The design of poetic and autopoetic methods in Artistic Education: articulating methodologies and methodographies

Abstract

In this article we introduce you to the methods that art teachers design to guide the course
of their teaching action and thus achieve the learning main. The general objective is to identify
the importance of the methods in the context of Art Education and the need to differentiate in their
design between the singularities of the teacher and the student to open up to the poetic and autopoetic
possibilities that are given when creating. To this end, we identify the points of connection between
different methodical models and how the processes of creation make possible the personalization
and diversification of the method. Likewise, we define the methodology by incorporating the term
methodography. Through the investigations and comparisons made in the analyzed literature, it is
revealed that the personalization of the method is possible and desirable, identifying the need to open it
to the poetic and autopoetic from its ideation, something that has already happened in artistic research.
We conclude that talking about teaching methodologies cannot mean that art and its own education are conditioned by systemic didactic models, since the poetic conditions of the act of artistic creation must
also define elements such as method.