Artists in schools: residency models, their evolution, and challenges for the future

Abstract

This study explores the evolution of different models of artist residencies in schools from the 1960s to the present, analyzing their strengths and challenges. To do so, we begin with a bibliographic review of these practices at both the international and national levels, selecting established projects with at least three years of experience in the implementation of their interventions. We use academic studies and evaluation reports published on the programs in question, as well as data available on the initiatives' websites, as sources of information. We analyze and compare their management and organizational formulas, funding sources, scope, the actors involved and the methods of collaboration between them. Among the challenges to be overcome are the limited funding for the projects, the lack of objective and systematic evaluation of their results, the limited dissemination of the teaching methods and resources developed within their framework, and the scant professional recognition of the work of the agents involved. It is concluded that the rhizomatic expansion model presented by the Red Planea and MUSE-E projects offers advantages for overcoming the aforementioned challenges.