Publication: La práctica artística contemporánea como experiencia interdisciplinar abierta al aprendizaje transversal.
Authors
González, Ricardo
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Publisher
Universidad de Murcia
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DOI
https://doi.org/10.6018/280481
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info:eu-repo/semantics/article
Description
Abstract
En el presente artículo se muestran las bases para considerar
el arte contemporáneo como una experiencia interdisciplinar,
que puede reunir saberes provenientes de otros campos del
conocimiento. Asimismo, partiendo del determinismo tecnológico
que establece nuestra era, se prioriza el papel fundamental que
poseen los discursos acerca de los medios en este contexto.
Estas son las premisas que nos conducen a la consideración del
diálogo establecido entre arte y educación actualmente, a partir
de lo que algunos autores han denominado como “giro educativo
en el arte”. Para demostrar esta nueva realidad, destacamos
algunos proyectos propuestos por determinados centros de arte
que debaten sobre ese binomio, además de señalar cómo las
experiencias de arte colaborativo pueden representar modelos
abiertos a un aprendizaje transversal del que se pueden beneficiar
los componentes de aquellas comunidades donde éstos se
desarrollan.
This article shows the basis to consider contemporary art as an interdisciplinary experience that can gather knowledge from other fields of knowledge. In addition, the basis of technological determinism which denounces our era, prioritize the fundamental that role speeches about the media in this context possees. These are the premises that lead us to consider the dialogue between art and education today, from what some authors have termed as “educational turn in art”. To demonstrate this new reality, we highlight some projects proposed by certain art centers which discuss the binomial, as well as indicating how the experiences of collaborative art can represent open models to a cross learning that can benefit components of communities where they develop.
This article shows the basis to consider contemporary art as an interdisciplinary experience that can gather knowledge from other fields of knowledge. In addition, the basis of technological determinism which denounces our era, prioritize the fundamental that role speeches about the media in this context possees. These are the premises that lead us to consider the dialogue between art and education today, from what some authors have termed as “educational turn in art”. To demonstrate this new reality, we highlight some projects proposed by certain art centers which discuss the binomial, as well as indicating how the experiences of collaborative art can represent open models to a cross learning that can benefit components of communities where they develop.
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Citation
Arte y Políticas de Identidad, vol.14. (2016)53-68
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