Educación Artística en Tiempos de COVID: Experiencias Docentes y Adaptación Educativa

This chapter delves into the practical applications and pedagogical approaches for delivering artistic education within virtual settings. It explores how educators adapted traditional methods and embraced new digital tools to create engaging and meaningful learning experiences. Topics covered include the use of virtual performance as a tool for implementing the flipped classroom methodology in online teaching, and artistic experiences designed to humanize online education. The section also addresses the temporal and spatial considerations for fostering connection in artistic experiences, and the implementation of cooperative practices in artistic reflection, production, and dissemination through online graphic-plastic approaches adapted for primary education teachers. Furthermore, it examines the new educational challenges posed by the COVID era as an opportunity for change in the field of Didactics of Plastic Expression, and discusses the difficulties and opportunities of online teaching related to intimacy and senses, particularly in the context of "teaching from your home."

This section explores innovative strategies and contexts for heritage learning within artistic education, adapted for the pandemic era. It showcases how educators leveraged everyday environments and accessible technologies to connect students with cultural heritage. The chapter features experiences of collective artistic projects from "confined private spaces" using "images of the everyday." It also discusses situated learning outside the classroom using smartphones and the utilization of open spaces and nature as educational resources for Plastic Education in Primary school, inspired by "from the natural." The integration of the cultural environment into Art History using geolocation tools is presented, alongside the concept of "bodies-less classrooms," where the home becomes a space for creation. Finally, it examines the use of Instagram and hashtags as a repository for proposals, works, and reflections, exemplified by the work of Pablo de Castro Martín.

This final chapter focuses on the crucial role of emotions and interpersonal bonds in distance artistic education during the pandemic. It highlights how art education served as a vehicle for emotional expression, connection, and well-being. The content includes projects like "From My Window," a project of artistic thought and creation, and reflections on "being together today," emphasizing bonds and relationality in the COVID era. The "EncajArte" project, an artistic proposal during COVID in the Primary Degree, is presented, alongside discussions on "education and creativity" through the lens of the beginner's naive vision during confinement. These experiences underscore the profound impact of artistic engagement on emotional resilience and the strengthening of community ties, even when physically separated.