Reading of audiovisual productions of contemporary art in art education

This article focuses on the reading of audiovisual productions of contemporary art as a creative process, seeking to analyse which effects of meaning the articulations between the visual and sound systems produce, and the meaning that children give to then. It describes a video art, identifying the languages that compose it and the relationships that link them. Such reading exercise had as corpus of analysis the Chair video art, by Masaru Ozaki, and counted with the theoretical and methodological support of the discourse semiotics, especially with studies on assembly procedures that articulate visual and auditory languages. Also, it presents a focal study with the meanings that a group of children gave to the video art. The findings indicate the importance of including the reading of audiovisual productions of contemporary art at school through the problematization of effects of meaning produced by the interrelation between different languages. And they suggest some subsidies that allow teachers from different areas of knowledge to reflect about the visuality in their pedagogical practice; the choice of the audiovisual materials taken to the classroom and other ways of seeing these texts edited.

Using blogs to enhance the capacity of mathematical communication in High School

The aim of this investigation is to analyze the use of the blog as an educational resource for the development of the mathematical communication in secondary education. With this aim, four aspects are analyzed: organization of mathematical thinking through communication; communication of mathematical thinking; analysis and evaluation of the strategies and mathematical thought of others; and expression of mathematical ideas using mathematical language. The research was conducted from a qualitative approach on an exploratory level, with the case study method of 4 classrooms of second grade of secondary education in a private school in Lima. The observational technique of 20 publications in the blog of the math class was applied; a study of a focal group with a sample of 9 students with different levels of academic performance; and an interview with the academic coordinator of the school was conducted. The results show that the organization of mathematical thinking through communication is carried out in the blog in a written, graphical and oral way through explanations, schemes and videos. Regarding communication of mathematical thinking, the blog is used to describe concepts, arguments and mathematical procedures with words and examples of the students. The analysis and evaluation of the strategies and mathematical thinking is performed through comments and debates about the publications. It was also noted that the blog does not facilitate the use of mathematical language to express mathematical ideas, since it does not allow direct writing of symbols nor graphic representation.

Flavian laws, the railway, the newspaper and Loring’s breads

It is abound the research on the formation, rise and failure of the financial and industrial network undertaken by the Loring-Heredia-Larios triangle, bourgeois families who introduced the Industrial Revolution in the south of Andalusia. On the contrary, there are almost nonexistent studies from the perspective of the mentality that sustained their business, social and ethical model in the algid decades of their action (1850-1860). In this paper we propose some hypotheses about the ideological structures of bourgeois group and point out some keys, clues and signs for a future reconstruction of this kind, which so far has not been incardinated that early and failed malaguenan industrial revolution in streams thinking of that time.

Redescubrir la dinámica escultórica desde el trabajo en grupo

La iniciativa que se describe en este artículo, surge de una propuesta de investigación plástica, que se inició espontáneamente en el seno de una asignatura de escultura en la Facultad de Bellas Artes del CES Felipe II-UCM, y que tuvo como principal objetivo explorar nuevos modos de enseñanza artística desde la dinámica creativa en sí misma, con el fin de motivar el aprendizaje desde la participación directa en propuestas creativas que se apoyen en métodos de intervención crítica y que exploren las ventajas de las dinámicas interdisciplinares para complementar las eficacias de los ejercicios individuales, y así poder generar un aprendizaje desde dinámicas de trabajo en grupo. Para ello, hemos puesto en marcha procesos de trabajo cooperativo valorando sobre todo la experiencia directa, ofreciendo a los estudiantes contribuir en la actividad, tomar decisiones, lo que les permite aportar ideas, puntos de vista y opiniones sobre la combinación de nuevas tecnologías y técnicas tradicionales de la escultura, usados en proyectos artísticos actuales.