Abstract:

Diagnosing the condition of an artwork and designing a treatment that stabilizes and preserves it requires a thorough understanding of the materials used by artists and the use of the appropriate examination methods and equipment. The success of a treatment also requires the application of a well-founded criterion not only in terms of knowledge of artist’s materials but also in having previously understood the historical, artistic, economic and social context that makes the object to be treated something unique with a specific value which is not always tangible.

The BUILD UP! Innovation Project aims to fine-tune different active methodologies in a selection of courses within the BA in Conservation (GCRBBCC) Program at Universitat Politècnica de València (Spain) with the aim of raise student learning process to a higher level than the mere acquisition of knowledge and skills, allowing them to provide solutions to questions frequently arisen when treating real cultural objects.

This paper presents different Problem-Based and Project-Based learning strategies to promote the progressive development of creativity, innovation, entrepreneurship, critical sense as well as the ability to analyze and solve problems in GCRBBCC students at UPV. Early results indicate that the innovations implemented have contributed to a significant improvement in students’ learning outcomes at three levels:
- Attitudinal: the implementation of the different activities has contributed to an increase in the role of the student in their own learning process, increasing their motivation and involvement.
- Conceptual: it has been observed that the different dynamics implemented have fostered the development of critical and creative thinking, the capacity for reflection, interdisciplinary thinking and the ability to solve problems.
- Procedural: the project has promoted the acquisition of specific technical vocabulary and the development of communication skills.

In addition to promoting teamwork and group learning, the first results of this project highlight an improvement of students’ significant learning by enhancing previously acquired skills in problems analysis and the design of conservation strategies. The active methodologies implemented have also contributed to the development of communication skills dealing with decision-making and argumentation, the anticipation of consequences, written and oral expression, and the use of specialized language.

Keywords:

Project-based Learning, Problem-based Learning, Conservation-restoration.