relação que estabeleceram com as escolas e no comprometimento com as comunidades locais.
10x10 da Fundação Calouste Gulbenkian, através do Programa Educação para a Cultura e Ciência, e o programa educativo do Museu das Comunicações, que superaram constrangimentos na relação que estabeleceram com as escolas e no comprometimento com as comunidades locais.
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New open source movements are proposing cohesion and syncretism in social networks. Such movements present an alternative way of thinking and behaving through synergy and collaboration. In Arts education theory and practice we probably... more
New open source movements are proposing cohesion and syncretism in social networks. Such movements present an alternative way of thinking and behaving through synergy and collaboration. In Arts education theory and practice we probably face the benefits of the many social networks in the field for linking people.
Organizations and individuals are working together at a global level and at medium
and small scales in a myriad of groups spread out in very different linguistic
territories. As art teachers and educational researchers we may seek transformation
tools, and the collective intelligence arising from these groups may bring us a rich
array of possibilities to inform our pedagogical and artistic interconnected fields.
From a networking point of view, visibility, dialogue and action are emerging possibilities
for pedagogic/artistic real actions. The future strengths or weakness of arts
education will depend on the actions behind these groups, on the way they circulated
among the Internet and produce physical impact in different geographical and
cultural sites.
Organizations and individuals are working together at a global level and at medium
and small scales in a myriad of groups spread out in very different linguistic
territories. As art teachers and educational researchers we may seek transformation
tools, and the collective intelligence arising from these groups may bring us a rich
array of possibilities to inform our pedagogical and artistic interconnected fields.
From a networking point of view, visibility, dialogue and action are emerging possibilities
for pedagogic/artistic real actions. The future strengths or weakness of arts
education will depend on the actions behind these groups, on the way they circulated
among the Internet and produce physical impact in different geographical and
cultural sites.
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Intercultural Learning Action aiming the development of intercultural projects in educational settings by collaborative learning strategies using arts processes. The learning approach will be performance based. Teachers and... more
Intercultural Learning Action aiming the development of intercultural projects in educational settings by collaborative learning strategies using arts processes. The learning approach will be performance based. Teachers and educators involved in the training are expected to implement intercultural projects in their educational settings using soundlandscapes to help student to develop knowledge about the self and the other through collaborative art practices.The strategies are intended to promote knowledge about different cultures accross a wide range of disciplines through the use of different arts languages and media . We intend to involve groups of children and young people from formal and nonformal educational settings ,as well as artists and teachers in different continents and countries . The goal is to promote knowledge about the self and the other through collaborative art practices which will search cultural contexts in the different group settings and will create idiosyncratic interpretations through multimedia arts ( music, danse; visual/digital arts) about the cultural contexts of the others. The main outcomes of the groups will be produced in digital and performative forms to be displayed in local and translocal settings.
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Algumas metodologias de pesquisa baseadas nas artes ou metodologias de investigação utilizando processos artísticos têm sido usadas frequentemente por pesquisadores(as) no seio da International Society For Education Through Arts (... more
Algumas metodologias de pesquisa baseadas nas artes ou metodologias de investigação utilizando processos artísticos têm sido usadas frequentemente por pesquisadores(as) no seio da International Society For Education Through Arts ( InSEA). Como coordenadora do grupo de pesquisa da InSEA (InSEA Research Board) e como assistente editora da revista International Journal Education Through Art tenho assistido a um vasto debate sobre o contributo e as particularidades deste tipo de metodologias. Esta apresentação incidirá nesse debate e também no movimento ‘a/r/tography’, que não se define como metodologia mas sim como conceito onde cabem metodologias hibridas, e que tem sido alvo de bastante interesse e crítica por parte dos teóricos da educação artística . Enunciaremos primeiro a investigação baseada nas artes (ABR) e a investigação baseada em imagens ( IBR) , em segundo lugar vamos debater o conceito de ‘a/r/tography’ e concluiremos com algumas propostas de investigação colaborativa activista ( SER).
