El giro social de las artes en la escuela y el papel de la tecnología digital

Introduction

In the early 1990s, the social turn of the arts (Bishop, 2006) meant their displacement from the gallery or museum towards an expanded field of relational practices where they would adopt, in turn, multiple labels and modalities (socially engaged art, community, contextual, relational, collaborative, etc.). With this twist, the artistic medium becomes the process itself that begins and develops in specific contexts and that seeks to generate sociocultural links or promote the exchange of situated knowledge (Helguera, 2011). In this way, the arts transcend the mere production and appreciation of artistic objects and are oriented towards the creation of new connections, forms of encounter or meanings (O’Donoghue, 2015). Artistic education also distances itself from the teaching of disciplinary techniques, opening itself to experimenting with projects of conviviality or interdependence (Garoian, 2019) that are often located outside the classroom and that use various artistic means to articulate themselves.

In this line of research, the Erasmus+ project Critical Arts Education for Sustainable Societies (CARE/SS), launched in 2021, aims to think about and establish a sustainable pedagogical framework for distance learning of the arts, whether virtual or hybrid (i.e. combining virtual and in-person sessions). Furthermore, it is based on the notion of a learning community and the recognition of the experiential nature linked to the collaborative culture of the arts field. For all these reasons, CARE/SS has organized several distance training courses with primary and secondary teachers on the main notions, strategies and problems of socially engaged arts, focusing on its critical and pedagogical dimension. The last phase of the project is intended to share reflections and experiences, many of which are linked to the social turn of the arts in school and the role that digital technologies have in these practices. Thus, this symposium wants to bring into dialogue contributions regarding the following topics in the school context connected with other environments and communities:

• Artistic practices as drivers of new relationships and meanings.
• The use of digital technologies in artistic education.
• Learning communities between teachers, artists and institutions.

Guide questions:

1. What type of displacements take place in artistic practices and in school based on the social turn of the arts?
2. How are the limits of the school context and its alliances with other agents and groups redefined through socially committed artistic projects?
3. What new ways of teaching and practicing the arts in schools appear with these types of projects?
4. What tensions and opportunities are opened by collaboration between schools, teachers, artists and artistic groups or institutions?
5. How is the role of digital technologies in artistic and pedagogical projects usually thought of?
6. What forms of appropriation or tinkering with digital technology convey socially engaged artistic processes in school?
7. How are learning communities organized around the school during and after carrying out artistic projects?

Contributions

The symposium is open to three types of communications:

1. Related to research.
2. Experience stories.
3. Reasoned essays.

All proposals will be evaluated by the scientific committee of the symposium based on their relationship with the topics covered, originality and quality. At the same time, the organization of a monograph based on the symposium is planned. The format of the final text will depend on the conditions of the publication.

Communications can be sent in Catalan, Spanish, and English to esbrina@ub.edu

Key dates

• Until March 10th: Submission of the communication proposal (summary of maximum 300 words, format).
• Before March 24th: Return of the evaluation of communications.
• Until April 29th: Sending final communications (format).
• From April 1st to May 16th: Registration for the symposium.
• May 13th: Sending of communications to those who are registered to facilitate dialogue with the proposals presented.

Program

FRIDAY, MAY 17th
15.00	Registration
15.30	Opening and introduction of the symposium Imma Prieto Directora de la Fundació Tàpies Aurelio Castro IP del projecte CARE/SS
15.45	Aportaciones del proyecto Erasmus+ Critical Arts Education for Sustainable Societies (CARE/SS) Aurelio Castro Universitat de Barcelona
16.15	Desafíos y oportunidades del giro social de las artes en la escuela Keynote Aida Sánchez de Serdio Universitat Oberta de Catalunya
17.15	Break
17.30	Communications 1. Creating connections, meanings, accompaniments Resignificación de las trayectorias educativas en la Educación Para Jóvenes y Adultos: Las técnicas artísticas y visuales como reparadoras ante el trauma de la exclusión y abandono socioeducativo Tabata Contreras-Villalobos and Paula Lozano-Mulet. El potencial del vídeo-ensayo interactivo en educación patrimonial desde un enfoque a/r/tográfico Ángela Barrera-García. Aparecer el cuerpo. Cartografiar el cuerpo como relato (im)posible de una pedagogía performativa en educación formal Gabriela Espinosa Hormazábal Aula vital y encarnada. Las prácticas artísticas experienciales como formas de (re)pensar y (co)crear la arquitectura del discurso educativo Montserrat Aránega. Chair Sílvia de Riba Universitat de Barcelona
18.45	El arte en la escuela más allá de la producción de objetos Round table Alfons Espinosa Escola Drassanes, Barcelona Muntsa Amigo IE Pepa Colomer, El Prat de Llobregat Maria Donoso Teatre l’Artesà, El Prat del Llobregat Chair Fernando Hernández Universitat de Barcelona

