Pertinencia
del método ARTE parala enseñanza del cuento latinoamericano en Educación
General Básica(EGB)
Relevance of the ARTE method for the teaching of the Latin American story in Basic General Education (EGB)
Andrés Román-Orbe
Universidad Nacional de Educación, Azogues, Ecuador
andres.roman@unae.edu.ec
https://orcid.org/0000-0002-2264-8487
Kerly Hidalgo-Medina
Universidad Nacional de Educación, Azogues, Ecuador
kerly.hidalgo@unae.edu.ec
https://orcid.org/0000-0001-9895-9479
(Recibido:
23/10/2018; Aceptado: 15/11/2018; Versión final recibida: 14/12/2018)
Cita
del artículo: Luján-Mora, S. y Simbaña-Gallardo, V. (2019). Relevance of the
ARTE method for the teaching of the Latin American story in Elementary school
(EGB). Revista Cátedra, 2(1), 123-139.
Resumen
El método ARTE
es un conjunto de actividades reflexivas, teóricas y experimentales basado en las teorías de
aprendizaje de Piaget, Vigotsky
y Ausubel. La metodología usada para la investigación fue de enfoque cualitativo, teniendo
presente que es una investigación de corte humanista;
pensada en la diversificación del aula de clases.
La pertinencia e importancia
de este método se
evidencia a lo largo del proceso metodológico
de la investigación tomando en
consideración la integración que se dio entre las prácticas preprofesionales (PPP) del año lectivo y la recopilación de fundamentos
teóricos. El método ARTE dentro
de su proceso de evaluación
reconoce a la diversidad y el diálogo como
principales actores y fundamentos para la mejora de la
calidad del sistema educativo, puesto que al estudiante
le otorga autonomía y
consciencia de los procesos de aprendizaje.
El proceso también considera todas
sus dimensiones, es decir, el contexto del alumno. El
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proyecto
se lo aplicó en la institución educativa
(IE) Francisca Dávila fue la escogida para
realizar las PPO del séptimo ciclo de educación general básica, mención
Lengua y Literatura. El punto de partida para el diagnóstico
de las metodologías y técnicas de enseñanza- aprendizaje de Lengua y
Literatura fue precisamente el transcurso de séptimo a
décimo año de EGB paralelo
B.
Palabras clave
Cualitativo, aprendizaje, ARTE, método, proceso,
Abstract
The ARTE method
is a set of reflexive, theoretical and experimental activities based
on the learning theories of Piaget, Vygotsky and Ausubel. The methodology used for the research was
a qualitative approach, bearing in mind that it is a humanistic research
thought about the diversification
of the classroom. The relevance and
importance of this method is evident throughout the
methodological process of the research, taking into consideration
the integration that took place between
the preprofessional practices of the
school year and the compilation
of theoretical foundations. The ARTE method
within its evaluation process
recognizes diversity and dialogue as
the main actors and foundations for
improving the quality of the education
system, since the student is given autonomy and
awareness of the processes in all their dimensions.
Keywords
ART, qualitative, method, process, learning.
1.
Introduction
Education
has evolved rapidly in this time, fact
that is alarming not necessarily because of the updates
that have been made to improve
it, but because it is not effective enough
to educate in the 21st century. The work of the teacher
is to seek innovative methods,
strategies and activities
that improve the teaching process in
any of its application fields; this does not mean that traditional
practices are wrong, but that they can be improved to transform education.
The student must
be an active actor during the
class, however, it has been observed
that this does not happen due to the non-fulfilment of the skills necessary for the sublevel. The educational institution Francisca Dávila was chosen to carry out the preprofessional
practices of the seventh cycle of basic general education – language and literature, from this cycle it is sought to
approximate the tenth year of parallel EGB B, in the Language
and literature subject. The
target is to present diverse alternatives to
the inclusion, diversity and
interculturality, since there are concepts that may not be internalized completely in the educational reality.
The educational institution is located in the urban
sector of Cuenca, being also one of the most prestigious institutions of the city. Currently, it offers basic education and baccalaureate, thus modifying
the school's status (first from basic to
seventh of basic). EI is known because it was a school only for girls, but in the last four years it
has accepted men, and it is now a mixed school. It has 859 students, out
of which 605 are women and 254 are men; in the
same way, the school has 24 women teachers and 5
men teachers, for a total of 29 teachers.
