NET SCULPTURE AND THE UNEXPECTED ENCOUNTER WITH JOY

Abstract

The pandemic has redefined educational dynamics and imposed significant challenges on sculpture teaching, requiring substantial adaptations to preserve the continuity of the educational process. It was necessary to reconfigure both content and pedagogical strategies, considering the restrictions imposed by the COVID-19 context. This restructuring not only required a review of teaching objectives and methods, but also a reassessment of the role of the educator and the student, as well as the very nature of artistic knowledge.

The reorganization of the curriculum and the emphasis on carrying out projects allowed for creative exploration with domestic materials, while maintaining a constructive routine during isolation. This approach not only promoted hands-on learning, but also served as a way to relieve anxiety and maintain a sense of community. The resulting projects not only testify to adaptation in adverse times, but also reflect a genuine commitment to artistic education. What's more, they transcended the personal sphere, communicating not only with the producers but also with the audience, highlighting the intersection between life, art and emotion. This challenging context offered an opportunity to rethink art teaching methodologies, not just as a temporary fix, but as a forward-looking reflection on the essence of Art Education, going beyond the physical limitations of the classroom.