Reflections on the pedagogy of the arts. The mesoaxiological perspective
Main Article Content
Keywords
Art education, Formal education, Nonformal education, Value system
Abstract
The refections of this article derive mainly from two chapters dedicated to the arts as an area of education within the book Pedagogy of the Arts. The Mesoaxiological Perspective. One dedicated to the value of the arts in formal education processes; while the other, centers on museums as an area of education where relevant nonformal education processes can take place. Mesoaxiological Pedagogy establishes a relationship between arts and education where it is possible to build the educational design of the common, specifc and specialized felds of the arts in education. That is, the artistic feld is studied as a mean to educate, as a feld and as an object of education. Based on these approaches, three refections are proposed: establish how Mesoaxiological Pedagogy can be applied to the arts to constitute them as a valid educational instrument, highlight the importance of including the arts to achieve an integral education approach, and the need to prepare future education professionals in pedagogy applied to the arts.
References
Bhabha, H. (1996). El entre-medio de la cultura. En Hall, S. y du Gay, P. Cuestiones de identidad cultural. Amorrortu, 94-106.
Blanco, B., Cidrás S. (2019). Educar a través da arte. Cara a unha escola imaxinada. Kalandraka.
Burnard, P. and Colucci-Gray, L. (2021). Reframing STEAM by Posthumanizing Transdisciplinary Education: Towards an Understanding of How Science and Arts Meet and Matter for Sustainable Futures. Convergence Education Review, 7(2), 1-29.
Burset, S. y Bosch, E. (2016). Maestros crea(c) tivos: Por una pedagogía de las artes plásticas en los Grados de Maestro. Revista Matéria-Prima, 4(2), 164-174.
Eisner, E.W. (1992). La incomprendida función de las artes en el desarrollo humano. Revista Española de Pedagogía, 191,15-34.
Eisner, E.W. (2004). El arte y la creación de la mente. El papel de las artes visuals en la transformación de la conciencia. Paidós.
Fooladi, E. (2020). Taste as Science, Aesthetic Experience and Inquiry. In Colucci-Gray L. and Burnard P. (Eds.) Why Science and Art Creativities Matter. (Re-)Confguring STEAM for Future-Making Education. Brill Sense, 358-380.
Fortes González, N. (2021). Educar CON las artes: la historia del arte como instrumento de desarrollo de valores educativos comunes y específcos. Revista Boletín Redipe, 10(13), 50-86.
Hernández, F. (2000). Educación y cultura visual. Octaedro.
MacAllister, J. (2020). Embracing the Serpent: Education for Ecosophy and Aesthetic Appreciation. In Colucci-Gray L. and Burnard P. (Eds.) Why Science and Art Creativities Matter. (Re-)Confguring STEAM for FutureMaking Education. Brill Sense, 229-244.
Ministerio de Educación y Formación Profesional (s.f.). Conciencia y expresiones culturales. Web del Ministerio de Educación y Formación Profesional. Disponible en: https://www. educacionyfp.gob.es/educacion/mc/lomce/ curriculo/competencias-clave/cultura.html
Rancière, J. (2010). El espectador emancipado. Ellago Ediciones.
Torres Santomé, J. (2001). Educación en tiempos de neoliberalismo. Ediciones Morata.
Touriñán López, J.M. (2010). Artes y Educación. Fundamentos de Pedagogía Mesoaxiológica. Netbiblo.
Touriñán López, J.M. (2014). Dónde está la educación: actividad común interna y elementos estructurales de la intervención. Netbiblo, 218-241.
Touriñán López, J.M. (2018). La relación arteseducación: Educamos con las artes y hay educación común, específca y especializada. REDIPE, 7(12), 36-92.
Touriñán López, J.M. (2020). Función pedagógica, competencia técnica y transferencia de conocimiento. La perspectiva Mesoaxiológica. Colombia-Nueva York: Redipe (Bowker Books). Conmemoración del Premio Educa-Redipe (Trayectoria profesional).
Touriñán López, J.M. (2022). Pedagogía de las artes. La perspectiva mesoaxiólogica. Editora Andavira.
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Nelly Fortes González, University of Santiago de Compostela, Spain
Doctoral candidate in Education from the University of Santiago de Compostela. Her predoctoral research focuses on the pedagogical perspective of the relationship between arts and education. Master in Cultural Management and in Education, Cultural Diversity and Community Development. She graduated in Art History.