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The
tenth year of parallel EGB B was formed by 29 students (10 men and 19 women)
in ages ranging from 14 to 17
years old; this indicator was taken as a starting point to understand the diversity
existing in the classroom
in psychopath, emotional and
behavioral aspects. In the area of language and literature,
students do not have an outstanding
advantage, because the
homework is not done, and as for the evaluations
made throughout the school
year, the students do not give the importance they should.
In general, it is observed that the classes of the subject are taught in a traditional way; no experimental
or reflective activities are carried out. In addition to this reality,
there is no evidence of the complete development of the skills that
each sublevel of education seeks to develop. Therefore, this
research designed, implemented and evaluated the ARTE method (reflective, theoretical and experimental activities) in the
specific topic of the Latin American tale,
having a diversified evaluation model for the personalization of the teaching
process. The theoretical modality corresponds
to Duarte, Amer and
Pascual from the learning environment;
Rodríguez from the diversification of the education;
Montico and Ospina from the motivation; Barrera from education - learning of
the Language and Literature; Monzónfrom
the methodological activities, the
Organization of the International
Baccalaureate from the personalized
evaluation; Ausubel, Piaget
and Vigotsky from Constructivism; Canclini from the explanation of
art and culture.
The
school reality is more complicated than it seems: the attention of the students that must be caught
at every moment, the dynamics
and innovation of the class and the
methodological reflection are some aspects that can be improved and that should
be the focus to achieve a
correct teaching-learning process. For these reasons, the
research question arises: how
does the application of the ARTE method
influence the teaching of the Latin American tale
in the tenth year EGB parallel Bstudents?
Pre-professional practices make it possible
to observe the various situations that occur in the school environment. In the area of language
and literature, it is possible to see that classes are
taught in a traditional way, which means that the student is not the main actor
of his/her learning nor actively participates on it. Group activities, dynamics and
contextualized activities are, to
a certain extent, uncommon. It has also been identified that not all the essential skills
for the sublevel are being fulfilled, since the methodology and the evaluation processes are not adequate to achieve their development.
The general objective of the research is to evaluate the relevance of the
implementation of the ARTE
method in the tenth
year of parallel EGB B. In order to fulfil the general objective, research tasks are described
as:
· To investigate theoretical foundations that support
the project.
· To systematize the information
to adapt it to the context of the institution in which the
problem was identified.
· To design the Art
method for later execution.
· To design the customized
evaluation tools for the implementation of the ARTE method
based on the teaching
of the Latin American
tale.
· To implement the ARTE method
based on personalized learning in the teaching of
the Latin American
tale.
· To evaluate the relevance of
the implementation of the ARTE method based
on the personalized teaching of the Latin American tale.
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2. Diversity of education
Diversification
arises in the educational field
as a curricular need to satisfy the organization
of contents and subjects. In this way, the idea is to achieve the fulfillment
of objectives and competencies, however,
the "term diversification is
directly related to the modification
of pre-established
patterns in various fields whether
educational or social" (Amer and
Pascual, 2015, p. 8). This conception was observed throughout
the nine weeks of the PPP, in which it was accompanied and experimented in
the role of teacher at IE Francisca Dávila.
According
to the Royal Academy of the Spanish Language (2018)
diversification is "1. Tr. To
change into multiple and
diverse what was uniform and unique" (p. 78). The above explains that
the diversification process consists in
expanding the options that are presented
to a student or the class for the accomplishment of
work or task. So it should be planned
taking into account the distinctions between one student and another.
Teaching is a continual process of preparation and search. In this regard,
Rodríguez (2013) mentions that:
"teaching means allowing the students to learn, i.e.,
to encourage the conditions to freely express their
needs in a favorable affective
climate of compression, acceptance and respect"
(p. 36). This is translated into a harmonious
and effective environment for
achieving meaningful learning based
on the potential of existing diversity. The student
is the one who sets the needs
inside the classroom, since the previous ones have
already been satisfied. In many of the
situations the student does
not create needs consciously,
but these needs appear as the educational
process is developing.
One
of the most common problems that a teacher faces in the educational
practice is that the
classroom is conceived as a space full of rules and limitations. According
to Viveros (2003) "The classrooms have
become enslaved spaces giving empowerment
to the teacher because he/she "possesses the knowledge" and "possesses
the power to assign the
qualifications” (p. 5). Teachers should
modify the conception of the classroom
and the students to transform it into the appropriate space for generating joint knowledge; they should also motivate and generate
high expectations about the work of their students.
