Publication: Partir el eslabón: proyectos centrados en artes para educar desde la infancia
Authors
López Ruiz, David ; Barba Ros, Irene
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Facultades de la UMU::Facultad de Educación
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Publisher
Universidad de Jaén
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DOI
https://doi.org/10.17561/rtc.28.9431
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info:eu-repo/semantics/article
Description
Abstract
This study analyzed various action-research projects implemented in university and school contexts, aiming to explore collaborative artistic practices and their socioeducational function, especially in early ages. The research encompassed multiple educational levels, from early childhood to university teacher training, examining their connection with immediate environments. Methodologies based on arts-based research and artistic projects were employed, allowing interventions to be adapted according
to the specific characteristics of each population and context. The results showed that,
although responses varied according to the environment and participants, the projects
established significant links with the community, facilitating the temporal continuity of
several initiatives. The study concluded that artistic education, implemented through play
from childhood, proved fundamental in developing a holistic vision in future generations,
thus contributing to the formation of a more committed society.
This study analyzed various action-research projects implemented in university and school contexts, aiming to explore collaborative artistic practices and their socio-educational function, especially in early ages. The research encompassed multiple educational levels, from early childhood to university teacher training, examining their connection with immediate environments. Methodologies based on arts-based research and artistic projects were employed, allowing interventions to be adapted according to the specific characteristics of each population and context. The results showed that, although responses varied according to the environment and participants, the projects established significant links with the community, facilitating the temporal continuity of several initiatives. The study concluded that artistic education, implemented through play from childhood, proved fundamental in developing a holistic vision in future generations, thus contributing to the formation of a more committed society.
This study analyzed various action-research projects implemented in university and school contexts, aiming to explore collaborative artistic practices and their socio-educational function, especially in early ages. The research encompassed multiple educational levels, from early childhood to university teacher training, examining their connection with immediate environments. Methodologies based on arts-based research and artistic projects were employed, allowing interventions to be adapted according to the specific characteristics of each population and context. The results showed that, although responses varied according to the environment and participants, the projects established significant links with the community, facilitating the temporal continuity of several initiatives. The study concluded that artistic education, implemented through play from childhood, proved fundamental in developing a holistic vision in future generations, thus contributing to the formation of a more committed society.
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Citation
Tercio Creciente, 2025, Vol. 28 (28), pp. 17–36
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