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This article describes some of the conclusions reached from an experiment using portfolios for art external assessment at the end of secondary education (age 17+) conducted in five Portuguese schools in 2001–2003. Several positive... more
This article describes some of the conclusions reached from an experiment using portfolios for art external assessment at the end of secondary education (age 17+) conducted in five Portuguese schools in 2001–2003. Several positive outcomes were found. Students found portfolios to be motivating and fostering constructive learning, dialogue and co-operation between students and teachers. The new assessment procedures developed communities of assessors enabling some increased consistency of examination results and positive professional development opportunities. However some weaknesses were detected such as potential bias related to the degree of teacher aid and practical problems as, for example, time-consuming in-service teacher training.
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Nous décrirons certains parcours attenant à la théorie et la pratique de l’éducation artistique, surtout en matière d’arts visuels pendant la première décennie du XXIe siècle. Nous partons d’un lieu de rencontre privilégié : la Société... more
Nous décrirons certains parcours attenant à la théorie et la pratique de l’éducation artistique, surtout en matière d’arts visuels pendant la première décennie du XXIe siècle. Nous partons d’un lieu de rencontre privilégié : la Société Internationale pour l’Éducation à Travers l’Art (InSEA), dont les hypothèses théoriques influencent la façon de sentir et de voir, et qui nous sert de toile de fond pour cette réflexion mettant l’accent sur quelques chemins actuels de l’éducation artistique dans les écoles publiques.
Mots clés
éducation artistique, visions, connaissances, didactique
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Abstract
We will describe some pathways between theory and practice in art education, specially in the field of visual arts education during the first decade of the XXIth century. We came from a privileged meeting point : The International Society for Education Through Art (InSEA) and InSEA will naturally influence our perspectives as well as giving us a background for our reflection which will focus on some trends in arts education in public schools.
Keywords
artistic education, visions, knowledge, didactic
Mots clés
éducation artistique, visions, connaissances, didactique
Ajouter au panier (5€)
Abstract
We will describe some pathways between theory and practice in art education, specially in the field of visual arts education during the first decade of the XXIth century. We came from a privileged meeting point : The International Society for Education Through Art (InSEA) and InSEA will naturally influence our perspectives as well as giving us a background for our reflection which will focus on some trends in arts education in public schools.
Keywords
artistic education, visions, knowledge, didactic
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This Visual essay intends to discuss possibilities of reframing conceptions of arts and arts education from an art activism perspective and describe the Web-based research platform INTER-Action. The platform is a virtual space for... more
This Visual essay intends to discuss possibilities of reframing conceptions of arts and arts education from an art activism perspective and describe the Web-based research platform INTER-Action. The platform is a virtual space for researchers interested in arts-based research, a/r/tography, collaborative research and community arts. Following Paulo Freire's ideals, INTER-Action members claim that educational methods need to change in order to reach a sustainable future. They believe that contemporary community art practices in educational settings can be explored as rituals of transformation in a period of disenchantment and loss of hope, a consequence of centuries of rationalism, materialism and individualism.
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Desafios da educaçao artística em contextos ibero-americanos reúne una interesante colección de textos sobre educación artística provenientes de las actas del 1º Congreso Iberoamericano de Educación Artística: Sentidos Transibéricos,... more
Desafios da educaçao artística em contextos ibero-americanos reúne una interesante colección de textos sobre educación artística provenientes de las actas del 1º Congreso Iberoamericano de Educación Artística: Sentidos Transibéricos, realizado en la Escuela Superior de Educación de Beja (Portugal) los días 22, 23 y 24 de mayo de 2008. Los textos se organizan en cuatro secciones: “Topografía crítica: la acción docente y sus lugares”, “Educación artística: construcción de conocimiento y tecnologías”, “Juegos de relaciones entre el arte, la educación, el entorno y el museo”, “Emergencias: Posibilidades de la educación artística frente a los desafíos sociales, políticos y éticos”.
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Education-line Home Page. Developing portfolios for learning and assessment. Teresa Torres Eça Email: teresatorreseca@sapo.pt. Paper presented at the InSEA 7 th European Regional Congress, Istanbul, 1-6 July 2004. Abstract. ...
