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Our Preschool students continue to learn and grow. We share some experiences of the process. 

Our Preschool students were very happy with the activities that were carried out in the First Term. We share some of them.  




Jeanette  Nyberg is a designer, artist, crafter, mother and author of the Art Choo blog. 

She states it is enough to see children paint with their fingers and see them  covered in Paint to understand the trance in which they enter, where they only  concentrate on what they are doing.



It  is difficult to explain for those people who don’t produce art, but the taste  for art  is an acquired skill, declares Nyberg

According to  an article published in the New York Times with the contribution of Guggenheim  Museum, art in education gives the child literary skills. Understanding the  meaning behind a work of art the child acquires the tools to think  strategically and develop reasoning in his writing, reading and understanding  skills.  

The United States secretary of Education, Arne Duncan,  along with Michelle Obama, has been responsible for highlighting the importance  of art in education by stating that “art cannot be treated as a banal issue. It  is essential in stimulating creativity and  innovation for young people who must prepare for a global economy. 

It is a fact that a new economy is emerging in the world, and it’s that economy  which  requires creativity, imagination and innovation. Therefore it is vital to give 

children and  young people the necessary tools to stimulate and expand their mind.  

The  Washington Post journal published an article by Lisa Phillip director of  Canada’s academy of stage and studio arts, which highlights the 10 main skills  a child develops through art. These go from a personal to a working  perspective:


Art  teaches children to have a good judgment about qualitative relationships .


Art  teaches children that there is more than one solution to Problems and that  questions may have more than one answer


Through  art, multiple Perspectives are shown for children to see and interpret the  world from various approaches .


Art  makes vivid the fact that the limits of language are not the limits of  knowledge. 

Meaning, words and numbers are not the limit for education .  


Through  art students are taught that small differences have large  effects on both life and learning .


Through  art, the student learns that images can become a reality by capturing them with  entrepreneurship .


Because  of art children can learn to express themselves. They can learn to say what  they can't communicate with words. When a child is asked to describe what he  feels in front of an art piece he needs to look for the right words and make  use of his poetics abilities to describe his feelings.


Through  art, experiences are activated and a process begins for the student to discover  his range of feelings and sensations a person can have.



By  including art in the subject´s learning program from a school, the child is  shown that it is also important for adults .


Art  gives the children the idea that problem solving is diverse and depends on each  one of us, since it changes according to circumstance and opportunity. This  contributes for children to become capable professionals to face change  unexpectedly in the future .

Taken from  Revista Semana http://www.semana.com/educacion/articulo/10-razones-por-las-que-la-educacion-en-arte-es-fundamental/386497-3  

Dialogical relations between art and pedagogy

Throughout history, art has been an important tool for communication between human beings, allowing in this way the expression of ideas, desires, emotions or even the understanding of the world from a subjective standpoint. In this sense and as part of the pedagogical strategies of our institution, we wanted to think about art and the aesthetic experience, as fundamental components in the current forms of knowledge that can be glimpsed beyond the "beautiful" object. As a result these ways of thinking about art and aesthetics bring us a little closer to understanding the world in which we live in .    

At the Liceo Taller San Miguel we have tried to think of artistic education as an encounter. In this encounter art and pedagogy are dialogically related and generate new paradigms that have as a fundamental axis appropriation, critical thinking and sharing of the experience with one another. Included in this new way of learning are different views on teaching, learning from the vital, the conceptual and the historical. Rethinking the role of education in this way leads us to relate these connections with the concepts of perception and creativity which are fundamental notions in our pedagogical practice .

The new ways of thinking about artistic education have brought us closer to what we have wanted to strengthen in our students during all these years: The development of the cognitive processes characteristic to creation and perception, based on learning processes that are fundamentally linked with other areas of knowledge. This perspective allows our students to adopt a critical attitude towards the matters of the world, facing its challenges by re-designing it subjectively (Fonseca, 2011). It is fundamental in these processes that students confront their own productions, not only as admirers, but as individuals who raise concerns about what is presented to them, thus generating analysis and reflection in every sense

We are aware of the changes being generated in the academic and pedagogical processes used in worldwide education; we know that we are experiencing a change in the teaching and methodological methods used in the classroom. Young people and children of our time are living an era of great transformations in the fields of culture, technology, and social transformations. In this sense teachers need to be up to the signs of our time and of life and in this way contribute to the great deployment of possibilities offered by the new models of teaching in education. That is why educational experiences based on art allow us to imagine changes in thought processes and social transformation, because these experiences enable us to redefine our experience with the world

That is why the most important thing here is not the artistic object but the process of production, from the symbolic, from the images and the exchange that this type of productions can generate. We are then faced with "New ways of experiencing and perceiving the contemporary world, in this sense the arts have a legacy, associated with the understanding of the world through images, images that are conceived as stories open to research and creative interpretation  

Our educational practice is then conceived as an open story where what is important are those lived experiences which overcome the capture of the object for the objects sake, which brings us closer to an education that promotes experiences and aesthetic thinking. We are clear that our purpose is not to train artists or experts in a particular technique. These are just the means by which the thought and reflections of the world that can be had from a perspective materialize. Imagining a humanistic education from the critical standpoint allows the individual to have an idea of ​​the context that surrounds him, understanding context as a space that covers the spheres of culture, politics, technology, territory, economy, and social conflicts among others. So we are educating for the experience, for the understanding of the world and relationships that can be woven with the environment in all its dimensions .   


Georgina Montoya 

Arts Teacher


P roject "Fossils

In the artistic theoretical context, students were able to develop the dynamics associated with geology, by the technical simulations that allow the materials used such as clay, gypsum and tree leaves.  

The traces from the leaves provide a mimesis or a simulation of the geological records, with the linking of artistic techniques. This way we obtain interweaving of interdisciplinary associations. The process highlights a thematic that unites knowledge with know-how, resulting in an element called for this activity, the fossil   .

Artistic processes with 5th grade students

It is mediation between the interpretative possibilities of an artistic avant-garde in which skills and attitudes are based on the performances in which students provide their intentions of interpretation towards a plastic execution and methodology. In terms of techniques, it seeks expressiveness through pencil strokes, the possibilities of plastic writing with colored pencils, addressing a poetic, desires and tendencies by the materials it incorporates in the work. In the methodological it makes a performance through the knowledge and application of synthetic cubism and analytical cubism, two concepts that incorporate the particular look of each student in the aesthetic creation process



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