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Authors
Advisor(s)
Abstract(s)
Los contenidos de la Educación Artística en el sistema educativo español proceden de la
estética, la crítica de arte, la historia del arte y la creación artística, aunque en la práctica, esta
última acapara el currículo artístico en la educación obligatoria, mal enfocada hacia la
realización de trabajos manuales (Acaso, 2009) sin capacidad para construir conocimiento y
crítica social.
Dentro de la Educación Artística, el potencial didáctico de la Historia del Arte también está
neutralizado y, por lo tanto, resulta inoperativa en una sociedad dominada por la imagen. En
primer lugar, debido a su invisibilización curricular en la enseñanza no universitaria, al ser una
disciplina fantasma en la educación infantil y primaria; que se reduce a unas cuantas páginas en
los manuales de Geografía e Historia en secundaria, y que está relegada a la optatividad en el
bachillerato. Además, es impartida por un profesorado de formación eminentemente
histórica, debido a la desproporción Historia/Historia del Arte en el temario de oposiciones, y
sometidos sus contenidos y didáctica a un modelo de examen de selectividad obsoleto, que
perpetúa los grandes autores y temas del arte excluyendo el arte actual, el arte no occidental,
el arte realizado por mujeres, etc., y por tanto, negando su capacidad crítica.
Esta comunicación plantea un enfoque didáctico renovado de la Historia del Arte, basado en
el uso de versiones y reinterpretaciones de las obras maestras de la pintura y la escultura,
para cuestionar los mensajes del arte y la cultura visual establecidos.
The contents of arts education in the Spanish education system come from aesthetics, art criticism, art history and artistic creation, but in practice, the artistic creation has all the artistic curriculum in compulsory education, poorly focused towards performing manual work (Acaso, 2009) without the ability to build knowledge and social criticism. In Arts Education, the educational potential of art history is also neutralized and, therefore, is inoperative in a society dominated by the image. First, because of its curriculum invisibility in non-university education, being a ghost discipline in childhood and primary education; that will be reduced to a few pages in the manuals of geography and history in secondary education, and is relegated to optional subjects in high school. Furthermore, it is taught by a teacher of eminently historical formation, due to the disproportion between History and History of Art on the agenda of oppositions, and subject content and teaching are part of an obsolete test model for the university access, which perpetuates the great authors and art themes excluding contemporary art, non-Western art, art made by women, etc., and therefore denying its critical capacity. This communication presents a renewed approach to teaching art history, based on the use of versions and reinterpretations of masterpieces of painting and sculpture, to put in question the messages of art and visual culture established.
The contents of arts education in the Spanish education system come from aesthetics, art criticism, art history and artistic creation, but in practice, the artistic creation has all the artistic curriculum in compulsory education, poorly focused towards performing manual work (Acaso, 2009) without the ability to build knowledge and social criticism. In Arts Education, the educational potential of art history is also neutralized and, therefore, is inoperative in a society dominated by the image. First, because of its curriculum invisibility in non-university education, being a ghost discipline in childhood and primary education; that will be reduced to a few pages in the manuals of geography and history in secondary education, and is relegated to optional subjects in high school. Furthermore, it is taught by a teacher of eminently historical formation, due to the disproportion between History and History of Art on the agenda of oppositions, and subject content and teaching are part of an obsolete test model for the university access, which perpetuates the great authors and art themes excluding contemporary art, non-Western art, art made by women, etc., and therefore denying its critical capacity. This communication presents a renewed approach to teaching art history, based on the use of versions and reinterpretations of masterpieces of painting and sculpture, to put in question the messages of art and visual culture established.
Description
Keywords
Historia del arte Educación artística Pedagogía crítica Art history Artistic education Critical pedagogy
Pedagogical Context
Citation
Rodrigo Villena, I. (2016) Contribuciones de la Historia del Arte a un modelo crítico de Educación Artística in T., Pereira, A., A. Almeida, N., Vieira, M., C. Loureiro. Atas do VII Encontro do CIED – II Encontro Internacional, Estética e Arte em Educação. (161-176) Lisboa: CIED – Centro Interdisciplinar de Estudos Educacionais.
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais