II Jornadas “Investigar con los jóvenes: ¿Qué sabemos de los jóvenes como productores de cultura visual?”

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Investigar con jóvenes: ¿Qué sabemos de los jóvenes como productores de cultura visual?
(Pamiela - Edarte, 2013) Grupo de Investigación Edarte (Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa); Psicología y Pedagogía; Psikologia eta Pedagogia
Este libro contiene la recopilación de los trabajos presentados en las II Jornadas “Investigar con los jóvenes: ¿Qué sabemos de los jóvenes como productores de cultura visual?”, celebradas los días 10 y 11 de febrero del 2012 en Pamplona. El contexto de esta publicación es doble. Por un lado es un hito más en el desarrollo del proyecto de investigación “Jóvenes productores de cultura visual: competencias y saberes artísticos en educación secundaria” (EDU 2009-13712), que llevamos a cabo desde el grupo Edarte, de la Universidad Pública de Navarra, con financiación del Ministerio de Ciencia e Innovación. Por otro, tanto el referido encuentro como la presente publicación quieren dar continuidad al debate que tuvo lugar en Barcelona a comienzos del 2011, durante las jornadas “Investigar con los jóvenes: cuestiones temáticas, metodológicas, éticas y educativas” Si bien en aquel caso, el foco de interés recayó sobre las cuestiones inherentes a la diferencia entre investigar “con” e investigar “sobre” los jóvenes, esta vez la elección del tema responde a la necesidad de profundizar y poner en relación los resultados que nuestro grupo Edarte va obteniendo en la referida investigación, con los conocimientos, experiencias y posiciones de otros estudiosos de la actividad de los jóvenes en su calidad de productores de cultura visual.
Open Access
Transitar y aprender dentro y fuera de la escuela: la relación de los jóvenes con la cultura visual como espacio de posibilidad y autoría
(Pamiela - Edarte, 2012) Hernández Hernández, Fernando
This article tries to respond our concern on how secondary school responds (or not) to the learning needs of young people in a changing world. To explore this situation, in the first part is presented how we have investigated the relationships of young people with savoir through biographical narratives. The second part introduces an ongoing project that faces, from the perspective of multiple literacies, how young people learn in and out of school. Finally, we explore the relationship of young people with visual culture. This journey takes us, to investigate ways of sharing with young people and assume the relevance of the pedagogical relationship in educational processes in and out of school.
Open Access
Las relaciones públicas de las instituciones educativas de Vitoria/Gasteiz y características motivacionales de los adolescentes en la educación extraescolar audiovisual y artística
(Pamiela - Edarte, 2012) Lekue, Pablo
This research project aims to study the public relationships that the education departments of the cultural institutions of Vitoria / Gasteiz (Hall, Cultural Center Montehermoso, Artium Museum and School of Arts and Crafts) have with young participants in audiovisual and artistic educational programs that these organizations develop annually in the context of the Charter of Educating Cities, which seeks to involve local authorities in the formation of citizens together with the formal education. At the same time, this project seeks to analyze the perception of these organizations of the young people in relation to certain motivational characteristics (goal orientation, engagement to artistic tasks, attitudes toward art education) that according to previous research, guide the performances of learners in learning contexts, in particular with regard to formal audiovisual and artistic education.
Open Access
Salvem el Cabanyal. Alumnado de magisterio produce cultura visual a través de sus teléfonos móviles
(Pamiela - Edarte, 2012) Mascarell Palau, David
This experience brings us closer to the look discharging student teachers on a social problem: the El Cabanyal of Valencia. A contribution by reflection with pictures, videos and sounds captured on their mobile phones, items very own citizens of s. XXI. We intend to break the taboo of the educational use of certain technologies, in this case the mobile phone, demonstrated its efficiency in recent experiences through which learning is known as mobile or m-learning. The use of technology to take pictures and share ideas fosters a working model in the classroom based on the collaborative production of knowledge. We believe that the creation of images by students is essential both from academia and from research (Agra and Messiah, 2008; Hernandez, 2006; McKernan, 1999). In order to integrate the technologies into an artistic approach based not only on doing but in thinking we work focused on social aspects, conveying a commitment to teachers responsible for training future generations.
