CONVERGÊNCIAS: Revista de Investigação e Ensino das Artes
URI permanente para esta coleção:
Navegar
Entradas recentes
- Virtual and augmented reality in contemporary art performancesPublication . Assembek, Seniya; Diachuk, Valentyna; Kunderevych, Olena; Yermolajeva, Yuliia; Sharypin, Andrey; IPCB. ESARTAbstract: The integration of virtual reality (VR) and augmented reality (AR) technologies into the field of fine arts opens up new opportunities for transforming the artistic space, enriching the viewers’ aesthetic experience, as well as activating cognitive and perceptual processes. The relevance of the study is determined by the rapid development and implementation of AR/VR technologies in artistic practices, which requires an academic understanding of their aesthetic, cognitive, and cultural consequences. The combination of digital media, 3D modelling, and interactive sensory scenarios contributes to the creation of dynamic artistic performances in which figurative thinking, aesthetic image, and stylistics acquire virtual multidimensionality. The aim of the research is to analyse the ways in which VR/AR technologies are used in artistic practices of contemporary art with a focus on the new forms of interaction between the author, image, and recipient. The research employed the following methods: qualitative analysis of digital installations and stage practices with elements of vir-tual space, a comparison of the perceptual reactions of the audience, and the study of 3D modelling as a tool for creating an artistic environment. The results indicate the growing role of digitalization and artificial intelligence (AI) in the evolution of the visual code of contemporary art, the expansion of the stylistic and cognitive boundaries of perception, and the rethinking of aesthetic mechanisms in the context of interactivity and simulative reality. The academic novelty is identified patterns of shifting the emphasis from the art object to the artistic interaction process, where VR/AR and 3D modelling are leading mediators of visual transformation. Prospects for further research may be studying the impact of digital performances on the viewers’ emotional and perceptual experience and the role of AI algorithms in the artistic generation of visual content.
- Cooperar para crear: el musical en secundaria y su impacto en la adquisición de competencias sociales y personalesPublication . Campollo-Urkiza, Arantza; Lage-Gômaz, Carlos; Cremades-Andreu, Roberto; IPCB. ESARTEn una sociedad en constante cambio, los estudiantes necesitan adquirir una variedad de habilidades transferibles a los ámbitos académico, personal y social. Por ello, en este artículo se investiga cómo la creación cooperativa de un musical fortalece el desarrollo de competencias sociales y personales en estudiantes de primer curso de Educación Secundaria Obligatoria en un centro educativo de Madrid (España). Los participantes fueron 48 estudiantes (22 de los cuales hombres, 45.8%, y 26 mujeres, 54.2%). Siguiendo un diseño mixto secuencial explicativo, se utilizó un cuestionario adaptado a los objetivos de este estudio para evaluar el uso del aprendizaje cooperativo en la creación de un musical y su impacto en la adquisición de dichas competencias. A su vez, se recurrió a la entrevista semiestructurada y la observación participante del docente-investigador para tener una visión más amplia del constructo analizado en este estudio. Los resultados obtenidos ponen de manifiesto mejoras significativas en las habilidades sociales, el procesamiento grupal, la interdependencia positiva, la interacción promotora y la responsabilidad individual tras la creación del musical. El análisis mediante la prueba U de Mann-Whitney reveló diferencias significativas según el género en varios de los ítems de las habilidades sociales, con un tamaño del efecto mediano (r=.32; r=.30 y r=.49) y una mayor suma de rangos positivos en varios de los ítems para las mujeres. Los hallazgos de este trabajo sugieren que las actividades cooperativas de creación e interpretación grupal musical fomentan la inclusión, la regulación emocional y el desarrollo de las competencias personales y sociales.
- Experimental learning in cultural heritage: Pedagogical insights from the blended intensive program (BIP) "Castelo Branco: a timeless tapestry of memory and emotion"Publication . Naik, Neel; Marcelo, Ana Sofia; Reis, Carlos Domingues dos; Marcos, Isabel; IPCB. ESARTThe Blended Intensive Program (BIP) “Castelo Branco: A Timeless Tapestry of Memory and Emotion” was developed as a pilot pedagogical model, which integrated web-based preparatory, and intensive and practical training implemented in heritage environments. Targeted at the students who are studying cultural and visual studies, the pro-ject was to promote the direct and physical interaction with the tangible and intangible heritage of the city. Through the combination of quantitative and qualitative data, the current study examines the way in which artistic and conceptual understanding of cultural heritage developed among partici-pants through the interdisciplinary coop-eration, reflective practice, and immersion to the historical environment of Castelo Branco. Results indicate that the experi-ential approach significantly increased the representational and interpretative abilities of students, and the modality of blended delivery increased the accessibility and readiness. Furthermore, the incorporation of artistic inquiry in the heritage education promoted the participants to render historical stories in creative forms that would intersect between academic analysis and social participation. This research therefore indicates that experiential learning, which is based on interdisciplinary exchange, enhances critical thinking, development of cultural awareness and emotion attachment to place. The findings suggest that BIP-type hybrid models can be useful prototypes of introducing art-based and heritage centred pedagogy in higher education, thus, becoming part of sustainable practice in cultural education and preservation.