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Abstract Students' performance in art and design is often considered difficult to assess with reliability because it depends on subjective judgements. Large scale assessment such as examinations have significant... more
Abstract Students' performance in art and design is often considered difficult to assess with reliability because it depends on subjective judgements. Large scale assessment such as examinations have significant consequences on social and educational contexts, ...
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Education through art has a crucial role in the development of a sustainable development because it promotes creativity, innovation and critical thinking. Such skills are necessary to acquire an emancipating culture of equality and social... more
Education through art has a crucial role in the development of a sustainable development because it promotes creativity, innovation and critical thinking. Such skills are necessary to acquire an emancipating culture of equality and social responsibility, essential conditions to develop a sustainable future. If directed towards citizenship and education for values, the holistic nature of art education may transform the curriculum and reform school through transdisciplinary projects breaking boundaries between knowledge areas and enabling unique learning sites. However, this will only be possible if we reformulate current education paradigms and art education approaches and teacher training.
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Angela Saldanha designed a poster for InSEA, please share it with others ( print, social media, etc)
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workshop held in Santiago de Compostela with performer Marcos Pinheiro for teachers to explore the potential of the parangolé (Helio Oiticica performance) as a larning resource to develop inter- relationships with the self. the space... more
workshop held in Santiago de Compostela with performer Marcos Pinheiro for teachers to explore the potential of the parangolé (Helio Oiticica performance) as a larning resource to develop inter- relationships with the self. the space and the others
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En esta publicación, Ricard Huerta da voz a los profesores y profesoras que normalmente son tratados como sujetos pasivos en los museos, reflexionando sobre su papel y el papel de los servicios educativos en la relación entre museos y... more
En esta publicación, Ricard Huerta da voz a los profesores y
profesoras que normalmente son tratados como sujetos pasivos en los museos, reflexionando sobre su papel y el papel de los servicios educativos en la relación entre museos y escuelas. Escuelas y museos tienen una relación de mutua dependencia por la cual, en ocasiones, o incluso en todos los casos, uno de los dos lados tiene preponderancia sobre el otro. El autor asume posiciones críticas como punto de partida. Según Huerta, deberíamos revisar seriamente en manos de quién estamos dejando las responsabilidades sobre las actividades de los museos. Lanzar posibilidades de interacciones más equilibradas entre escuelas y museos me parece un proyecto que a largo plazo podrá generar cambios importantes tanto en los museos como en las escuelas. A lo largo de este libro veremos posibilidades de puntos de encuentro que pueden facilitar la aproximación entre profesores y museos, a partir de la colaboración entre profesionales del sector de la educación y los del sector de la cultura. Una colaboración que resulta única reivindicando el papel esencial de las profesoras y de los profesores en la preparación de las actividades museológicas, sin perder de vista el papel de las nuevas herramientas digitales de comunicación.
profesoras que normalmente son tratados como sujetos pasivos en los museos, reflexionando sobre su papel y el papel de los servicios educativos en la relación entre museos y escuelas. Escuelas y museos tienen una relación de mutua dependencia por la cual, en ocasiones, o incluso en todos los casos, uno de los dos lados tiene preponderancia sobre el otro. El autor asume posiciones críticas como punto de partida. Según Huerta, deberíamos revisar seriamente en manos de quién estamos dejando las responsabilidades sobre las actividades de los museos. Lanzar posibilidades de interacciones más equilibradas entre escuelas y museos me parece un proyecto que a largo plazo podrá generar cambios importantes tanto en los museos como en las escuelas. A lo largo de este libro veremos posibilidades de puntos de encuentro que pueden facilitar la aproximación entre profesores y museos, a partir de la colaboración entre profesionales del sector de la educación y los del sector de la cultura. Una colaboración que resulta única reivindicando el papel esencial de las profesoras y de los profesores en la preparación de las actividades museológicas, sin perder de vista el papel de las nuevas herramientas digitales de comunicación.