The teaching work should allow broadening the
horizons of each of the members in the class, for this reason Rodríguez (2013) mentions that
"the objectives of education are: to
develop individuality, to recognize oneself as unique human beings, to develop their potential" (p.
38), but how to identify and develop the individuality
of each member of the group?
There are tools that help
to identify the existing
interpersonal relationships in the classroom
as well as the learning
styles of the students in the
classroom. Class diversification should be prioritized, since the design
of methodological activities
will occur based on the diversification.
The Vak test designed
specifically to identify the learning styles of outstanding performance in the classroom
does not mean that teachers
should concentrate on the predominant artistic styles but in
all in the extent possible. According
to Aragon and Jiménez (2009), learning styles
offer the teacher "a conceptual framework to understand the behaviors
observed in the classroom, which provide an explanation
of the relationship of these behaviors with the way the
students are learning and
the type of teaching strategies” (p. 7). For this reason,
diversifications of the teaching processes must start from the knowledge
of individuality of each of the students.
From
another point of view, the socio-metric technique understands the interpersonal
relationships of each of the students. It is very important to know how
positive or negative integration is in the classroom, because in this way
students can help each other by
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enhancing their leadership skills and helping to develop
abilities for their peers. García (2013) explains
that the Sociogram is a data analysis technique in
which the social links established in the classroom are identified. These instruments guide the teacher
to another key point in the
execution of the class. For a class to develop
effectively not only there must be the necessary resources, but it
must be conceived under motivational
parameters throughout the process.
3.
Motivation
in the classroom
Motivation
is one of the most neglected factors in the classroom, because it is thought that motivating should only
occur in the classroom, the observations
of the class showed the little attention given to the
motivational role. According to González
(1999), motivation "is the set of
internal states and processes of
the person who direct and sustain
a specific activity" (p. 106). While talking about a particular activity
does not mean that it should not
be encouraged at all times of the class.
The
motivating act provokes in the student different behaviors, because he/she feels
more confident and with much more security to participate.
According to Montico (2004), "Motivation causes students to act
or behave in certain ways" (p. 107). This is then the search for
satisfaction through stimuli to achieve a goal. Ospina
(2006) mentions that "motivation influences the student's thinking, thus the outcome of
learning" (p. 159). This conception shows that the more motivated the student
is, the better the result in the
teaching process.
4.
The teaching
of literature in basic education: The Latin American Tale
The
teaching of language and literature from the experience is given in a retention and unique
way, thus, being monotonous without
grace
and appreciated with
little interest by the students
of Upper EGB level. According
to Barrera (2011) "The Teaching-learning
of the language has
undergone profound changes" (p. 28). This means that
the teacher must not remain static when facing modifications and new implementations
in the area, reason for which the teacher must be updated in order to
carry out its teaching role, not as a simple
transmitter of contents, but as an aid in the sharing of
knowledge.
It is important that the teacher has knowledge
of the subjects he/she will teach during
the classes. Similarly, the teacher also needs to remember that a class does not only mean knowing
and managing
concepts. The Latin American tale is one of the topics addressed in Unit 4 of the language and
literature text of the 10th year of EGB. It specifies that the objectives to be met are in accordance with the skills raised in the National
Education Curriculum (2016) in the curricular
block number 5. The block is titled literature
and is intended to achieve: the interpretation
of a text based on the gender
to which it belongs, the
critical debate, the choice of readings based on the preferences of the student, the composition of texts with various literary
resources, among others, to form readers
and writers with critical reasoning and power of expression.
To get the training
of good readers, writers and critics, it is important to keep in mind that
not only the theory will feed
the individual, but the spaces that
are conducive to the imagination. In this way, it can be said that learning
must be empowered and the mind must be focused
on the development of skills. Therefore, it is understood that contexts, environments and learning scenarios are
essential for proper
training.
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4.1
Contexts, environments and
learning scenarios: Language and Literature Contexts, environments and learning scenarios are those
spaces that are suited
for the learning process
to develop in an optimal way.
The teacher is the main
actor in the creation of scenarios
and learning environments, because he/she wants to achieve the development
of certain skills in the students.
4.2
Learning contexts
Learning contexts cannot be modified because they are pre-established
before the student enters the EI. According to
(Hativa, 2000, Trevisán, 1995 and Cubero, 2005)
"the context refers to the climate or social context suitable
for learning, to the sociocultural scenario that considers:
relationships, participation rules, ways
of participation, activities, learning strategies, modes of communication, reasons, goals, etc."
