Promotion of resilience and arts education in high complexity schools: links and guidelines from the literature

Keywords: resilience, arts education, high complexity school, school, educational success

Abstract

The promotion of resilience is a key factor in improving the mental health and academic performance of vulnerable young people. The literature shows the significant role of art in achieving this, although there is a lack of studies on how to integrate both in the school. The aims of this research are: to describe which characteristics of arts education are related to the promotion of resilience; and to define globalised educational guidelines for Maximum Complexity Centres (CMC). We conducted a literature review using a method based on content analysis. The Resilience Framework (RF) (Aumann y Hart, 2009) was established as a system of categories with which to link the implications of arts education studies in each of its dimensions: Basic Needs, Belonging, Learning, Coping and Intrapersonal Aspects. The results describe how the links between art and resilience include other areas and pedagogical theories: emotional education, intercultural and inclusive education, child and community participation, positive adolescent development, art as stimulus, community art and diversity of artistic disciplines. The analysis has made it possible to define a complementary version of the RF with Objectives for the Promotion of Resilience through Arts Education in a Globalised Way. The proposed educational objectives are achievable and are intended to be a simple tool to guide teachers in the design and implementation of actions to promote globalised arts practices and foster students' educational success.

 

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Author Biographies

Laura Fernández-Rodrigo, Universidad de Lleida

Doctora en Educación, Sociedad y Calidad de Vida por la Universidad de Lleida. Profesora en los grados de Educación Primaria, Educación Social y Trabajo Social. Técnica de investigación en la Cátedra Educación y Adolescencia Abel Martínez y miembro del Grupo de Investigación GRISIJ. Sus líneas de investigación son: infancia y adolescencia en situación de vulnerabilidad; tecnología educativa y entornos virtuales de aprendizaje; procesos de aprendizaje en educación formal y no formal; paternidad positiva y educación familiar.

Daniel Gutiérrez-Ujaque, Universidad de Lleida

Doctor en Educación, Sociedad y Calidad de Vida por la Universidad de Lleida. Profesor en los grados de Educación Social y Educación Primaria. Sus líneas de investigación se centran en la concreción de experiencias de docencia a través del arte contemporáneo, la sensorialidad y la espacialidad para fomentar prácticas profesionales reflexivas, creativas, críticas e inclusivas. Cabe destacar publicaciones en la Higher Education in the World 7 por la GUNI o en The British Journal of Social Work.

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Published
2022-03-02
How to Cite
Fernández-Rodrigo L. y Gutiérrez-Ujaque D. (2022). Promotion of resilience and arts education in high complexity schools: links and guidelines from the literature. Revista Complutense de Educación, 33(2), 237-246. https://doi.org/10.5209/rced.73990
Section
Articles