La Transgressió en la representació plàstica: una mirada estàtica a l'estètica : una revisió a la didàctica de l'educació visual i plàstica

Abstract

This article reflects upon the different ways that a teacher giving Classes in Visual and Plastic Education in Primary School, and more particularly in compulsory secondary education, may proceed. It expounds two methodologies: one that works on the basis of visual references to copy them mimetically and which, from a didactic approach that gives priority to the process, not only uses visual models but rather pursues interaction with other areas of knowledge to reach different solutions. Aesthetic education, from the practice of Visual and Plastic Education, is enriched more when an inductive route is followed, promoting sensitivity and consequently imagination and creativity. The inductive route is reflected in the work of projects which, through divergent thought, stimulates reflection and the discovery of new ways of knowing, interpreting and transforming the environment. Being sensitive to the different artistic manifestations stems from a learning process that matures in a given culture and cannot be taught in a linear and closed fashion; artistic expressions are not to be understood, they must be felt. If everything is reduced to an objective and intellectual explanation by the experts, a veritable aesthetic experience does not occur. Having an aesthetic experience in the plastic arts does not only mean enjoying forms and colours, but rather is understanding the relationship that is established, in a given context certain, between what we want to say and how we say it.