Los dibujos de luces como estrategia didáctica en la educación artística formal y no formaluna revisión contemporánea del atelier

Abstract

This doctoral research is presented as a review of the educational philosophy of Reggio Emilia to adapt the culture of the atelier in the formal and non-formal Spanish educational context, from the connection with contemporary art and thanks to the implementation of an artistic and educational project through light painting. The main objective around which this research is articulated is to assess whether the methodologies, resources and didactic strategies used in the atelier of the Italian schools of Reggio Emilia, can be implemented in formal and non-formal educational contexts, through of a specific light drawing project.The objectives on which this research are based on the evaluation of the methodologies, resources and didactic strategies used in the atelier of the Italian schools of Reggio Emilia in order to know if these processes generate positive spaces for creation artistic and learning. From this general objective, the research is derived towards the review and analysis of current educational methodologies that use the figure of the artist in educational contexts and of pedagogical and / or artistic initiatives which work from the perspective of the atelier. Once the educational field on which the thesis will be developed has been studied, the creation of a project that harmonizes three fields will take place: the atelier as a pedagogical approach; contemporary art as an educational resource; and the light drawings as a didactic strategy. Once the project has been implemented and after data collection, the resources and tools designed in the light drawings project will be evaluated to find out if these strategies favor learning and artistic creation, analyzing a posteriori whether they are valid in a context. of active teacher training and current educational centers. This entire research project is based on the revision of the atelier culture of the Reggio Emilia schools. Based on an in-depth study of the functioning of schools and the figure of the atelierista, the essential ideas are collected to combine the atelier with a contemporary artistic 22 technique, which is light painting. Although the light painting is a photographic technique extended since the 20th century, what this thesis proposes is the application of this contemporary artistic tool in the current educational context from the adaptation of the atelier as an educational philosophy and as research space through art. Once this theoretical foundation has been presented, the practical framework has been organized into two parts. The first part shows the design of a project that harmonizes three areas: the atelier as a pedagogical approach; contemporary art as an educational resource; and the light painting as a didactic strategy. The second part of the practical framework includes the implementation of this project in thirteen social, educational and cultural institutions, from the first cycle of early childhood education to the training of teachers and different types of public such as adults and families. Once the data has been collected, the resources and tools designed in the project of the light painting have been evaluated, contrasting them with the proposals of the atelier and it has been assessed whether these strategies favor learning and artistic creation. In addition, they have been analyzed if they are valid in a context of active teacher training and current educational centers. Finally, and after the doctoral research, it is concluded that the project of light painting can be considered as a nomadic version of the atelier since it is a project that has been adapted according to the needs of each institution and the profile of the participants, generating spaces for artistic creation, and fostering learning spaces.