Person: Agirre Arriaga, Imanol
Loading...
Email Address
person.page.identifierURI
Birth Date
Research Projects
Organizational Units
Job Title
Last Name
Agirre Arriaga
First Name
Imanol
person.page.departamento
Psicología y Pedagogía
person.page.instituteName
ORCID
0000-0001-5292-9098
person.page.upna
479
Name
2 results
Search Results
Now showing 1 - 2 of 2
Publication Open 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 PedagogiaThe 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.Publication Open Access 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 PedagogiaThe 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.