Posibilidades didácticas del storyboard: un estudio con maestros en formación

Inés Ortega-Cubero; Pablo Coca Jiménez; Victoria Martínez-Vérez; Irene García Chacón

doi:10.5209/rced.100001

Inés University of Valladolid https://orcid.org/0000-0003-1097-6181
Pablo University of Valladolid https://orcid.org/0000-0002-4639-8937
Victoria University of Valladolid https://orcid.org/0000-0002-8417-5101
Irene University of Valladolid https://orcid.org/0000-0002-4904-5993

DOI: https://doi.org/10.5209/rced.100001

Keywords: Higer education, Art Education, Drawing, Graphic arts

Agencies: No sources of funding

Abstract

INTRODUCTION. This research article analyses the impact of a storyboarding project with students of the Primary Education Degree in order to study the development of artistic and organisational knowledge skills of the participants. METHOD. This is a cross-sectional, exploratory study based on a mixed methodology combining questionnaires, observations and qualitative and quantitative analysis. A total of 131 students from the Degree in Primary Education participated in the study. The data were analysed using SPSS to identify impacts on technical, cognitive and expressive skills. RESULTS. The findings indicate that storyboarding favours students' artistic, cognitive and expressive skills, which are essential for the creation of visual narratives and for identifying relationships between different concepts and ideas. Differences were observed between males and females. In this sense, a higher appreciation of learning was observed among women, who stood out for their ability to organise visual concepts, while men perceived the project as a greater challenge. In addition, a general increase in artistic appreciation and self-awareness of the possibilities for improvement was detected, along with difficulties in spatial and character representation. DISCUSSION. The findings suggest that storyboarding is perceived by the participants as an effective tool for developing artistic and transversal cognitive competences, offering a pedagogical resource adaptable to different areas, and therefore its inclusion in educational curricula is recommended.

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Author Biographies

Inés, University of Valladolid

Inés ORTEGA CUBERO: Lecturer in the Department of Musical, Plastic and Corporal Expression at the University of Valladolid, in the Faculty of Education in Soria. Graduate in Fine Arts and History of Art from the University of Salamanca, degrees which she studied simultaneously, with excellent records, between 1996 and 2001. In the 1999/2000 and 2001/2002 academic years she was awarded a scholarship by the same university to the prestigious Edinburgh College of Art (ECA) and McGill University in Montreal, respectively. Master's degree in Museology from the University of Valladolid in 2002. D. in Didactics of Artistic Expression from the same university in 2007, with the qualification of outstanding ‘cum laude’. Her doctoral thesis, on the sculptor Ángel Ferrant, was published in the renowned collection ‘Estudios de Arte’. She is also Professor of Drawing in Secondary Education and Baccalaureate, and has been a career civil servant since 2004. She has university teaching experience in more than twenty different subjects in her area of knowledge, both undergraduate, Master's and Doctoral, and has supervised numerous TFM and several Doctoral Theses. He has more than thirty articles in specialised journals and two six-year research periods. His lines of research are natural graphic and plastic expression, the potential of art as a means for learning and personal development, and the creative procedures of the historical avant-gardes. He is currently a member of GIR SKENÉ at the University of Valladolid.

Pablo, University of Valladolid

Pablo COCA JIMÉNEZ: Doctor in Didactics of Artistic Education, he is a lecturer in the Didactics of Plastic Expression Department at the University of Valladolid. He has been coordinator of the Research and Education Department of the Patio Herreriano Museum of Spanish Contemporary Art between 2008 and 2018, of the Departments of Education and Cultural Action of the provincial museums of Castilla y León (2008-2010) and head of education in Valladolid of the exhibition programme ‘Constelación Arte’ of the Junta de Castilla y León (2005-2010).

His lines of research focus on: A) education in museums, educational curatorship and inclusive practices in museums and B) visual culture and art education. She has published several articles in journals and book chapters in the field of art and art education applied to the context, and has led several courses on museum education and art practice, also participating as a speaker at numerous conferences and seminars.

Member of the Recognised Research Group (GIR) Transdisciplinary Research on Social and Communicative Reality in the Cyborg World (TRANS-REAL LAB) and of the R&D Project Transversality, creativity and inclusion in school music projects: An Evaluative Research (TCIEM) (PID2021-128645OB-I00 funded by the Ministry of Science and Innovation of the Government of Spain). She has enjoyed research and teaching stays in different universities in Portugal (Porto, Bragança, Lisbon) and at the University of Peloponnese (Greece).

Victoria, University of Valladolid

Victoria MARTÍNEZ VÉREZ: PhD in Sociology from the University of La Coruña and in Fine Arts from the Complutense University of Madrid. She holds a diploma in Social Work and a degree in Sociology from the Universities of Santiago de Compostela and Pontificia de Salamanca. She is currently a lecturer in the Department of Musical, Plastic and Corporal Expression at the University of Valladolid, where she works as a PDI in the Faculty of Education. She is also a member of the editorial staff of ‘Encuentros. Revista de Ciencias Humanas, Teoría Social y Pensamiento crítico’ and collaborates with the journal Kepes as an international advisor, both of which are indexed in Scopus. She has a six-year CNEAI-ANECA recognition (2014-2020) and a research activity that includes a total of 32 articles, 9 indexed in WOS; 23 in Scopus; 2 ESCI and 20 chapters in SPI 1 editorials. The contributions are linked to 2 lines of research: 1- Design and evaluation of arts education programmes for well-being in learning communities; 2- Analysis of educational projects for the acquisition of competence in cultural expressions. In addition, she has won several educational awards, including the Espiral de Educación and the Educa Abanca, which ranks her as the third best teacher in Spain.

Irene, University of Valladolid

Irene GARCÍA CHACÓN: Permanent Lecturer in the Department of Art History at the University of Valladolid.
PhD in Art History from the Complutense University of Madrid, she completed her thesis, which was awarded the Extraordinary Doctorate Prize, thanks to an FPU grant from the Spanish National Research Council. She completed her pre-doctoral training with stays at New York University, the Université Sorbonne Nouvelle-Paris 3 and the University of Cambridge. During his post-doctoral studies, he has also spent time at the Università Ca' Foscari and the Università di Bologna.
Her work has been published in journals such as Ínsula, Cuadernos Hispanoamericanos and Investigaciones Feministas and in publishing houses such as Visor, Comares and CSIC. Her research career has been endorsed by the awarding of postdoctoral grants such as the Juan de la Cierva-Incorporación, the NextGenerationEU University Teacher Re-qualification and a six-year period.

In the field of exhibitions, she has curated the exhibition Universo Ferrant (Museo Patio Herreriano) and co-curated Vida entre amigos (Diputación de Granada) and Mujeres de papel. Trazos de la generación del 27 (Sociedad Económica de Amigos del País, Málaga). She has held fellowships at the Museo Nacional Centro de Arte Reina Sofía, the Fundación Juan March and the Solomon R. Guggenheim Foundation Internship at the Peggy Guggenheim Collection.
Focusing on contemporary material culture, her main lines of research revolve around drawing practices during the first half of the 20th century, creative networks and the visual particularities of written productions.

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