Artículos de revista DPP - PPS Aldizkari artikuluak

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Browsing Artículos de revista DPP - PPS Aldizkari artikuluak by Author "Agirre Arriaga, Imanol"

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    Un aparato metodológico para analizar las ideas de arte e interpretación que subyacen en discursos y prácticas educativas de museos de arte
    (Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura, 2010) Arriaga Azkarate, Amaia; Agirre Arriaga, Imanol; Psicología y Pedagogía; Psikologia eta Pedagogia
    The goal of this paper is to present a methodological system that allows us to analyze the ideas museums and teachers have on art and interpretation. Ideas that, conscious or unconsciously, determine the educative practices deployed at museums. The model presents four main ways of conceiving art and interpretation that can be found, and are usually found, in educative contexts. These ideas are displayed in order, starting with more visual o perceptive theories, and ending with more experience-complex theories: The first theory considers the work of art as an event and a visual representation, and interpretation as identification. The second theory considers the work of art as sign or message that has to be unveiled and interpretation as decoding. The third theory considers the work of art as an intellectual, historic and cultural event, and interpretation as chance to reflect, to critically comprehend and to culturally review. The last theory considers the work of art as the materialization of an experience and interpretation as the intersection of experiences and an opportunity for identity development. The system can be applied in order to make museums and teachers more conscious of the foundations that guide their practices and as a tool for improving educative practices.
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    PublicationOpen Access
    Las artes en la trama de la cultura. Fundamentos para renovar la educación artística
    (Universidade Federal de Santa María, 2008) Agirre Arriaga, Imanol; Psicología y Pedagogía; Psikologia eta Pedagogia
    In this paper we essay a revision of some deep conceptions on ar and art education. For that reason, according to the theories of the anthropologist C. Geertz, we start mading a reconceptualization of the idea of art, considering that as a simbolic system which interact with other simbolic systems inside of the culture. In the second part we analize and develop the consecuences that this redefinition carries on the art education, proposing a new approach to consider the field of the study and the structure of the curriculum as well as a new perspective on the practices of interpretation and extraction of meaning in front of the visual arts.
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    PublicationOpen Access
    Hacia una nueva narrativa sobre los usos del arte en la escuela infantil
    (Universidade Federal de Juiz de Fora, 2012) Agirre Arriaga, Imanol; Psicología y Pedagogía; Psikologia eta Pedagogia
    The text has its origin in the concern that I feel about the growing presence of images taken from the world of visual art in the infant universe, because they usually respond to: • A sweetened criterion in choosing artists and works • A methodology that involves a return to the manners of the academic school. Faced with this reality, but taking in account the complexity of childhood and an idea of art based on the power of experience, I present examples of ways of working that help to rethink the relationship between the arts and childhood, taking place in that space to work with visual culture. The text is complemented by the outline of a uses-based curriculum for teaching the arts and visual culture.
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    PublicationOpen Access
    The role of the learner in the construction of meaning at Tate Britain
    (Universidad Complutense de Madrid, 2013) Arriaga Azkarate, Amaia; Agirre Arriaga, Imanol; Psicología y Pedagogía; Psikologia eta Pedagogia
    The debates on the interpretation of art that developed in the field of art theory and criticism beginning in the 1960s have influenced the theory and practice of museum education and questioned traditional practices. As a consequence, in recent years, there has been a radical redefinition of the role the viewer must play in interpreting works and exhibitions. The article discusses how and to what extent this turn towards visitor/learner agency in the interpretation has affected educational discourses and practices at Tate Britain gallery. This study is part of a wider investigation analysing how different agents involved in school programmes at Tate Britain conceive of art and interpretation.
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    PublicationOpen Access
    El valor educativo de los medios: correlaciones socioculturales
    (Grupo Comunicar, 2008) Marcellán Baraze, Idoia; Agirre Arriaga, Imanol; Psicología y Pedagogía; Psikologia eta Pedagogia
    La alarma social ante los medios, en especial la televisión es patente. Con el fin de constatar la percepción de los usuarios ante este fenómeno se puso en marcha una investigación con un grupo de niños de educación primaria y sus padres. Esta investigación ha revelado que ante los medios, además de otras cuestiones, se presentan ciertas correlaciones entre la percepción social general y la del grupo investigado. La comunicación explica dos de algunas de éstas: la identificación de los medios con la televisión y una peculiar idea del poder educativo de este medio.