Display candidate transaction variables for article
| Id | 954 | |
| Author | Cárdenas R.E., Barriga A.P., Lizama J.I. | |
| Title | Artistic expression as a teaching strategy for the development of affectivity and self-esteem in people with Intellectual Disabilities and Fetal Alcohol Syndrome (FAS) La expresión artística como estrategia didáctica para el desarrollo de la afectividad y la autoestima en una persona con Discapacidad Intelectual y Síndrome Alcohólico Fetal (SAF) | |
| Reference | Cárdenas R.E., Barriga A.P., Lizama J.I.; Artistic expression as a teaching strategy for the development of affectivity and self-esteem in people with Intellectual Disabilities and Fetal Alcohol Syndrome (FAS) La expresión artística como estrategia didáctica para el desarrollo de la afectividad y la autoestima en una persona con Discapacidad Intelectual y Síndrome Alcohólico Fetal (SAF) ;Arte, Individuo y Sociedad vol:29 issue: Special Issue page:205.0 |
Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056518162&doi=10.5209%2fARIS.53623&partnerID=40&md5=8c35059b76d23c2b4a178c1e55ea4fe3 |
| Abstract | This article describes the artistic experiences of a person with Intellectual Disabilities and Fetal Alcohol Syndrome (FAS) in a visual art workshop conducted in the premises of a municipal school in the city of Yungay, Chile. After using exploratory research, case study methodology and approximation results with different painting and drawing techniques as teaching tools that aimed to develop artistic learning in the school context, it has been concluded that visual arts broaden the channels of visual expression and serve as a way to communicate affectivity and self-esteem through certain practical exercises and systematic actions that benefit the mental health of people with intellectual disabilities. The conclusion also reinforces the importance of a proper atmosphere for the teaching of Arts and the value of creative activity in the context of diversity, self-discovery and a more affective inclusion with the educational community in general. © 2018 Universidad Complutense de Madrid.All right reserved. |
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| 5. Artistic Education, Creativity and Disability Artistic Education enriches cultural diversity, affective experiences, creative, imaginative and symbolic faculties of students, allowing them to develop the capacity for reflection, critical thinking and visual sensitivity necessary to appreciate the aesthetic and cultural dimensions of their environment (MINEDUC , 2013). . | - Points out, furthermore, that there should be a greater empowerment of the educational establishment in repeating these artistic experiences and permanently offering instances of interdisciplinary work for the implementation of an educational project based on training tools through the Visual Arts and in attention to the Intellectual disability. . | allowing to improve the access of students with Intellectual Disabilities to the artistic and cultural offer within educational establishments. . | After using exploratory research, case study methodology and approximation results with different painting and drawing techniques as teaching tools that aimed to develop artistic learning in the school context, it has been concluded that visual arts broaden the channels of visual expression and serve as a way to communicate affectivity and self-esteem through certain practical exercises and systematic actions that benefit the mental health of people with intellectual disabilities. . | The conclusion also reinforces the importance of a proper atmosphere for the teaching of Arts and the value of creative activity in the context of diversity, self-discovery and a more affective inclusion with the educational community in general. . | Visual arts education plays a fundamental role in the diversification of the artistic knowledge of children and young people, because it generates spaces for the integration of methods, forms of expression and interpretations that constitute a language and a vertex from which to understand the world and connect with others (National Council for Culture and the Arts, 2016, p. 7). In the school context, the artistic training of the student body creates inventive and critical human capacities so that art can continue its historical trajectory of revealing, through the styles and aesthetic forms of painting, sculpture, music, dance, literature and drawing, the diverse understandings and feelings of the human being about nature and about their own existence in the world (Siqueira, 2009, p. 146). . | - States that the artistic activities carried out in the sessions have had a benefit in their social and educational integration within the educational establishment. . | Contributing to proposals for curricular implementation in the arts requires increasing collaboration networks with other public and private institutions, because they guarantee over time the establishment of collaborative work alliances in a systematic, constant and progressive manner that guarantee the development of visual self-expression, health mental health, affectivity and self-esteem of children and young people with Intellectual Disability. . | Carrying out workshops and practical activities designed from emotional expectations, personal experiences around affectivity and their relationship with the closest world, is a professional and family commitment that raises the quality of life of people with disabilities to the height of their dignity (Garda, D^az & Fernandez, 2013, p. 7). 4. Self-esteem Self-esteem refers to the need for respect and self-confidence, the desire to be accepted and valued by others. People become more self-confident by having a high level of positive self-esteem, because it improves mental health (anxiety, depression, schizophrenia, personality disorders) and quality of life (Navas, Uhlmann & Berastegui, 2014, p. 36), neutralizing the feelings of inferiority that are continually exposed, allowing to accentuate a satisfactory perception of life, promoting personal autonomy, establishing interpersonal, social and cultural relationships in an equal and satisfactory manner with personal well-being and environment (Alcantara, 1993). Through artistic expression, the artist with a disability projects his or her level of identity and provokes reactions in the viewer, whether positive or negative. The return of these reactions gives feedback to the artist, causing him to stimulate his level of self-esteem, favoring the use of his internal resources, discovering himself within all his possibilities, enhancing his value as a person in the social environment (Ballesta, Vizcamo & Tables, 2011, p. 150). Likewise, Lilia Polo (2000) states that artistic creation allows us to reach to the most secret and unspeakable feelings; play with the limits, overcome them through creative fantasy, dialogue with the real and the fictitious, take a trip back to the origins and come back to tell it (p. 312). . |
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