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Authors
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Abstract(s)
This article reflects on analyzing and understanding the articulation between
creative processes in art education and the development of training for a culture of
social and cultural citizenship. The methodology of projects developed in
Workplace Training over two academic years involved two 12th-grade secondary
specialized art classes. The realization of the projects, based on the action-research
methodology, sought the student's participation and involvement in the decision-
making of the activities as co-authors in their learning and cooperation with the
teachers. Direct observation and interviews with the participants were the main
instruments for the data collection. The analysis data used the NVivo program.
This study argues on the sociocultural theories of creativity (Glăveanu, 2013;
Beghetto, 2016), citizenship and educational contexts (Eça, 2010; Caetano &
Freire, 2014), and the context of Art Education (Eça et al., 2012; Eça, 2014;
Ramirez, 2016). The main results revealed an interdependent relationship between
creative processes and citizenship practices, increased knowledge, and capacities
capable of promoting collaborative creativity (Burnard & Dragovic, 2015). These
results will allow this relational dynamic to develop and transform through social
interactions and situated contexts, with evidence of communication between all
those involved, with openness to social and cultural diversity, to generate other
possibilities for synergy.
Description
Keywords
Creative processes Citizenship practices Art education context Creative teaching and learning Workplace training
Citation
Publisher
Indiana University