(p. 4). The latter refers to the existing parameters for the correct development of the learning process.
However, not only is the
context part of this process,
but it needs other components to teach the teaching in an ideal way.
4.3
Learning environment
The
creation of functional and adequate learning environments is necessary
for the student to feel comfortable when learning; according to Duarte (2003): "The environment derives from the interaction of man with the natural environment that surrounds him" (p. 2). This means
that the effectiveness of an environment is due to the comfort that the main
actor of the educational process feels. According to Duarte (2003)
the learning environment “is
an active concept that involves the human
being, hence, the teaching
actions that the learners receive and are able to
analyze about their own action and the others in relation to the environment” (p.
2). There is so much need to improve the educational practices
that it should start from the most basic,
but more complex element for the
teaching process,
i.e., the learning
environment. Therefore, the importance of the environment, because it is propitiated the methods,
techniques, strategies, tools and
didactic material suitable for
the class.
A learning environment in an educational institution is in many cases formal, because they are committed
to the knowledge that the students
must have, the skills that must
develop and the skills that must be fulfilled during their
schooling. This formal environment is not just about the experience in the classroom or
the educational institution, but the psychosocial environment of eachstudent.
4.4
Learning scenarios
The learning scenario is that space that the teacher and the students create to get the
most benefit in the educational
process in which they are. Figueroa et al., (2017) state
that the scenario "is the space as a fundamental axis that gathers aspects
like: ventilation, lighting, distribution and organization
of the furniture and the support material, ad it also
includes what is related to the teaching purpose" (p.
177). It is in particular the physical space in
which the learning is developed. The
construction of a scenario has several
components, according to the authors
mentioned above "an educational scenario is built with
the active participation of actors who meet different roles and assume different levels of commitment in the educational process:
teachers, students, family and community with their own actors"(p. 176).
This is conceived as the social
and community need to improve education from all its edges.
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5.
Methodological activities
The
activities are specific processes that the teacher designs,
implements and evaluates
during the teaching learning
process. In other cases, as with the strategies, the teacher may not necessarily design them, as
he/she can investigate, select and even adapt
them to the needs of the
classroom. The activities should be contextualized
and, as far as possible, customized to the learning style, the intelligences and contexts
of the students. "Methodological
activities should always be focused
on diversifying and signifying skills, content
or processes in general" (Albares, 2017, p. 45). Therefore, methodological activities should not fall into an automation,
or in a preconception of acts, but in
processes, moments and spaces
destined to reflect,
conceptualize and experiment with learning.
5.1
Design of
methodological activities
García Vega (2010) conceive methodological activities as a "creative and systematic
process" (p. 34), since it requires
research skills learned and developed throughout the teaching. It
is the teacher who should be able to understand the context of their students, become
aware of it and work towards the development
of the skills. "Activities
should be thought to work several cognitive
fields" as stated by (Sarah, 2011,
p. 28), for example, memory, creativity, reflection, language, imagination
among others; always thinking on
the possible scenario of use and the recognition
of the brain as a whole, which is complex and lattice. It is therefore unlikely to work only one area in a pure
way without approaching or relating to another.
5.2
Reflective activities
The
reflection is an intellectual and even
emotional process that allows the human
being to rethink what is learned, the conceptual and the experiential
in a new environment, focus or situation. But there are many aspects and nuances that require a
reflection that can help to learn
meaningfully and critically from the mistakes
made in its use or application.
Domingo and Gómez (2014) mention that
"reflecting is not introspection, is
not to turn to our own ideas,
it is to analyze from our own experience
the evidence collected and then value
them by contrast with relevant references"(p.
56). Therefore, it is also mentioned that reflecting is an activity
of thought that is stratified in the three levels of thought: basic, when the individual only reflects at the
moment, is almost instinctive, is a reminder that
it is necessary to update it; intermediate level, when the reflection in addition to being intuitive is directed
to be improved, not only as a souvenir,
but as an activity. The individual proposes to use what he/she knew
to modify it for this new situation, and finally the advanced
or higher level, in which the individual
is in the capacity of, as he/she
acquires new
information. That is
why synaptic networks must be created
in the fields of memory and
the skills to restructure and approximate them to a possible new
use. At this stage
of the reflection, the individual
does not occupy the memory
but the skills and rethinks its use, thus generating another learning state, and moving it to another learning area.