Open Access
Uma perspetiva sobre os jovens como produtores de cultura visual. O papel das tecnologias da visão na construção de noções e práticas em literacia visual
(Pamiela - Edarte, 2012) Reis, Ricardo
This paper discloses the research procedures led with young people, in the context of Arts and Education PhD program (University of Barcelona), at which I investigate about “the role of schools in the development and social appreciation of visual literacy”. The evidences gathered through the investigation process are presented and discussed in such a way that can provide clues to a reflection about the notions and practices of visual literacy that flow across the discourses and practices of young people during their process of personal construction, mediated by technologies of vision.
Open Access
Primeras reflexiones y conjeturas sobre la relación de l@s jóvenes no heterosexuales con la cultura visual y su papel como productor@s: el caso de GaPablo
(Pamiela - Edarte, 2012) Calvelhe Panizo, Lander; Psicología y Pedagogía; Psikologia eta Pedagogia
This article is a first contribution from the Ph.D. project “Young People as Visual Culture Producers Among Affective, Sexual and Gender Diversity: Saviors, Experiences and Identity Politics”. The main aim of the research is to explore how young people, who are questioning heteronormativity (Warner, 1991) by their sexual orientation and/or gender identity, are consuming and producing Visual Culture (Dikovitskaya, 2005; Hernández, 2004) and which roles this activities are playing in coping with their everyday lives, particularly in school. In this framework, the following pages provide a significant group of abductions (Sebeok & y Umiker-Sebeok, 1987) gathered up a long a pilot experience of collaboration with GaPablo –nick name–, a 16 years old teenager self-identified as gay. After having launched a social club for LGTB teenagers and friends last October 2011 in the Youth Center of Pamplona (rainbowtaldea.blogspot.com), Internet interaction with him started and eventually an interview was set up. This first meeting drawed out valuable issues on GaPablo’s family views on homosexuality, the importance of his blog/vlog and some insights of what Lady Gaga means to him. He agreed with the key ideas of this article concerning him and also to meet again for a second part of this in-depth and creative interview (Douglas, 1985). From a constructivist standpoint (Guba & Lincoln, 1994) and very close to post-structural feminism (Haraway, 1995; hooks, 2003), this research project aims to become useful to school professionals and other learning communities alike. Therefore, this article concludes with three suggestions to develop a Cultural Pedagogy (Steingberg, 2011) which would acknowledge affective, sexual and gender diversity: adjudging which and how sexuality and gender are been taught in schools mostly by the hidden curriculum, opening school culture to this diversities which students already know about probably by the media, and addressing from a critical perspective the LGTB people represented in mainstream culture by focusing on how students are challenging these stereotypes. This Ph.D. project is possible thanks to a scholarship and its relationship with the research project “Youth as Visual Culture Producers: Artistic Skills and Savoir in Secondary Education” (EDU2009-13712) financed by the Spanish Innovation and Science Ministry.
Open Access
La producción audiovisual hecha por jóvenes como herramienta para el reconocimiento comunitario y la construcción de ciudadanía. La experiencia del proyecto “Mi mirada, Nuestra mirada” en Salta, Argentina
(Pamiela - Edarte, 2012) Álvarez, Santiago
Audiovisual productions made by young people as a tool for community recognition and the construction of citizenship.The experience of the project “Mi mirada, Nuestra Mirada” in Salta, Argentina. Audiovisual language education was always linked to the traditional way of teaching of film academies, or analysis of films from a semiotic perspective bypassing the video creation (not cinematographic) that stands to break with the legacy of literature and theater. The video as a cultural expression is developing its own form. Its most outstanding feature is that it arises as a tool of expression. Video has constructed a theory of his own and independent aesthetic as evidenced by the video art, video essay, video poetry or music video and formed as an aesthetic expression close to young people. Moreover, the extensive introduction of new audiovisual technologies opens a new scenario, portable communication and accessibility to the creation of videos that until recently was unthinkable giving rise to the need to consider new teaching strategies that take hold of these resources. Considering the present scenario I described an experience in which I participated as a teacher and test a proposal for education in audiovisual language in a framework of formal education in which the creation of cultural products is formed as an element of constitution ways of being. I will focus on the project “Mi mirada, Nuestra Mirada” held in 2008 under the Secretary of Culture of the Province of Salta, Argentina and spread to 15 schools in which the participants made 31 short films. The films produced by young people were projected to the entire community. This experience generated a visual culture-building that has served as contributing to young people make their voices heard and make viewing their images and thus feel recognized. In this paper, besides presenting the experience, I place a reflection of teaching practices in the sense of “awareness and empowerment”. Using their own stories and their audiovisual left open the possibility that the experience of making films is repeated without being under the project workshops.
