Contributions of the Dialogical-Self Theory to the artistic teaching

How to draw a curriculum for a Painting course that emphasizes the identity of the student / future artist? This paper presents a research project that aims to test an educational model for the Painting course that conceives the student as a subject capable of generating the premises for the development of his/her artistic project aligned with his/her personal identity and skills, therefore, approaching the Self and the artistic practice. The construction of an artistic project throughout a painting course involves spatiotemporal variables and disciplines in which the student moves spontaneously that, in a simplistic way, can be characterized by a total practical and conceptual freedom. Under these circumstances, what role can a school play to prevent falling into a merely technical, or conceptual, or totally anarchic artistic training? The development of the artistic project by the student is conceived as an authorial process similar to the development of personal identity that reconciles a juxtaposition of affective, reflexive, behavioral and formative processes, influenced by the global zeitgeist. The Dialogical Self Theory will be the framework to conceptualize the authorial process underlying the students’ artistic project development and the role of the school in this process. The aim of this research project is to respond to a pedagogical need based on a current model of artistic teaching that highlights the role of personal identity in artistic practice.

Keywords: Artistic teaching; artistic project; personal identity; Dialogical Self Theory

Título do Evento 10th International Conference on the Dialogical Self
Título da Comunicação Contributions of the Dialogical-Self Theory to the artistic teaching
Data 15 de Junho de 2018
URL Link