Three pedagogical actions from an a/r/tographic approach for the teaching of printmaking in art education

Abstract

Engraving is a discipline with multiple expressive possibilities and both the handling and internalization of its methods and the experimentation that results from them are factors that benefit different areas of the teaching and learning processes. An a/r/tographic approach (which brings together the roles of artist, teacher and researcher in an inquiry) contributes to visualizing these affirmations by drawing on the artistic reflections and practices displayed and occurring within the workshop work. The aesthetic exercise is fundamental for directing and proposing three experiences in three educational contexts; two of them are developed in the Caja Granada Museum and invite the general public and primary education teachers to interact with works of the collection while the third is deployed within the scope of professional training in Artistic Education of a group of Social Education students from the University of Granada. These are simple graphic actions that value the individual result and relate it to the rest of the participants, collectively constructing a work in interaction with its place of development. The results achieved contribute finally to the crystallization of a proposal that gathers eight criteria as basic ideas for the teaching and practice of engraving applicable to other possible educational contexts.