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Agirre Arriaga, Imanol

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https://academica-e.unavarra.es/handle/2454/48455

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Agirre Arriaga

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Imanol

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PsicologĆ­a y PedagogĆ­a

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0000-0001-5292-9098

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479

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2010 - 20203
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Subject: Museo Ɨ

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Now showing 1 - 3 of 3
  • Thumbnail Image
    PublicationOpen Access
    Museum-university collaboration to renew mediation in art and historical heritage. The case of the Museo de Navarra
    (Universidad Complutense de Madrid, 2020) Arriaga Azkarate, Amaia; Agirre Arriaga, Imanol; Ciencias Humanas y de la EducaciĆ³n; Giza eta Hezkuntza Zientziak
    Se presenta un proyecto de investigaciĆ³n-acciĆ³n en el que colaboran la universidad y un museo regional de arte y patrimonio histĆ³rico y que ha tenido como objeto el diseƱo y desarrollo de un plan de mediaciĆ³n y sus recursos de interpretaciĆ³n. Primero se describe el contexto histĆ³rico del debate en torno la discusiĆ³n sobre la funciĆ³n educativa del museo y la acciĆ³n de mediaciĆ³n para la interpretaciĆ³n del arte. A continuaciĆ³n, mostramos los principios teĆ³ricos sobre los que se sustenta nuestra mirada hacia la mediaciĆ³n en museos y se explican las dos fases del proyecto. Se realiza, inicialmente, una investigaciĆ³n de los dispositivos de mediaciĆ³n que ofrecĆ­a el museo. A continuaciĆ³n se describe cĆ³mo las conclusiones extraĆ­das se concretan en el proyecto 'Todo el arte es contemporĆ”neo' que renueva parte de la exposiciĆ³n permanente y que ofrecen recursos de mediaciĆ³n-interpretaciĆ³n (textos de sala, cartelas, etc.) accesibles, rigurosos, plurales y estimulantes que permiten hacer a los visitantes coparticipes del discurso que el museo propone y convertirlo en un lugar de interacciĆ³n social, de negociaciĆ³n de significados y de encuentro entre diferentes sensibilidades e identidades. En definitiva, una herramienta de formaciĆ³n continua y crĆ­tica de la ciudadanĆ­a.
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    PublicationOpen Access
    Un aparato metodolĆ³gico para analizar las ideas de arte e interpretaciĆ³n que subyacen en discursos y prĆ”cticas educativas de museos de arte
    (OrganizaciĆ³n de Estados Iberoamericanos para la EducaciĆ³n, la Ciencia y la Cultura, 2010) Arriaga Azkarate, Amaia; Agirre Arriaga, Imanol; PsicologĆ­a y PedagogĆ­a; 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
    The role of the learner in the construction of meaning at Tate Britain
    (Universidad Complutense de Madrid, 2013) Arriaga Azkarate, Amaia; Agirre Arriaga, Imanol; PsicologĆ­a y PedagogĆ­a; 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.