Open Access
Los nuevos Guernicas, reflexiones en torno al trabajo con jóvenes productores de cultura visual
(Pamiela - Edarte, 2012) López Martínez, Uriel
This paper discusses my experience as Graffiti teacher in a Summer School. Where I tried to use different teaching strategies that enable children’s to create collective art works and also take them away of the notion of the graphics seen just as vandalism. Although my efforts produced good results I also began to questioning the role that us as teachers have in mediating between of what young people like to do and what society expects them to do. I’m interested in analyze adolescent’s production of images as an act full of symbolism instead of just an act full of colors.
Open Access
Mapeando los lugares de aprendizaje. Reflexiones sobre el uso de la cartografía social en contextos educativos
(Pamiela - Edarte, 2012) Fendler, Rachel
This paper explores ways of studying learning spaces, tracing the relationship between place and practice, and questioning to what extent we can attend to and represent the social imaginary of learning. This communication draws on literature addressing social cartography and arts-based research methodologies, mainly a/r/tography, to elaborate a proposal for a collaborative project that will serve as the fieldwork for my doctoral thesis.
Open Access
¿Jóvenes productor*s de cultura visual? Reflexiones en torno a los resultados de un cuestionario
(Pamiela - Edarte, 2012) Agirre Arriaga, Imanol; Arriaga Azkarate, Amaia; Marcellán Baraze, Idoia; Olaiz Soto, Ilargi; Calvelhe Panizo, Lander; Psicología y Pedagogía; Psikologia eta Pedagogia
This article presents the first analysed data from the research project “Youth as Visual Culture Producers: Artistic Skills and Savoir in Secondary Education” financed by the Spanish Innovation and Science Ministry (EDU2009-13712). The data has been gathered using a questionnaire that was answered by 786 teenagers, ages 15 to 19, from schools all around Spain. The questions were designed to get information about three different aspects: - Which is the general picture of the Youth as Visual Culture producer? - Which are the circumstances in which their Visual Culture production takes place and how do they value them? - Which is the connection between school learning and their Visual Culture production? We have found that an overwhelming majority of the inquired teenagers uses photography and very few are into graffiti, comic or web designing despite these have been commonly understood to be youth’s interests. Most of them inform that the origin of their images relays always or very often on their imagination and very few on media images. This is surprising as photography is the main activity of the majority and is used as a way of sharing and keeping record of their everyday lives. In addition we found that non-formal contexts are mostly where they start producing images, usually among friends but unaware of collaborative learning. The main hypothesis underneath the project was also confirmed: secondary education does not take into account how teenagers are connecting with savoirs in and outside school, particularly those involving artistic skills and aesthetic experiences (Birbili, 2005; Hargreaves, Earl and Ryan, 1998). And a new insight has been added: teenagers do not expect any encouragement or interest from their teachers and some of them think it is better that way.
Open Access
Lo narrativo y visual de “Voces en el parque”: una propuesta didáctica interdisciplinaria en el aula de secundaria
(Pamiela - Edarte, 2012) Arenas Delgado, Christian
The following proposal, designed in the context of the Official Master in Language and Literature Didactic Investigation of Barcelona’s Autonomous University, studies the connections between text and image as reciprocal complements for the interpretation of the literary message in the illustrated album book. Even though the reader model points at children, its utility for interdisciplinary work between Literature and Visual arts in the high-school classroom is proposed in this work, visualizing in Anthony Browne’s book, ‘Voices in the Park’ a possible transgenerational reading. In other words, given the complexity of his codes hidden behind intertextual references, the didactic application of this piece of work for the literary and visual competence development is possible through the comprehension and fictional creative labor with the youth. This link is planed according to criteria that justifies the widening of literature teaching to interdisciplinary work: students as producers of visual culture and narrative stories for the construction of a fifth voice in Browne’s work.
