The processes of introspective artistic experimentation as an opportunity for vital transformation in the didactics of the visual arts

Abstract

This work shares the ins and outs of the teaching action developed in the courses that go from 2017 to 2020 in various groups of the Degrees in Early Childhood Education and Primary Education at the Faculty of Education Sciences of the University of Malaga.

The proposal draws a trajectory that connects, as an introduction, the crisis (a source that drives, immerses, activates, and justifiably organizes the functioning of artistic and teaching experiences throughout the subjects, and that lays the groundwork for everything), to make explicit the methodology, consciousness (as a state of revelation and understanding -or insight- that induces an inescapable, artistic and reflective phase of inquiry) and confession (which is a direct consequence of care for privacy, protection, and respect in, both individual and group, physical, mental, or emotional environments and spaces, and that provides evidence on introspection processes). Finally, it outlines the conclusions from its intrinsic potentiality, giving rise to the opportunity (a strategy that allows us to understand the findings and to redesign objectives; this may be provoked and at times found, and it begins a cycle where the vital transformation, as well as observation and analysis, are rekindled).

From this perspective, the review of what has been experienced from the findings shown is decisive insofar as it allows us to recall and reconstruct what we have experienced to generate new knowledge, enabling progressive self-awareness on a personal level, and therefore, the improvement of teaching action at a professional level.