<i>Historias de mi barrio</i>: contemporary art in a community at high risk of social exclusion

López-Peláez, María Paz; Morales, María Martínez; Montoro, María Isabel Moreno; Chica, Ana Tirado de la

doi:10.1080/00131911.2017.1353481

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…Non-formal education is also relevant and may be complementary to those educational processes applied in traditional formal education. More relaxed and experiential, non-formal education spaces can provide rich learning processes for youths and fight against educational exclusion (Belfiore, 2002;López-Peláez et al, 2018;Murrey & Crummett, 2018). The evidence we have gathered from this case study analysis also supports this.…”

Section: Discussionsupporting

confidence: 70%

“…In the specific case of arts education, the transformative capacity of the arts is often considered one of its contributions to fight educational exclusion (Belfiore, 2002;López-Peláez et al, 2018;Murrey & Crummett, 2018) toward producing a more equitable society. As Milbrandt (2010) pointed out, democratic societies can use arts not only to maintain social traditions but to create frameworks for social justice, identity, and freedom.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Youth Empowerment Through Arts Education: A Case Study of a Non‐Formal Education Arts Centre in Barcelona

Ferrer‐Fons

Rovira‐Martínez

Soler‐i‐Martí

2022

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This article discusses how non‐formal arts education attenuates socioeconomic and cultural barriers in a vulnerable context. Although cultural capital has usually been conceived as dependent on high socioeconomic status, we explore the inclusiveness of a project of non‐formal education and how it enhances the capacity of youth to achieve empowerment and self‐confidence through the arts. We analyse the case study of a non‐formal arts educational organisation located in a deprived neighbourhood of Barcelona (Spain) and identify several key factors associated with successful social inclusion and its limitations. We find that the pedagogical processes involved create both learning opportunities and social and interpersonal skills useful for the present and future lives of the young participants. Methodologically, the case study combines non‐participant observation of the different activities of the organisation and semi‐structured qualitative interviews with young people and educators. The article concludes with some recommendations for considering artistic non‐formal education as a tool in any social inclusion agenda.

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Section: Discussionsupporting

confidence: 70%

Section: Theoretical Frameworkmentioning

confidence: 99%

Youth Empowerment Through Arts Education: A Case Study of a Non‐Formal Education Arts Centre in Barcelona

Ferrer‐Fons

Rovira‐Martínez

Soler‐i‐Martí

2022

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“…The use of art as a transversal resource for a transformative and emancipatory education started long before VTS. Historically, many pedagogues have used art with the same goal (Cizek, cited in Dewey, 1934;Greene, 1995;Viola, 1936), remaining as a topic highly pertinent at present (Lo´pez-Pela´ez et al, 2018;Pe´rez-Barreiro & Camnitzer, 2009). Thus, many related projects aim to promote pupils' visual literacy-although definitions of visual literacy have evolved over time (Mayer, 2005), we rely on that of Hailey et al (2015)-as well as critical and creative thinking skills (Tishman & Palmer, 2006), and also their ability to express and respect different opinions, through art's interpretative flexibility.…”

Section: Vts In Relation To Other Participatory Teaching Projects For...mentioning

confidence: 99%

What Type of Learning Methods do Pupils Prefer in Museums and at School? Elementary School Pupil’s Perceptions of Visual Thinking Strategies as Applied at the Barcelona Picasso Museum

González-Sanz,

Wilson-Daily,

Feliu-Torruella

et al. 2023

SAGE Open

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This case study, using triangulation-focused mixed methodology, analyzes the perceptions of 477 elementary school pupils after exposure to Visual Thinking Strategies through the educational programs of the Barcelona Picasso Museum. Pupils’ learning preferences and their perceived impact of Visual Thinking Strategies were studied in the aftermath of an experience based on this teaching method, which focused on skill development and total class participation through exposure to art. The study also aimed to determine if this visit contributed to pupils’ desire for future use of similar methods in museums and at school. Results articulate student voices, showing that, when faced with choosing between participatory and discursive teaching methods, most preferred the former; however, over 40% favored a combination of both strategies. This research contributes to the field in showing that many pupils would favor more art-historical content during Visual Thinking Strategies sessions as well as highlighting the potential of a single-session experience in generating a perception of impact.

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Research Plan and Development of the Thesis: Musical Preferences in Primary Education in the Nou Llevant/Sud Neighborhood of Mallorca

Juan

Gómez

Torelló

2023

Lecture Notes in Educational Technology

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Historias de mi barrio: contemporary art in a community at high risk of social exclusion

Cited by 3 publications

References 9 publications

Youth Empowerment Through Arts Education: A Case Study of a Non‐Formal Education Arts Centre in Barcelona

Youth Empowerment Through Arts Education: A Case Study of a Non‐Formal Education Arts Centre in Barcelona

What Type of Learning Methods do Pupils Prefer in Museums and at School? Elementary School Pupil’s Perceptions of Visual Thinking Strategies as Applied at the Barcelona Picasso Museum

Research Plan and Development of the Thesis: Musical Preferences in Primary Education in the Nou Llevant/Sud Neighborhood of Mallorca

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