Partir el eslabón: proyectos centrados en artes para educar desde la infancia

López Ruiz, David; Barba Ros, Irene

Publication:
Partir el eslabón: proyectos centrados en artes para educar desde la infancia

dc.contributor.author	López Ruiz, David
dc.contributor.author	Barba Ros, Irene
dc.contributor.department	Expresión Plástica, Musical y Dinámica
dc.contributor.other	Facultades de la UMU::Facultad de Educación
dc.date.accessioned	2026-02-18T12:46:37Z
dc.date.available	2026-02-18T12:46:37Z
dc.date.copyright	© 2025 Irene Barba Ros, David López Ruiz
dc.date.issued	2025-07-01
dc.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.
dc.description.abstract	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.
dc.format	application/pdf
dc.format.extent	20
dc.identifier.citation	Tercio Creciente, 2025, Vol. 28 (28), pp. 17–36
dc.identifier.doi	https://doi.org/10.17561/rtc.28.9431
dc.identifier.eissn	2340-9096
dc.identifier.uri	http://hdl.handle.net/10201/207721
dc.language	spa
dc.publisher	Universidad de Jaén
dc.relation	Sin financiación externa a la Universidad
dc.relation.publisherversion	https://revistaselectronicas.ujaen.es/index.php/RTC/article/view/9431
dc.rights	Attribution 4.0 International	*
dc.rights.accessRights	info:eu-repo/semantics/openAccess
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Educación infantil
dc.subject	Arte contemporáneo
dc.subject	Formación docente
dc.subject	Artistic projects
dc.subject	Early chilhood education
dc.subject	Contemporary art
dc.subject	Teacher training
dc.subject	Proyectos artísticos
dc.subject.ods	No relacionado con ningún objetivo de desarrollo sostenible
dc.title	Partir el eslabón: proyectos centrados en artes para educar desde la infancia
dc.title.alternative	Starting the link: arts-focused projects for educating from early childhood
dc.type	info:eu-repo/semantics/article
dc.type.version	info:eu-repo/semantics/publishedVersion
dspace.entity.type	Publication	es
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