As a
teacher, it is necessary to consider reflective activities in all learning levels. In this way the
students can be challenged and the professors can provide the value
that the environment
need, the knowledge and feelings, which are normally forgotten
or less valued by teachers.
It
is important that reflection always
be accompanied by dialogue, as well as guiding processes. It is important that in class the student
focuses their cognitive
efforts on reflecting in an oriented way, with a clear goal to improve this thinking ability in all its dimensions.
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There is an interesting mention that makes Carrera
and Mazzarella (2001),
"all learning in school always has a previous story, every child has already
had experiences before entering the
school, therefore, learning and development
are interrelated from the child's
first days of life" (p. 43). This postulate is understood from the position
that there is a quantity of
knowledge that the child is not taught in school, but is reinforced.
5.3
Theoretical
/ conceptual activities
The design and
execution of the theoretical/conceptual activities raises the use and development of the memory, as well as the concentration to generate a meaningful learning; the mental
schemes must be established from the recognition of the concept to generate the idea of
its possible use.
According
to Ausubel, within the significant
learning is established a theory that derives various
considerations of interest, both psychological and pedagogical, mainly highlighting its conception of outline as a stable mental representation operating in long-term memory
(Ausubel, 1973, p. 80). It is
a cognitive theory that allows to understand and explain crucial aspects of the
cognition process.
Therefore, concepts and conceptualization are
processes that cannot be excluded from methodological activities, since they
allow students to carry out assimilation processes. According to Rodríguez and
Moreira (2002) "teachers design theoretical-conceptual activities with the
intention of learning" (p. 19). Understanding this new situation and
confronting it is a representation that endows it with explanatory and
predictive power and that is a mental model.
5.4
Experimental activities
Experimental activities and, in particular,
direct contact with phenomen according to Luneta is of paramount importance in
the reconstruction of scientific explanations, since it allows to endow the
physical events with a special kind
of meaning. It represents one of the most valuable experiences to promote students' interest in science, knowledge of concepts
and scientific procedures, as well as the development
of skills to achieve new understandings (Lunetta, 2007, p. 45).
The development of experimental activities allows and
facilitates the reconstruction
of concepts since it makes it possible to place the student on the same level as the "expert" at the historical moment that founded the idea
and shape the concept, making the student to give meaning to
what he/she learns or knows (Colado,
2003, p. 19). When learning has
meaning, it is because it has been rebuilt by the person,
so it is not forgotten and can
be applied in everyday life. Coll
(2013), in the reflections on meaningful learning, the curriculum and the reform proposes that
"one of the conditions that facilitates a meaningful learning in people
is the disposition and attitude to learn or to know" (p. 58). It is understood that learning is meaningful when
it relates to its needs, interests, reasons, concerns, conflicts and
the environment in which learning takes place.
Conforming to the aforementioned
on significant learning, Rodríguez (2004) explains that
this theory of Ausubel serves
to "know and explain the
conditions and properties
of learning,
which can be related to
effective forms of provoke stable cognitive changes, capable of providing individual and social meaning" (p. 2). Learning is complete in its most important
areas: formal education and society-community-family.
131
5.5
Application
of methodological strategies
According
to Mozón the evaluation processes are designed to establish parameters that allow measuring, criticizing and obtaining qualitative and quantitative results
of the teaching- learning process. The information provided by the evaluation
is useful for the teacher to have these
relevant data in order to
analyze critically the educational intervention
and make decisions about
it (Mozón, 2015, p. 63).
Therefore, the evaluation is a process
that intervenes in all educational,
curricular and pedagogical levels to strengthen and improve the process that is being given. The
evaluation should be seen as
a process of recognition, research and
strengthening of the educational, curricular and pedagogical process.
6.
Traditional
model vs Evaluation model of ARTE
The evaluation of the teaching process also allows to detect the needs
from the human and
material resources: training, infrastructure, etc.,
by being a cyclical process and in each of its parts serving
as a constant diagnosis and a sample
of the reality in which the educational processes are being developed. According
to Rojas (2010) in the analysis
of curriculum reform and educational innovation processes, he mentions "it is important to
emphasize that
the evaluation of the own teaching practice, either individually or
in groups of professors is shown as one of the most powerful training strategies
to improve the quality of
the teaching-learning process” (p. 48).
On the other hand, González y Pérez
(2014) emphasizes that the "evaluation
of the teaching members as a
whole allows to detect factors related to
the functioning of the coordination, the personal relations, the work environment,
organizational aspects" (p. 26). All the factors mentioned above are significant
elements in the functioning
of the educational institutions, and the good functioning is highlighted.
