Challenge-Based Learning in the Arts Education Classroom: Experiences in Inclusive Class Design within Early Childhood Education Contexts

Abstract

This article deals with the results obtained in an educational project in which active teaching and learning strategies were used for the generation of creative ideas focused on the resolution of social problems in a teaching context of the Early Childhood Education Degree at the University of Jaén. The project arose from the inter-university collaboration between teachers of the Didactics of Plastic Expression Area of Jaén (Spain) and the Business Administration Area of the Antonio Nariño University (Colombia). The models used were Challenge-Based Learning and creativity techniques, using procedures such as Brainstorming, Post-it Walls, SCAMPER and Mental Maps.

The methodology used is that of systematization of classroom experiences. The analysis is based on the experience of an innovation project in which the students of the Early Childhood Education Degree solved the challenge called “Designing an inclusive classroom”. Specifically, this study identifies, describes and explains the individual benefits that can be obtained by each of the parties involved in this collaboration: students, teachers and local agents.

This article reports the results of this activity and pays special attention to the perception of the students, who presented their proposals in interactive digital presentations made with Genially or Canva tools. This research helps to understand how universities and community organizations can collaborate for the benefit of society at large