Enactive didactics for visual arts in the school context
DOI:
https://doi.org/10.31637/epsir-2025-2302Keywords:
Enactive Didactics, Visual Arts, School Context, A/r/tography, Practice-Based Artistic Research, Sensory Devices, Embodied Learning, Enactive ApproachAbstract
Introduction: This research addresses the representational approach as a problem in the teaching of Visual Arts in Chile, specifically in the transmission of content about the city and the urban environment. It is proposed that incorporating the body as a cognitive agent from an enactive approach makes it possible to generate embodied and situated learning through sensory interaction with the environment. Methodology: The study is framed within a post-qualitative approach, focused on practice and its process, using A/r/tography as a methodology and Artistic Research Based on Practice (IABP) as a form of enquiry. Results: Information was collected through narratives in field notes, personal logs, drawings, photographs and video recordings, allowing for the reconstruction of subjective, affective and situated experiences. Discussion: These experiences reveal a construction of knowledge based on the synergy between ideas and perceptions, which evidences the potential of the enactive approach to enrich the teaching-learning process in Visual Arts. Conclusions: The study contributes to the design of an enactive didactics in the school context, focused on embodied learning that arises from the direct relationship between the body, the urban environment and artistic practices.
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