1 University of Valencia (SPAIN)
2 University of Salamanca (SPAIN)
About this paper:
Appears in: INTED2016 Proceedings
Publication year: 2016
Pages: 6370-6374
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.0495
Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain
This paper presents the educational innovation project IEDUCARTS UV-SFPIE_RMD15-314392 (interdisciplinarity in artistic education). Its third edition is developed in the teaching Faculty of Universitat de València. Its aim is to create a space for reflection and discussion about the varied ways of working that artistic education allows by using alternatives to the traditional methodology of the master class.

The project offers the students a springboard from which to integrate several aspects of the curriculum in order to develop a holistic approach to educational innovation. The inner and explicit relations that can be established among artistic languages allow multiple ways of working. These ways should also become a part of the study during the development of the Project.

Thus, the goal of IEDUCARTS project is to work the language and artistic education by applying three different methodological strategies: project basis work, Aronson’s jigsaw classroom and Pecha Kucha presentations.

a) The first one is an inclusive way of learning whose main aim is to explore the processes produced in cooperative contexts. It requires a change in both the attitude and performance of the teacher who must pay attention to the student’s skill acquisition, disposition and background since all of these facilitate creativity development under a cooperative and inclusive viewpoint. Consequently, it is the student who designs his own learning process with the improvement of his capabilities and knowledge, all through a global approach whose aim is learning with competencies: that is to say, teach to learn and learn to learn. Knowledge is achieved by teachers and the cooperative teams of students working together in a context that facilitates shared responsibility and interpersonal abilities such as communication, organization and decision taking.
b) The Aronson’s jigsaw classroom is a very important tool in order to apply a dynamic and functional methodology and to enlarge the student’s competencies. Thanks to this technique of cooperative learning, the tutorial work aimed at both individual students and cooperative teams, is more profitable. In addition, autonomy in learning is promoted and finally, significant and self-directed learning is favoured. This leads students to be seen as learning sources by their own companions.
c) Pecha Kucha methodology is the one chosen to expose the final works of the students. This technique (Pecha Kucha 20x20) consists of exposing their works in an informal and simple way using 20 slides shown in 20 seconds each. Created by Astrid Klein and Mark Dytham in Tokyo in 2001, is one of the most original methods in educational innovation.

Therefore, in the IEDUCARTS project, these three methodologies will be triangulated and they will be compared with other traditional ones in order to test which way might be better for artistic language work.
Didactic innovation, interdisciplinary, Pecha Kucha, Aronson’s jigsaw classroom, experience in education.