Abstract
Within the variety of areas of knowledge that constitute its stages of preschool and primary education, art education constitutes a very effective option to fully promote all the sensitive, expressive, creative, and reflective capacities of students and in turn respond to their needs for knowing and recognizing everything around them. In this order of ideas, the teacher as an agent promoting the transformation of his/her educative institution throughout significant learning experiences has the possibility of influencing children to discover this world through art in their daily work. That said many times after achieving this objective they face the obstacle of having little training on the various technical and conceptual advances that have occurred in artistic expression in recent years, which limits his possibilities to incentivize the capacities. Faced with this situation, continuous training programs in arts education for teachers regarding the new literacies are an effective support option. The present research is oriented to analyze the conceptual, pedagogical, and didactic contributions that produce this type of training processes provided to teachers belonging to infant and primary education faculties in processes of transformation. From the study of two specific cases: the academic experience experienced by early childhood and primary education teachers from the Joan Miró of Canovelles Schools and the Ferrer i Guàrdia of Granollers led and executed by CESIRE, Center for Specific Pedagogical Resources in Support of Innovation and Educational Research of the Department of Education of the Government of Catalonia.
Presenters
Ester Forné CastañoResponsible of the Art Projects, Department of Innovation, Nets and Educational Services and CESIRE (Center of Research and Innovative Resources), Ministry of Education. Generalitat of Catalonia, Barcelona, Spain
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Art Education, Pre-school&Primary Education, Continuous Training, New Literacies, Multiliteracies, Transformation
