Aprendizaje a través del error en los estudios superiores de educación artísticametodologías intermediales para un análisis del fracaso en el proceso creativo

  1. González-García, Carmen 1
  2. Gómez-Isla, José 1
  1. 1 Dpto. Historia del Arte, Facultad de Bellas Artes, Universidad de Salamanca (España)
Journal:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Year of publication: 2021

Issue: 22

Type: Article

DOI: 10.14201/EKS.23686 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Education in the knowledge society (EKS)

Abstract

This article reviews the importance of “error” as a key element in the teaching methodology in higher studies in Fine Arts. Our goal is focused on students assuming and internalizing the failure or possible failures of the creative process as a constitutive and inevitable phase of their artistic training. The subject has been approached from the interaction between plastic arts and cinema, thus seeking intermediality as a privileged pedagogical resource to understand the maturation and reflection processes that artistic creation requires. The article presents two pedagogical experiences based on the viewing of several documentaries focused on the first-person reflec-tions of renowned artists while they work, and they doubt about the steps they take while cre-ating. The research collects through surveys the differentiated reactions of a group of first-year students of Fine Arts and other more experienced master group. After the analysis, it is concluded that shared reflection on various situations of frustration in artistic work is essential for students to become aware of the long and sometimes unproductive time that the gestation of an artistic work requires, avoiding being satisfied with the first results obtained. Thoughtful reflection and awareness of the failures produced during the creative process is an essential task to overcome difficulties, providing the necessary learning and inquiry through such failures. With this experi-ence, we have found the use of intermediary methodologies especially suitable to address com-plex problems that prepare students to assume certain situations of failure

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