El video-ensayo como herramienta docente: la creatividad y la reflexividad (sobre uno mismo y sobre el entorno) a través de la mirada y la imagen
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2022-03-23
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Jaén: Universidad de Jaén
Resumen
Este trabajo pretende defender la pertinencia del video-ensayo como herramienta docente para las enseñanzas artísticas, en especial en el caso de aquellas contenidas en los Ciclos Formativos de Grado Superior que se adscriben a las familias profesionales de Procesos y Medios de Comunicación y de Comunicación Gráfica y Audiovisual. Para propiciar este objetivo, se lleva a cabo un desarrollo teórico de aquello que constituye el video-ensayo (emprendiendo un viaje desde los orígenes textuales de la forma, su trasposición a formas cinematográficas y el cambio de paradigma derivado de la digitalización) y una vinculación curricular con la legislación vigente en España. En última instancia, exponemos lo que creemos que constituye un punto de partida para la introducción de esta forma en las enseñanzas referidas a través de varias propuestas específicas.
This paper’s intention is to defend the utility of the video-essay as a learning device in visual arts education at the level of secondary school. We propose and develop the use of this tool, particularly, in courses where there is an emphasis in the study of visual languages (cinematographic and photographic) and where there is an equilibrium between theoretical teachings and technical ones. To achieve this, we propose a conceptual journey to discover what a video-essay is exactly (from the textual origins of the form, to its translation into filmic language and under the paradigm of digitalization) and also the development of a solid link with the curricular legislation currently in force at Spain. In the end, we disclose what we believe can be considered as a starting point for introducing the video-essay in the referred courses through a number of concrete proposals.
This paper’s intention is to defend the utility of the video-essay as a learning device in visual arts education at the level of secondary school. We propose and develop the use of this tool, particularly, in courses where there is an emphasis in the study of visual languages (cinematographic and photographic) and where there is an equilibrium between theoretical teachings and technical ones. To achieve this, we propose a conceptual journey to discover what a video-essay is exactly (from the textual origins of the form, to its translation into filmic language and under the paradigm of digitalization) and also the development of a solid link with the curricular legislation currently in force at Spain. In the end, we disclose what we believe can be considered as a starting point for introducing the video-essay in the referred courses through a number of concrete proposals.