Aplicación de la metodología ABP al desarrollo del tema forma / materialidad del programa de la asignatura Escultura II

  1. José Antonio Liceranzu
  2. María Jesús Cueto
  3. José María Herrera
  4. Augusto Zubiaga
FECIES 2013: X Foro Internacional sobre Evaluación de la Calidad de la Investigación y de la Educación Superior
  1. María Teresa Ramiro Sánchez (coord.)
  2. Tamara Ramiro Sánchez (coord.)
  3. María Paz Bermúdez Sánchez (coord.)

Argitaletxea: Asociación Española de Psicología Conductual AEPC

ISBN: 978-84-697-0237-6

Argitalpen urtea: 2014

Orrialdeak: 1048-1053

Biltzarra: Foro sobre la Evaluación de la Calidad de la Educación Superior y de la Investigación (10. 2013. Granada)

Mota: Biltzar ekarpena


The experience is developed by a group of four teachers that share a same programme, Sculpture II, in the second year of the Bachelor‘s Degree on Art, Creation and Design and Conservation and Restoration, Faculty of Fine Arts in Leioa (Bilbao) UPV/EHU, between the framework of an educational innovation project promoted by the Vice-chancellorship of Undergraduate Studies and Innovation. The article is about the application of new active methodologies, in particular the PBL, in a teaching and learning environment distinctive of the Fine Arts at the time in which discussions involving the convergence with the EHEA are being debated. It is argued that teaching art has been governed by archetypal strategies of active methodologies (focused on the student, promoting his own quest, understanding apprenticeship as a process and not only as a result), but without reaching the systematization that they promote. That Art Education has always been attentive to the processes of transformation, uncertainty and indeterminacy of Art and towards which we need to educate our students. The experience has allowed us to see, among other things, the always underlying and not resolved conflict, between the necessary predictability of educational strategies and the unexpected and unforeseen of the artistic practice.