ADAPTIVE LEARNING IN VISUAL ARTS SYLLABUS: A PRACTICAL ANALYSIS

Abstract

The Visual Arts and Artistic Technologies programme values adaptive learning, providing educational content that meets students' needs. One of the main pedagogical strategies adopted is the project work methodology, focused on structuring creative thinking and solving pedagogical, technological and artistic challenges presented in the different Curricular Units (CU). In this context, the Ceramics Workshop and Product Design CUs were analysed, where this methodology is applied in a practical and tangible way. Through direct action on materials and reflection on the creative process, skills are acquired that enable autonomous artistic practice, stimulating observation and exploration of new possibilities, developing a critical spirit towards projects. It is applied interdisciplinarity, integrating technological concepts and processes. As a team, solutions are developed for specific problems, exploring different manufacturing processes and representation techniques, tested through physical and digital prototyping. This process improves the quality of responses and promotes learning through trial and error. In the light of the experiences of the CUs presented, we highlight the effectiveness of this methodology in promoting creative autonomy and developing practical and reflective skills, stimulating the ability to learn by doing (Ingold, 2013). The practical approach provides tacit knowledge for artistic and design practices, in line with Felmingham's reflection on ways of teaching (Felmingham, 2014). This methodology encourages collaboration, experimentation and critical reflection, preparing students for contemporary challenges. The proposed theory finds good results in workshop practice, approaching what Guiller et al. (Guiller, Durndell, & Ross, 2008) call authentic and multidimensional learning.