To
do this, it will be necessary to contrast the information provided
by the continuous evaluation (headings, teacher's log, written evaluations, oral, etc.) of the students
compared with the strategies
that the teacher implements
during the formative process. Therefore, it evaluates the
planning of the teaching process and the intervention of the teacher as manager of this process. The resources used are: the spaces, the expected times, the grouping
of students, the criteria and instruments of evaluation, the coordination, i.e., everything
that is enclosed in the field
of the teaching-learning process is evaluated.
For this reason,
in the ARTE method is no longer evaluated the repetition or recreation
of
the content, but instead is sought to approach the creation,
cognition, application of memory and
other skills. Based on the activities
carried out, the students have
obtained the necessary
skills to build processes and these to be evaluated from
a personalized and also
communitarian perspective thought of the student as part
of a larger group, respecting their personal characteristics.
7.
Structure
base questions
The multiple option or objective tests are composed of a set of
clear and precise questions that require by the student a brief answer, generally limited to the choice of
an option already provided. The
term objective refers to the conditions of application
of the test, as well as to the treatment and
subsequent analysis of the results, but this does
not imply a greater objectivity in the evaluation of the student's performance.
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In the selection of the contents, all those that
are relevant in relation to the domain to be measured must
be specified in an operational way,
referring to the objectives sought, as
well as according to the capacities of the students. The level at which these contents will be measured should
be established, as well as
the weight they will have in relation to the whole of the
test. For this, a table
of specifications is made, consisting of a double entry table that indicates the contents and competencies (skills that are
put into play in front of the new
situations) in the corresponding columns and rows.
Each
intersection presents an evaluative
objective represented by the proposed items in each case. It must be
confronted with the test results
table once it has been corrected. An example of a
specification table, extracted from Fleitas et al., (2002), is the
one shown in the present
work. This is a test of 30 items in total.
Here are some details:
7.1.
The rubric
Rubrics are a set of
related criteria in order to evaluate
the acquisition of learning objectives. It is a qualification tool used and highly
recommended to carry it out
co-evaluations, self- evaluations and
hetero-evaluations. The most innovative
thing about this tool is that it gives the students the opportunity to
design and establish their own criteria, making the
qualification more simple and transparent.
It
also gives teachers and students the opportunity to evaluate complex,
subjective or objective criteria, fostering the understanding and dialogue. So
it allows to increase the student's authority in the classroom in an equitable
way. Students have the opportunity to establish by themselves the criteria to
which they will be assessed, since it is not only the teacher who evaluates
them.
In
this case, the teacher evaluates with the student, and the student at the same
time co- evaluates with the rest of the classmates in the classroom. The
students score using the criteria previously mentioned in the classroom. In
this way, they analyze and acquire the criteria to know how to score, fact that
makes them think.
7.2.
Qualification bands
(evaluation techniqye for the art method) Qualificationbands describe in
an integrative way the expected
performance, and these are used to
evaluate the students' responses. They constitute
a single holistic criterion, divided into descriptors
level. Each descriptor level corresponds to a range of points, which makes it possible to differentiate students' performance from
the point range of each descriptor level, the score that best corresponds to the level attained by
the student is chosen.
7.3.
Evaluation
criteria of the qualification bands
When the evaluation
task is open (i.e. it is raised in
such a way that it encourages
a variety of responses), evaluation criteria are used.
Each criterion is focused on a specific skill that students are expected to demonstrate. The evaluation objectives describe what students should be able
to do and the evaluation
criteria describe what level they should
demonstrate in doing so.
The
evaluation criteria allow to evaluate in
the same way very different answers,
that is how each criterion is
composed by a series of descriptors ordered
hierarchically. Each achievement level descriptor is equivalent to
one or more points. Each evaluation criterion is applied
separately, and is located the descriptor
that more adequately reflects the level
obtained by the pupil.
133
Different
evaluation criteria can have different maximum scores depending on their
importance. The points obtained in each criterion are added, resulting in the
total score for the work.
8.
Art for art
This
point is one of the central
axes of the investigation because as its name
explains the ARTE method also
includes the art itself. Hence, this concept of methodology is formed from the conception of art and
its main characteristics. Palacios
mentions that art has been degraded from the Renaissance, however,
and based
on this same author
Palacios (2006) mentions that "it is not art that
has been degraded, art retains its value, it is
the industrial and
postindustrial society that has
degraded art" (p. 3). What has been degraded
is the value that the human
being gives to art, either for social, cultural or economic reasons.