Open Access
Novelas gráficas: reconstrucciones de la memoria
(Pamiela - Edarte, 2012) Montenegro González, Catalina
The autobiographical comics made by women in recent years is the starting point of this research. Marjane Satrapi, Zeina Parsua Abirached and Bashi are three of the most important contemporary exponents of this genre. Aside from these references and the use of graphic novels as a means to rescue life stories that are built from the periphery of society, are those that from an educational look allow reconstruction of subjectivities of childhood as memory retrieval. The generation of autoethnography, a constructed identity from minorities: a re-vision of the social margins and the story itself. The goal is to raise the issue of self-knowledge through school teaching methodology that will be developed through the investigation of experiences in European contexts, Latin American contexts, and globally. This will allow for opening to a free graphic expression using the construction processes of contemporary art, fusing personal images and texts that encourage the acceptance of life histories, assuming their own experiences.
Open Access
Fase exploratoria para el desarrollo de una investigación basada en fotografías con jóvenes en el Museo de la Memoria y los Derechos Humanos de Chile
(Pamiela - Edarte, 2012) Bello, María José
This paper is about the researcher’s introduction to the field of study and the start of her construction of a relationship with the museum. It also seeks to describe the conception of young people as producers of visual culture about human rights and memory that has the institution.
Open Access
Jóvenes productores de cultura visual: explorando miradas
(Pamiela - Edarte, 2012) González Vida, M. Reyes
Atendiendo al tema de las II Jornadas Investigar con Jóvenes: “¿Qué sabemos de los jóvenes como productores de cultura visual?”, este artículo trata de dar voz a varios jóvenes estudiantes de la Licenciatura en Bellas Artes de la Universidad de Granada, productores de arte y de cultura visual, que describen y se posicionan ante sus propios procesos creativos. Explora las miradas de los jóvenes que, mediante sus relatos, hacen visible qué les mueve a hacer sus proyectos, qué entienden por arte, cómo lo usan, para qué lo usan, cómo y dónde construyen sus saberes y sus referencias para abordar sus procesos artísticos, y qué se llevan de ese proceso. La redacción de este texto da cuenta, a la vez, del cruce de miradas que se genera en esta exploración: al mostrar sus miradas, también muestro mi mirada sobre lo que me cuentan. Y a la vez, nuestras miradas se ubican en el marco de otras formas culturales de mirar.
Open Access
Los jóvenes y el contexto museo: experiencias en, desde y para el MNCARS en relación a la cultura visual
(Pamiela - Edarte, 2012) Río López, Natalia del
We are in a moment in which contemporary art museums stand as paradigmatic centers of debate and reflection. In this context, the spectator is requested to abandon passive attitudes and to “construct the museum” from an active point of view. Many of the museum proposals are aimed to young people, but we are going to refer to the relationships that weave on it and on persons between the ages of 13 and 18 that participate in the museum thought several programs that depending on the Education-Mediation Department and that are related with the visual culture. In this frame, we understand the position of the younger as a visual culture producer inside an educative process.
Open Access
La Escuela de Arte de Pamplona: escritores de graffiti y enseñantes, historia de un acercamiento
(Pamiela - Edarte, 2012) García Camón, María Jesús
My name is María Jesús García Camón, although my students call me “Chusa”. I teach Art History and the History of Books and Graphic Images in the School of Arts in Pamplona, northern Spain. I made contact with the world of graffiti because some of my students practiced it. I wanted to learn from them and we jointly defined a working approach that led us to prepare graffiti workshops and exhibitions, some of them elsewhere in Spain. We were able to obtain support from institutions such as the Ateneo Navarro, Pamplona City Council and, naturally, the School of Arts. The works created were exhibited in the Citadel of Pamplona and were pioneers in showing graffiti in a place that had only been used for art exhibitions before. My students, who come from all kinds of academic disciplines, felt freer and more respected in the School of Arts. They could also apply what they had learned in different areas –Drawing, Colour, Design, and Art History– to their urban mural work. Their work is now related to art: illustration, murals, graphic design... A new generation of students who have produced graffiti are starting to work with us, their teachers, to prepare an exhibition in the school. The images will be on display there permanently, as previously happened with the 1999 exhibition; the images continue to decorate the walls of the school at the spot where the students most like to meet.
