Visual arts, plastic expression and blended education in the training of future primary teachers during the Covid 19 pandemic
Article Sidebar
Main Article Content
Abstract
This research addresses the programming carried out in the subject of Visual Arts and Plastic Expression in the Primary Degree of the Faculty of Teacher Training and Education of the Autonoma University of Madrid (UAM) during the 2020-21 academic year, under the title Explore your environment. It is about the design and implementation of a theoretical-practical program based on the analysis and experience of the use of artistic, creative strategies and artistic processes with the aim of encouraging curiosity and self-discovery of the visual arts and plastic expression of future teachers of Education. primary school, while trying to emphasize the sustainable development goals (SDG) of the 2030 agenda. Due to the global pandemic caused by Covid 19, the program had to be addressed through a blended methodology, with a qualitative, exploratory and descriptive approach. The situation prompted temporary programming to be carried out in a hybrid manner, with teaching having to be implemented in person and other times online. The results point out how the students have been able to perceive another way of doing and understanding Artistic Education, away from the playful concept of entertainment and recreation known by the collective imagination, but rather they have opted for its dignification, significance and value within the curriculum. primary school academic. In conclusion, it is remarkable the good acceptance and positive attitude of the students when getting involved in carrying out each of the activities proposed in the program despite the context, since not all the students were in the classroom in person at the time of being implemented each of the sessions.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Baños Martínez, V. (2021). Blended learning en tiempos de pandemia ¿experiencia de éxito en educación superior?. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 2(2), 413–420. https://doi.org/10.17060/ijodaep.2021.n2.v2.2249
Bergman, J y Sams, A. (2014). Dale la vuelta a tu clase. Lleva tu clase a cada estudiante, en cualquier momento y cualquier lugar. Madrid:Editorial SM.
Cabero, J. (2006). Bases pedagógicas del e-learning. Revist de Universidad y Sociedad del Conocimiento. Vol. 3. Nº 1, pp 1-10.
Cáceres-Correa, I. (2021). Breve comentario acerca de las restricciones en tiempos de pandemia. Utopía y Praxis Latinoamericana, nº 261, pp. 1-12.
Caeiro-Rodríguez, M. (2018). Convivir y crecer con imágenes: la visualidad y la plasticidad en Educación Primaria. En Caeiro- Rodríguez, M (Ed). Aprender, crear, enseñar. Didáctica de las artes plásticas y visuales en educación primaria. Universidad Internacional de la Rioja. pp 101-120.
Díaz Perdomo, M. L., & Cuervo, L. C. (2021). Educación inclusiva en la primera infancia desde un enfoque de competencias socioambientales y socioemocionales en niños, niñas y sus agentes educativos. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 3(2), 63–70. https://doi.org/10.17060/ijodaep.2021.n2.v3.2273
Freire, P. (1992). Pedagogía del oprimido. Madrid: Siglo XXI.
Fuller, S., y Jandri , P. (2019). The Postdigital Human: Making the History of the Future. Postdigital Science and Education, Vol 1, nº 1, pp. 190–217.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7, 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Lancaster, J. (2001). Las artes en la educación primaria. Madrid: Ediciones Morata.
Larson, D. K., & Sung, C.-H. (2019). Comparing student performance: online versus blended versus face-to-face. Journal of Asynchronous Learning Networks, Vol.13, Nº1. Recuperado el 20 de Octubre de 2021 desde http://www.nosignificantdifference.org
López Méndez, L. (2021). Arte y educación en la primera infancia en tiempos de confinamiento: un estudio de caso. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 1(2), 89–98. https://doi.org/10.17060/ijodaep.2021.n2.v1.2160
Mejías, R. (2013). Preparando el camino para una educación abierta. Revista Cubana de Informática Médica, Vol. 5 nº1, pp. 13-19.
Mesias-Lema, J. M. (2019). Educación artística sensible. Cartografía contemporánea para arteducadores. Barcelona: Graó.
Nuere, S. (2002). E- learning y educación artística: hacia la enseñanza virtual de las artes visuales. Arte, Individuo y Sociedad, Vol. 14, pp 79-103.
Pérez-López, E, Vázquez-Atochero,A y Cambero-Rivero, S. (2021).Educación a distancia en tiempos de COVID-19: Análisis desde la perspectiva de los estudiantes universitario. RIED: revista iberoamericana de educación a distancia, Vol. 24, n.º 1, pp-331-350.
UNESCO. (2021). One year into COVID: prioritizing education recovery to avoid a generational catastrophe - UNESCO Biblioteca Digital. https://unesdoc.unesco.org/ark:/48223/pf0000376984
Vázquez-Cano, E., Urrutia, M. L., Parra-González, M. E., & Meneses, E. L. (2020). Analysis of interpersonal competences in the use of ICT in the Spanish university context. Sustainability ,12 (2), 476. https://doi.org/10.3390/su12020476