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Photography and the digital technologies have opened Pandora´s box, highlighting the deep necessity of humans being for self-expression. Maybe because of this, we don´t give the same importance to the self-portraits that, for example,... more
Photography and the digital technologies have opened Pandora´s box, highlighting the deep necessity of humans being for self-expression. Maybe because of this, we don´t give the same importance to the self-portraits that, for example, people in the Early Renaissance did . But we must bear into our minds.
That self portraits have much to say, no matter the reason of its creation: introspection, self-scrutiny, vanity, or just a form of advertising for the person.So, let´s say (and talking about the artists), that a self-portrait is the por-trait painted by an artist, in which he or she appears alone, or included in a larger work... Jan Van Eycks, Diego Velázquez, Albrecht Dürer, Leonar-do da Vinci, Rembrandt, Boticelli, Massacio, Catarina Van Hemessens, Sofonisba Anguissola, Élisabeth Vigée-Lebrun, Van Gogh, Goya, Ylya-Re-pin - to name just a few of the great Masters that let us magnificent exam-ples of self-portraits, offering a unique possibility for investigating, not on-ly the techniques or the characteristic of an époque, but about their self-perception. In someways, it is a form to bring us into contact with the painter´s opinion of him/herself.
In this catalogue, we will find precisely an opportunity to be in contact with artists, art professors, and art students all over the world, who have depicted themselves, opening so, their souls to us. In some of this por-traits, we will discover the artist represented in an intimate moment; in others, we can discover a deep desire of showing just the beauty of a painting or a drawing; but, we find too, fresh and original works revealing moral and psychological features of the authors or showing a deep con-cern with a search for the identity.
“Through the arts we learn to see what we had not noticed, to feel what we had not felt, and to employ forms of thinking that are indigenous to the arts.” E.W. Eisner
That self portraits have much to say, no matter the reason of its creation: introspection, self-scrutiny, vanity, or just a form of advertising for the person.So, let´s say (and talking about the artists), that a self-portrait is the por-trait painted by an artist, in which he or she appears alone, or included in a larger work... Jan Van Eycks, Diego Velázquez, Albrecht Dürer, Leonar-do da Vinci, Rembrandt, Boticelli, Massacio, Catarina Van Hemessens, Sofonisba Anguissola, Élisabeth Vigée-Lebrun, Van Gogh, Goya, Ylya-Re-pin - to name just a few of the great Masters that let us magnificent exam-ples of self-portraits, offering a unique possibility for investigating, not on-ly the techniques or the characteristic of an époque, but about their self-perception. In someways, it is a form to bring us into contact with the painter´s opinion of him/herself.
In this catalogue, we will find precisely an opportunity to be in contact with artists, art professors, and art students all over the world, who have depicted themselves, opening so, their souls to us. In some of this por-traits, we will discover the artist represented in an intimate moment; in others, we can discover a deep desire of showing just the beauty of a painting or a drawing; but, we find too, fresh and original works revealing moral and psychological features of the authors or showing a deep con-cern with a search for the identity.
“Through the arts we learn to see what we had not noticed, to feel what we had not felt, and to employ forms of thinking that are indigenous to the arts.” E.W. Eisner
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El catálogo testimonio de una exposición performática, que celebramos en septiembre de 2011 en las dependencias de La Corrala, centro adscrito a la UAM. Todos de amarillo, con comida temática y obras de 50X50, 50 artistas y 50 euros el... more
El catálogo testimonio de una exposición performática, que celebramos en septiembre de 2011 en las dependencias de La Corrala, centro adscrito a la UAM. Todos de amarillo, con comida temática y obras de 50X50, 50 artistas y 50 euros el precio de cada obra. El tema era la química del amor, interpretado desde la diversidad del grupo de artistas. Música y hermosos recuerdos de un evento efímero del que resta esta obra.
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Text read by InSEA Vice-President Steve Willis for the USSEA award ceremony at the NAEA Convention on Friday, 03/15/2019 beginning at 12pm in the John B. Hynes Veterans Memorial; Convention Center, Boston, Massachusetts)