Exploring the Body, Sound, and Voice through A/r/tographic Audiovisual Strategies with Preservice Teachers
DOI:
https://doi.org/10.17561/rtc.30.10626Keywords:
A/r/tography, Video essay, Fragmentation, Performative Practices, Sound CreationAbstract
This study presents an Arts-Based Educational Research (ABER) project centred on an audiovisual strategy that draws upon the body, voice, and sound to foster creativity and critical thinking among preservice teachers.
The proposal takes as its point of departure Jor Mongan’s artwork Una línea, un círculo y otra línea (2018) and translates its compositional logic into a university setting through an a/r/tographic practice aimed at exploring the potential of audiovisual montage as a mode of embodied and affective inquiry. The experience was implemented with undergraduate students enrolled in the Primary Education degree at the University of Granada through a sequence of interconnected phases, beginning with a photographic exploration of gesture, followed by its translation into video, the creation of sound compositions, and the collaborative production of an audiovisual montage.
The findings indicate that the strategy promoted greater bodily awareness, attentive listening, the resignification of educational vocabulary, and a less instrumental understanding of audiovisual language. Furthermore, montage emerged as both an artistic and research tool capable of articulating gestural and sonic fragments into a collective narrative that transcended individual authorship. The study concludes that this type of practice expands the methodological possibilities of arts education by integrating artistic creation, critical thinking, media literacy, sound-based practices, and embodied experience within a single pedagogical framework.
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