The conception
of art is so worn that it is thought that
the person who dedicates completely to this area is doomed to failure.
García Canclini (1995) says that "generational
struggles about what is necessary and what is desirable show another
way of establishing identities and
building what distinguishes us" (p. 14). What is necessary
has become so difficult to understand that it has been lost
in the self-identification process, since
the own and the conceptions
become abstract.
García
Canclini (2011) presents the following question: "How to build a vision of
universal validity that interrelates diverse cultures and that would allow to
compare them and find a common denominator without knowing its
singularity?" (p. 14). This broadens the field of art, making it more
versatile and capable of adapting to the needs that society has; and education
is an important part of the society, so: What happens when education and art are combined?
9.
The ARTE method
The
ARTE method is created with the purpose of responding to diverse educational
needs observed in a classroom. This method encompasses activities of
reflective, theoretical and experimental nature that are combined among them to
achieve a more effective teaching.
Thus, taking the educational
theories of Ausubel, Vigostky and
Piaget, the connection of all these theories
has concretized to support this
method. Piaget's conception
of constructivism and its importance
is one of the engines of this method because
it is the point of connection between these
three theorists, since it is observed the correlation they have in trying to
give the necessary prominence to the family, community and school.
10.
ARTE method design
The ARTE method
arises from the need of students to generate meaningful
learning in the subject of language and
literature, with special emphasis
on literature with respect to
the Latin American tale.
This was considered the theoretical
foundations underpinning this proposal
from: motivation, meaningful learning,
diversification, learning
environments and the most relevant and personal evaluation models. To
begin with the curricular design, the
VAK test and the sociogram
study were implemented.
Based on the VAK test,
student activities were selected and designed; and in relation to the Sociogram,
the classroom was arranged to
generate a better classroom
environment. Once the classroom was diagnosed, selected and the
activities designed, it was proposed
to
134
establish
methodologically the activities related to the ACC planed structure
(anticipation, construction and consolidation), in relation to the Literature
of the Latin American tale.
In order to organize
the teaching process, it was taken
into consideration to provide the students
in the process of reading, the
necessary tools to be able to approach
to the study of
the Latin American tale.
In this way, it was started with the generation of experiences and experimentation with
imaginative situations such as: What do
you think the title means? Questions
of style allowed students to
reflect and experiment with literature. In
other activities they created the covers of the books based on some
ideas provided to them, all these situations
made them appropriate more and more of the
subject and approach to the theorization.
The development of the pre-reading and its components were
considered in the first part, in
which the students briefly analyzed the
texts, identified the basic structures and it
was corroborate that the students were able to extract the main
ideas, as well as
the supporting ideas. Then,
it was proceeded to identify some specific situations of the narrative and some concepts
were developed. In this first moment, there was special emphasis to experience and reflection.
In
the construction of knowledge, the students were given theoretical activities without neglecting
the reflection and experimentation
of the content. The emphasis was
in the
literary prescriptive and the
introduction to structuralist literature from dynamics and activities conceived in the joint construction of knowledge through the
reorganization of the groups,
thanks to the use
of the Sociogramtechnique.
With
the support of the VAK test analysis, groups were organized according to their
predominant learning styles, so that in the conduction of the activities they
are supported from their abilities. For the consolidation of learning in the
learning process, it was considered to evaluate from the diversification
criteria proposed by the International Baccalaureate Organization with the
application of the skill bands. This system allowed the students to be immersed
in the evaluation process throughout their stages, so the students were aware
even before their qualification.
The whole planning process
allowed to generate another class structure gradually
improving the learning
environment and even the relationships of the classroom. The ARTE method was
effective in this first stage of management
and execution, since it allows to reflect on its limitations and the possible
improvements required for its replication
in new contexts and other
subjects.
11.
Explanation
of the proposal
The proposal arose
after a week of observing the language
and literature classes taught
by
the teacher. The observation allowed outlining that the proposal is
intimately related to the actions that were assigned by the professional tutor (teacher of the language
and literature course).
After
having compiled the observed
in the field diaries, it was seen the
lack of diversification of the
literary learning, as well as the incipient
methodology and activities of reflective,
theoretical and experimental character
to teach it. During the nine
weeks of internship, and based
on the observation, methodological activities were
designed that allow the student to
reflect, theorize and experiment what this topic offers.
