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

Symposium

Barcelona
May 17th and 18th, 2024

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.

Launched in 2021, the Erasmus+ project Critical Arts Education for Sustainable Societies (CARE/SS) 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 30th: Registration for the symposium.
  • May 5th: Sending of communications to those who are registered to facilitate dialogue with the proposals presented.

Program

FRIDAY, MAY 17th
16.00 Opening and introduction of the symposium

Imma Prieto
Directora de la Fundació Tàpies

Aurelio Castro
IP of the CARE/SS project

16.30 Aportaciones del proyecto Erasmus+ Critical Arts Education for Sustainable Societies (CARE/SS)

Aurelio Castro
IP of the CARE/SS project

17.15 Desafíos y oportunidades del giro social de las artes en la escuela

Keynote

Aida Sánchez de Serdio
Universitat Oberta de Catalunya

18.00 Break
18.15 Communications 1. Creating connections, meanings, accompaniments
19.15 El arte en la escuela más allá de la producción de objetos

Round table

20.15 Relatorium
SATURDAY, MAY 18th
9.30 El papel de la tecnología digital en los proyectos socioartísticos escolares

Round table

10.30 Communications 2. Messing around with digital tools
11.30 Break
12.00 Communications 3. Collaboration policies and learning communities between teachers, artists and institutions
13.00 La relación entre agentes/instituciones artísticas y escuelas

Round table

13.45 Relatorium

Dates

May 17th and 18th, 2024

Venue

Fundació Antoni Tàpies
C/ d’Aragó, 255, 08007 Barcelona

 

Organized by

 

With support from

Organizing committee

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