Abstract:

At present, there is huge an amount of artistic manifestations that have sprouted from the bizarre and the grotesque and that are filling wide an spectrum within the Contemporary Art. These manifestations pay big tribute to the Neo-Baroque epoque and are gaining more and more relevance since the beginning of the XXIst century. However, the Fine Arts syllabi do not take into account this trend because, for its very essence, it keeps aside in ambiguity despite its relevant role in society and culture. Aware of this situation, we carry out a comparative study of contemporary artists in whose works there is a countercultural imaginary linked to these concepts.

Through experimental and adaptive methodologies developed in the classroom, we have experienced how the incursion of countercultural issues serves to provide new educational models in the teaching of Fine Arts.

The objectives of this study underline how the incorporation of knowledge associated with the grotesque and the bizarre in art education helps students to incorporate into their projects subjetive discourses of resistance and social transformation. These projects counter the dominant and institutionalized discourses. Therefore, the acquisition of these competences opens up new pedagogical paradigms in teaching of Fine Arts.

Keywords:

the bizarre, the grotesque, Fine Arts, resistance practices, social transformation, subjectivity.