Narratives of artistic learning in childhood

Abstract

This work deals with the artistic learning experiences in childhood of the students of Didactics of the plastic and visual arts belonging to the 3rd year of the Degree in Early Childhood Education at the University of Vigo.

The study addresses the analysis of life stories with the aim of knowing the ways, forms and ways of artistic learning of students. For this, a concept of curriculum has been developed as stories embodied in the experiences of students, indicating the transits of learning linked to the experiential, the agency and the importance of education outside of school.

The methodology used has been the biographical-narrative investigation where a sequential triangulation of vertical analysis of the autobiographies, discussion groups, and cross-sectional analysis is articulated, crossing personal and collective stories.

With regard to the results, the narrative approach served to situate the most relevant themes of student learning, among which three trajectories stand out: from school to what is outside of it, from token learning to creative freedom and Fragmented curriculum design to meaningful practices.

The life stories allowed university students to inquire about their own experiences regarding artistic education in their childhood, acquiring knowledge beyond the curricular. On the other hand, narratives were a means to emerge the identity of the students, assuming to be active agents of their own learning through critical reflection, dialogue and sharing experiences.

In the course of this work, new challenges are posed in the way of understanding arts education in teacher training that leads us to an idea of ​​change in the vision of knowledge and teaching practice. The proposal involves incorporating the stories of experiences as a way of understanding the complexity of learning.