SATURDAY, MAY 18th
9.00	Registrarion
9.30	El papel de la tecnología digital en los proyectos socioartísticos escolares Round table Òscar Martínez Ciuró Centre Cívic Convent de Sant Agustí Susanna Tesconi Universitat Oberta de Catalunya Cristina Valero Cosicosa Chair Laura Malinverni Universitat de Barcelona
10.30	Communications 2. Creating connections, meanings, accompaniments Prácticas artísticas como guías en el aprendizaje orientado a la justicia y apoyo en la creación de entornos de aprendizaje seguros Agnieszka Bułacik. Llevando las artes socialmente comprometidas a la escuela primaria. Límites y desafíos de experiencias de formación basadas en Comunidades de Aprendizaje en profesionales docentes Paula Estalayo and Fernando Herraiz-García. “Actuem pel clima”: un nou projecte de l’Institut Escola Tres Fonts de Les Corts i Monsdansa Clàudia Moreso and Anna Jordana. Los proyectos artísticos de base comunitaria como iniciativas para el desarrollo de conciencia crítica y agencia transformadora en educación secundaria Pablo Neut, Carles Lindín, Mercedes Blanco and Raquel Miño. Round 1. Chair Fernando Herraiz Universitat de Barcelona Un proyecto en el que las estrategias artísticas posibilitan movimientos interseccionados en infancias migrantes Paula Lozano-Mulet and Fernando Hernández-Hernández. Repensar las niñeces y la vida del aula infantil a partir del Teatro de Objetos María Jesús Catalán Gárate DespertARTE. Relato de una experiencia creativa que plantea convertir los hábitos en habilidades y favorecer la atención eficiente Inez Marçal. L’art com a eina del desaprendre: Del pensament crític, de la transformació ecosocial en moviment Xavier Núñez i Morera. Round 2. Chair Joan Miquel Porquer Universitat de Barcelona
11.45	Break
12.00	Communications 3. Collaboration policies and learning communities between teachers, artists and institutions Abrazando el vacío: Una reflexión sobre la expansión metodológica y el tocar/se. Ida Angela Barbati and Valentina Gaia Lops. Laboratorio Pantono. ¿Qué sucede cuando estamos juntas? Marta G. Cano, Tanit Lagüens and Mar Castillejo. De l’entrada d’agents artístics externs a ‘l’Aprenentatge Basat en Processos Artístics’. L’experiència del IE Pepa Colomer Silvia de Riba Mayoral and Montserrat Amigo. Educación artística y ecologías queer en Educación social. Una experiencia de colaboración universitaria con el Centre d’Art la Panera de Lleida Dànae Quiroz Llobet, Carme Molet Chicot, Laura Salvatierra Monfort, Logan Escobosa Sol and Sara López Ruiz. Chair Aurelio Castro Universitat de Barcelona
13.00	La relación entre agentes/instituciones artísticas y escuelas Round table Diana Sans Fraile Centre d’Art Contemporani Bòlit, Girona Roc Domingo Puig Artista visual, projecte NEXES Marta R. Chust Artista visual, Sojornar Marta Gracia Valladares Arts Santa Mònica, Barcelona Fernando Hernández Escola Drassanes-Universitat de Barcelona Núria Inés Interseccions Arts Visuals, El Prat de Llobregat Chair Joan Miquel Porquer Universitat de Barcelona
14.00	Relatorium Relators Marta Reig, Gabriela Espinosa, Sílvia de Riba

 

Organized by

 

With support from

Organizing committee

• Aurelio Castro Varela, Esbrina, UB
• Joan Miquel Porquer, Esbrina, UB
• Xavier Giró, Esbrina, UB
• Fernando Hernández, Esbrina, UB
• Laura Malinverni, Esbrina, UB

Scientific committee

• Aurelio Castro Varela, Esbrina, UB
• Fernando Hernández, Esbrina, UB
• Fernando Herraiz, Esbrina, UB
• Marina Riera, Esbrina, UB
• Sílvia de Riba, Esbrina, UB