135
The
following activities are created based on the individual characteristic of the
students, shown by the VAK test, in which was proved that most of the students
are kninesthetic, i.e., they learn through movements:
· Diversity in the classroom: The diversity that was present in
the classroom was respected and it was sought to enhance the learning from the individualities. Likewise,
the activities were diverse and were agreed to be applied, always with the dialogue as a vehicle capable of approaching diversity.
· Motivation: It is extremely
important for the teacher to maintain the motivation in the classroom, the high expectations make the students
work better, motivate themselves and their efforts to prevail,
for that reason teachers
must maintain constant dialogues with the students.
· Methodological activities:
Methodological activities are didactic sequences
designed for the student to learn through the environments and learning scenarios. These activities can be reflective, theoretical and experimental in this case.
· Meaningful learning: It was one of the guiding axes that oriented the process
of design,
management and evaluation of the art method, since
it was intended that the fulfillment and development of the
skills would have place in becoming meaningful learning, i.e., thoughtful
learning, theorized and experienced by students.
12.
Conclusions
The theoretical foundation is the main
foundation of this research, since it holds the processes of design, management and evaluation of the proposal. The theoretical
contributions allowed to approach
the scientific reality and
similar experiences that are taken
as a starting point for the execution of this methodological design.
In the same
way, concepts and experiences were linked before, during and after the
investigation, allowing to deepen the
subjects to the exigency level
of the project. Therefore, the collected and systematized information was adjusted to the reality of the project,
giving
a follow up to the theory in
contrast with the application
of its reality, improving, joining or
discarding theoretical, concepts and precepts.
ARTE
method is the result of an arduous process of research, analysis and
reflection. It is taken as part of the experiences, the theory and the
expectations, ARTE method is a set of theories, knowledge and educational,
pedagogical and didactic precepts conjugated in the literature. This
methodology gives the possibility of diversifying the classroom, from the
potentialities and personal characteristics of the students.
ARTE method also carries an intimate relationship with art,
whatever its diverse, creative and dynamic manifestation,
ARTE method does not ignore the art and does not oppose or
conceptualize, or enclose it; on the contrary, in the subject of Language and literature these dialogue, gather and dissociate. Basically,
they coexist and they contribute to
each other. Its design is reflective, theoretical and experimental, but also educational, pedagogical and didactic,
supported from the methodology
and reaffirmed by the evaluation.
The
evaluation instruments of the ARTE
method are reflections of the same,
and are conceived from the diversification, the inclusion and the interculturality that is
present in the classroom. The evaluation methods are
not seen as final or closing phases in any aspect, the
evaluation is continuous and is based on the
personalization and awareness of the learning process.
136
This
particular evaluation method happens through dialogues, in
which teachers and students
generate more knowledge during this
process, including reflection processes. The instruments of the ARTE method are designed by all, however, in its application and valuation process,
personalization and diversification aredemonstrated.
137
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Authors
ANDRÉS ROMÁN-ORBE currently attends the eighth cycle
of the degree in "Science of Basic Education" with the itinerary
in pedagogy of language and literature
at Universidad Nacional de
Educación – UNAE; he has had 5 years of teaching experience and research. He was international representative in education and history of education
congresses, as the ISCHE39 in the city of Buenos Aires, in 2017. He is a research teacher in training, he has written a chapter of
the book about the Ecuadorian
Educational Thought and the Teaching Identity; likewise, he has
created the historical-geographical route on Ecuadorian
Educational Thought in the initial
teacher formation at UNAE.
His
research topics are: natural science didactics and the implementation of a
mobile laboratory; the development ludic activities in mathematics and the
natural sciences in the teaching of the experimental. His strength as a
researcher is on topics related to literature, didactics, the precepts and the
necessary environments to improve, and teaching. He has projected as a
researcher with solid bases in the field of social and experimental sciences.
KERLY HIDALGO-MEDINA outstanding artist from the city of Cuenca, graduated as a concert pianist
at the Conservatory "José
María Rodríguez" in the city of Cuenca,
currently attends the eighth cycle
of the degree in "Science of basic
education" with the itinerary in
pedagogy of language and literature at the Universidad Nacional de Educación – UNAE, she has had 5 years of teaching
and research experience.
In her investigative work, she carries
more than 6 researches of integrative projects of knowledge, she has a vast training in research and investigative
processes in education. Her research
interests are about the language and
the literature, didactics,
contexts and the students.