|B.577 | Wednesday, 18 July 2007, 16:30 - 17:00, Room B2 |
|The development of socio-emotional competences through creative art-class
|Based on an action-research methodology (Shirley Grundy), this project focuses on student interests –according to the national education program-, so that students get involved in the execution of projects that allow the practice of socio-emotional competences, and are also an aesthetic contribution to their surroundings.
Actually, in Education, from the perspective of the curricula, teachers and study programs are looking for transversal goals. There are also pupils that have learned many divergent contents by taking advantage of mass-media. They earned a multifocal perception, and need a new concept of visual and art education. Traditional art education implied the development of creativity (V. Lowenfeld) and also of an artistic vision (E. Eisner), but now it has to open itself to a new socializing dimension, the development of socio-emotional competences.
This way, it is important to focus on the application of specific strategies to create opportunities for collaborative work: partnership, group or collective work, like projects in collaboration with unknown people.
It is possible to take a look on the strategies: from the angle of the manner from teachers to his pupils, including the use of new technologies, from the selection of the themes considering the typical interests of the students age, from the selection of the expressive techniques to enhance those themes, from the constant formative evaluation focused on the learning objectives, from the consciousness of the student’s own abilities and from the autonomous work through school projects.
In a future projection, these competences, transferred to academic and work environment, either real or virtual, are fundamental to reach an efficient performance in collaborative surroundings.