Propuesta didáctica para la implementación de la crítica genética en los procesos de investigación-creación en artes visuales

Abstract

Research-creation constitutes a new field within academic artistic praxis, but it accumulates sufficient theoretical and methodological progress for the purpose of its introduction into university study plans. Among the existing theoretical information, the agreement of authors in favor of the potential usefulness of the method of genetic criticism (from philology) for a processual approach within the visual arts, encourages the design of a didactic planning built in the format of practical class and with the constructivist methodology of discovery learning. The activity is integrated into an organization of experimental content, under the protection of disobedient pedagogies. Subjected to a double experimental edition, through the conjunctural adaptation of typical phases of a Lesson Study, it allows us to conclude with a referential model of immediate usefulness in the methodological disciplines taught in visual arts and related careers, suitable for the introduction of the teaching-learning of the subject, the stimulation of its practice specifically investigative in the academic field, and the understanding of art as another form of knowledge production.