Open Access
Explorando el miedo desde otra perspectiva: propuesta práctica desde el museo
(Pamiela - Edarte, 2012) Erena Moreno, María José
Fear is inevitably linked to the unknown. For one reason or another, every human being has been accompanied by this feeling throughout his life. Anger, disgust, hatred, horror, all contain elements of fear. It is a very complex emotion that can be found everywhere. Fear is constantly mentioned in letters, diaries, official reports, newspapers, plays, novels, movies, news, reports, etc. It is a human emotion at once converted into a system of protection. Sometimes, a concern that invades us can become fear and so provide an enemy with which to face, but fear can also turn into a concern. That is why this project is to exploit those experiences that we have about fear and channel it through art, taking advantage from a pedagogical point of view, a sense that sometimes is difficult to reveal, making it into a concern which serves as an engine to create visuals works. And the best context to start exploring is the school. One of the most significant purposes of this project lies in the ability to build bridges of learning between the knowledge acquired in the school context and outside of it, based on experimental and experiential process (and how they encourage the connection to life experiences). Under the proposal to conduct an output field, a number of activities are posed to go beyond a simple visit to the museum itself, to the extent that the student is able to relate experiences with content, emotions, etc, and not only focus on the mere knowledge of the artists. In essence, all resources used serve as a bridge to help students make sense of their reality, to understand the idea of fear and the relationship between work and experience.
Open Access
Dramas, comedias e incertidumbres de la propia existencia: documentos de adolescentes en la época de la fotografía líquida
(Pamiela - Edarte, 2012) Pallarés, Jordi
Taking on account what I have been investigating all these years and from my own experience (which I believe is the same experience as the ones who feel young have had) I would dare to say that everything that affects the ‘youth culture’ is conditioned by what is happening on the Internet at that time. The ‘free’ traffic of documents that come and go without a speed limit is leading us to get used to a frustrating consumption, as we are absolutely unable to process them all. At the same time, this amount of data is causing the unavoidable feeling of being greed for information which, most times, cannot finally be satisfied and it is taking over our lives. Young people nowadays are living in a different world, a world where their movements on the Internet not only give information about exactly who they are to the rest of the internauts, but these movements also carry a social dimension on which young people depend. New technologies (such as different mobile devices which keep you connected to the Internet) work in favour of this dynamic and, it also spreads among young people the interest to learn how to use different audiovisual tools, which are definitely useful in this learning process dealing with images. The result are documents generated in many ways and with very different intentions. Some of them deal with easy criticism, some of them talk about a provocative self-centered exhibitionism, and sometimes they are just personal observations and thoughts about their own reality. Young people’s visual culture is timeless, although they are the ones who are most properly defined by it. These young people are the first digital natives to experiment the emotional and intelectual changes that growing through the Internet involves.
Open Access
La producción de cultura visual a partir del espacio social en el proyecto “En mis trazos están los otros”
(Pamiela - Edarte, 2012) Calderón, Natalia
The paper I present reflects within the art project “En mis trazos están los otros” that Imeda Montiel develops together with a group of young people in the eastern part of Mexico City. Through Imelda’s work, I analyze the spatial practices generated by this group of skaters as visual culture production. I use Imelda’s project to think over the pedagogical relation that is woven between these young people, Imelda and I.
Open Access
Cultura visual y construcción de la identidad de las jóvenes procedentes del Sur de Asia: narrar(se) en un contexto de hibridación cultural
(Pamiela - Edarte, 2012) Empain, Joanna; Rifà, Montserrat; Sánchez de Serdio, Aida; Vidiella, Judit
In this paper we share some of the results of a research project conducted last year in four schools and a cultural center of Barcelona and its metropolitan area. In this research we analyzed and interpreted the school successful careers of a group of young women immigrants from South Asian countries (mainly from Pakistan and India) who lived and were schooled –totally or partially– in Catalonia. Therefore, the relation between education, immigration and gender was considered. In this research context, the taken cases will allow us to show the complexity of reconstructing a visual narrative that tells the paths of school life among this group of young women and at the same time the emerging tensions in the research process. This text links to our participation 2nd Meeting “RESEARCH WITH YOUNG PEOPLE: What do we know of young people as producers of visual vulture”, held this year in Pamplona, with our own research; it addresses the issue of young people as producers of visual culture by taking into account a need arose during the project development by using the visual language of the girls participating as a significant fact when telling (themselves) and rebuild their stories of school life.