Intermediality: A Basic Approach To Address New Complex Classroom Communicative Phenomena in Education

Abstract

This study proposes the translation of the aesthetic theory of intermediality in the field of education as a theoretical framework that fosters new concretions of artistic competence in the classroom. The starting point of our research, based on the analysis of the curriculum and its concretions in the classrooms of different Primary Education institutions, is the social need to promote the reception and creation of hybrid artistic forms, which use all the languages, means, techniques and resources that we have today at our reach. In this way, the students would be not only consumers of intermediate contents, but also creators. Therefore, we propose to take a step back and a step forward in most of common didactic artistic proposals of our schools and empower students in the creative process: on the one hand, we must propose them challenges that allow them to choose the genre with which they will answer and generate their own speech; and on the other we must promote, through mass media, that their productions reach an interested and critical audience, and not only the teacher. This approach also requires a more fluid conception of artistic genres