Abstract:

Teaching art in higher education is evolving as new methods for the acquisition of skills are introduced. The student of Fine Arts takes on responsibility and critical and innovative sense during classroom work, in order to facilitate their autonomous task. This contribution outlines the keys to developing a restored contemporary pedagogy introducing new transversal skills that students must learn to envision. The dynamic methodologies that give value to shared spaces, and thoughts with modes of action for the development of artistic practice. In this context, this paper discusses the case studies of relational art showing a model and they are analyzed from the production process of the artistic project to its exhibition in space of art. Considering that the resolution of the work of art occurs with the participation of the spectator, and the same author is the receiver itself. It is what has been called relational art.

We address the work of significant artists from the selection of works of art by the teachers that can contribute as a paradigm in the subsequent process of relational art production. We analyze the aesthetic reference product and break it down for students approaching practical experimentation, either in groups or individually.

We conclude defining the results, based on the methodology used, obtained from the teaching experience and the student's response to the resolution of the experimental processes.

Keywords:

Arts Education, case studies, pedagogy, Fine Arts.