About this paper

Appears in:
Pages: 2481-2487
Publication year: 2013
ISBN: 978-84-616-3822-2
ISSN: 2340-1117

Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain

LEARNING THROUGH CONTEMPORARY VISUAL ARTS IN AN INCLUSIVE SCHOOL MODEL

S. Carrascal, M. Hernández-Sampelayo, E.T. López, M. San Juan

Universidad Camilo José Cela (SPAIN)
In today's society, the presence different cultures, traditions and customs, not to be distinguishing features, but must act as an engine for development of meaningful learning and inclusive, which guarantees the right to an equal education and social integration of all citizens. In this sense, education must promote attention to these new training needs, and promote the development of innovative materials and integrating globalizing nature, aimed at furthering the process of social and educational integration of the diversity of the population, in a context of equality to promote the teaching and learning processes of our students are significant.

Cultural diversity in the education sector in Spain, has been in the classroom for many years but perhaps it would be appropriate to ask whether the response has so far been the best.,. To address diversity in an educational context, we speak of intercultural education in the classroom, in addition to the social situation of immigrant children and their families, is necessary to promote the development of educational policies and curricula to ensure proper training for these students.

To address the diversity and intercultural education, it is important to talk about education for all, education for "inclusive", understood as capable of promoting personal autonomy and the development of critical and encouraging respect for difference and diversity (Serra, 2009). This model of education should encourage maximum development of all pupils and cohesion of all members of the community by promoting equal opportunities and quality education for all.

In schools and therefore in the educational process, are implied different people: education administration, families, teachers, local and regional institutions and organizations with the common task of enriching the whole group and promote freedom of culture, education and social. Therefore, the search for equity and excellence in education for all students, has motivated us to use the visual arts as a teaching tool for promoting effective learning student learning and maintain motivation to get them to express new instructional situations. Without motivation never get our students internalize the concepts taught and thus not develop real skills.
@InProceedings{CARRASCAL2013LEA,
author = {Carrascal, S. and Hern{\'{a}}ndez-Sampelayo, M. and L{\'{o}}pez, E.T. and San Juan, M.},
title = {LEARNING THROUGH CONTEMPORARY VISUAL ARTS IN AN INCLUSIVE SCHOOL MODEL},
series = {5th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN13 Proceedings},
isbn = {978-84-616-3822-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {1-3 July, 2013},
year = {2013},
pages = {2481-2487}}
TY - CONF
AU - S. Carrascal AU - M. Hernández-Sampelayo AU - E.T. López AU - M. San Juan
TI - LEARNING THROUGH CONTEMPORARY VISUAL ARTS IN AN INCLUSIVE SCHOOL MODEL
SN - 978-84-616-3822-2/2340-1117
PY - 2013
Y1 - 1-3 July, 2013
CI - Barcelona, Spain
JO - 5th International Conference on Education and New Learning Technologies
JA - EDULEARN13 Proceedings
SP - 2481
EP - 2487
ER -
S. Carrascal, M. Hernández-Sampelayo, E.T. López, M. San Juan (2013) LEARNING THROUGH CONTEMPORARY VISUAL ARTS IN AN INCLUSIVE SCHOOL MODEL, EDULEARN13 Proceedings, pp. 2481-2487.
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