Publication: Artistas en escuelas: modelos de residencias, su evolución y retos para el futuro
Authors
Borisova Fedotova, Anna
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Facultades de la UMU::Facultad de Bellas Artes
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Publisher
Universidad Complutense de Madrid
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DOI
https://doi.org/10.5209/aris.103895
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info:eu-repo/semantics/article
Description
Abstract
El presente estudio explora la evolución de distintos modelos de residencias artísticas en escuelas desde los años 60 del siglo XX hasta la actualidad, analizando sus puntos fuertes y retos que presenta cada uno de ellos. Para ello, partimos de un estudio bibliográfico de estas prácticas tanto a nivel internacional como nacional, seleccionando los proyectos consolidados con un recorrido de al menos 3 años en la realización efectiva de intervenciones. Como fuentes de información se emplean los informes de evaluación y los estudios académicos publicados sobre los programas en cuestión, así como los datos disponibles en las páginas web de las iniciativas. Analizamos y comparamos sus fórmulas de gestión y organización, sus fuentes de financiación, su alcance, los agentes implicados y el modo de colaboración entre ellos. Entre los desafíos a superar se encuentran la escasa financiación de los proyectos, la falta de la evaluación objetiva y sistemática de sus resultados, la limitada difusión de los métodos y recursos didácticos desarrollados en su marco y el exiguo reconocimiento profesional de la labor de los agentes implicados. Se concluye que el modelo de expansión rizomática que presentan los proyectos Red Planea y MUSE-E ofrece ventajas para superar los mencionados retos. -----------
This study explores the evolution of different models of artist residencies in schools from the 1960s to the present, analyzing their strengths and challenges. To do so, we begin with a bibliographic review of these practices at both the international and national levels, selecting established projects with at least three years of experience in the implementation of their interventions. We use academic studies and evaluation reports published on the programs in question, as well as data available on the initiatives’ websites, as sources of information. We analyze and compare their management and organizational formulas, funding sources, scope, the actors involved and the methods of collaboration between them. Among the challenges to be overcome are the limited funding for the projects, the lack of objective and systematic evaluation of their results, the limited dissemination of the teaching methods and resources developed within their framework, and the scant professional recognition of the work of the agents involved. It is concluded that the rhizomatic expansion model presented by the Red Planea and MUSE-E projects offers advantages for overcoming the aforementioned challenges.
This study explores the evolution of different models of artist residencies in schools from the 1960s to the present, analyzing their strengths and challenges. To do so, we begin with a bibliographic review of these practices at both the international and national levels, selecting established projects with at least three years of experience in the implementation of their interventions. We use academic studies and evaluation reports published on the programs in question, as well as data available on the initiatives’ websites, as sources of information. We analyze and compare their management and organizational formulas, funding sources, scope, the actors involved and the methods of collaboration between them. Among the challenges to be overcome are the limited funding for the projects, the lack of objective and systematic evaluation of their results, the limited dissemination of the teaching methods and resources developed within their framework, and the scant professional recognition of the work of the agents involved. It is concluded that the rhizomatic expansion model presented by the Red Planea and MUSE-E projects offers advantages for overcoming the aforementioned challenges.
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Citation
Arte, Individuo y Sociedad, 2026, Vol. 38, N. 1, pp. 165-178
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