- Bridging epistemologies: Rethinking co-design practica rooted from local expertise in marginalizes slum communities of Indonésia and MexicoPublication . Aristi, Saviri; Aldrete Ondarza, Daniel; Putri, Virliany Rizquia; Nimi, Hisa Martinez; Ono, Kenta; IPCB. ESARTEste artículo examina críticamente la práctica del codiseño en comunidades urbanas marginadas mediante estudios de caso comparativos en Campana-Altamira (Monterrey, México) y Kampung Gedong Pompa (Yakarta, Indonesia). Con base en entrevistas en profundidad, reflexiones de campo y participación directa en talleres comunitarios, analizamos cómo las jerarquías epistémicas, las lógicas institucionales y los supuestos heredados sobre la experticia influyen en el diseño participativo en barrios informales. Ambas comunidades, aunque consideradas “marginadas”, están conectadas a infraestructuras tecnológicas y narrativas globales; sin embargo, suelen ser reducidas a receptoras pasivas de intervenciones externas. Nuestros hallazgos muestran que los esfuerzos de codiseño, aun bien intencionados, caen en patrones extractivos o paternalistas que no integran el conocimiento local. Pese a la retórica participativa, los procesos de diseño tienden a reproducir modelos centrados en actores externos si no hay un cambio epistemológico. Defendemos replantear el codiseño como un proceso recíproco y situado de aprendizaje, enraizado en la epistemología social y en la ontología de la intervención en cambio de comportamiento, que reconozca a las comunidades locales no como vacíos por llenar, sino como expertas de sus propias realidades. El artículo aborda las tensiones ontológicas y epistemológicas entre agendas institucionales y experiencia vivida, subrayando la necesidad de superar modelos universales hacia compromisos sensibles al contexto. Proponemos recomendaciones prácticas para futuros proyectos de codiseño, en especial los que involucran a actores académicos como estudiantes universitarios en servicio social. Este estudio aporta al desarrollo de enfoques de codiseño más equitativos y contextualizados, ampliando los esfuerzos por descolonizar el diseño participativo al situar la producción de conocimiento en las realidades y fortalezas del Sur Global.
- Circular economy: Proposal for sustainable sneaker production in a small footwear companyPublication . Sanches, Regina Aparecida; Duarte, Adriana Yumi Sato; Mendes, Francisca D.; IPCB. ESARTAbstract: A solution for the destination of discarded textile scraps from clothing companies is textile shoddy. The process is known as textile recycling. The shoddy fibers are obtained from the processing of residual materials and reinserted into the textile chain to produce new fabrics through circular economy strategies. In this context, the main objective of this article is to present a proposal to produce sustainable sneakers for small footwear companies. To produce the yarns, shoddy fibers originating from garment scraps discarded by industries in the city of Ibitinga (SP, Brazil) were used. Textile materials discarded by the clothing manufacturers with a 100% polyester composition were selected; the fabric scraps were shredded and mixed with recycled polyester fibers (PET) to produce the yarns: 50% shoddy fibers / 50% recycled polyester from PET bottles. The yarns were produced on ring spinning frames and the uppers on rectilinear knitting machines. The produced articles showed that there is technical viability to produce seamless knitted uppers using shoddy fibers as raw materials.
- La creatividad en el diseño industrial: presencia en los planes de estudios y su alineación con las competencias del espacio europeo de educación y los objetivos de desarrollo sostenible (ODS)Publication . Barban Franceschi, Roberta; Miguel Álvarez, Laura de; IPCB. ESARTA lo largo de la historia, los creativos han desempeñado un papel decisivo en momentos clave, y hoy su labor adquiere una relevancia particular al abordar problemas complejos de manera sistémica, holística e innovadora. Este enfoque resalta la im-portancia de la creatividad en la búsqueda de soluciones sostenibles en un entorno en constante evolución. Este artículo explora la integración de la creatividad en el plan de estudios del Máster de Diseño Industrial y Desarrollo de Producto de la Universidad Internacional de La Rioja, analizando competencias y campos semánticos. Se evalúa cómo estas competencias se alinean con las habilidades creativas y los Obje-tivos de Desarrollo Sostenible (ODS) en el marco de un proyecto de investigación MINECO en desarrollo.Con la implementación del Plan de Boloña, la educación superior se centra en el desarrollo de competencias orientadas a la práctica profesional. En este contexto, el máster, integra diseño, gestión y fabricación desde una perspectiva empresarial, social y ambiental. A través del método STEAM, el programa busca formar pro-fesionales capaces de aplicar creatividad, ciencia y tecnología en sectores industria-les, promoviendo el diseño sostenible y la responsabilidad como agentes de cambio. Este artículo se desarrolló en tres fases. Primero, se estableció la semántica de la creatividad, basándose en investigaciones clave, como la revisión sistemática de Fernández Díaz et al. (2019) y el estudio de Martínez-Villagrasa (2020), que formu-laron competencias creativas esenciales. En la segunda fase, se compararon estas competencias con los ODS, identificando cómo la creatividad contribuye al complimiento de los objetivos globales. Finalmente, se evaluó cómo estas competencias se inte-gran en el currículo del máster. Los resultados muestran que las compe-tencias del máster están alineadas con los ODS, destacando la innovación, la responsabilidad social y la sostenibilidad. El máster forma diseñadores capaces de enfrentar los retos económicos, sociales y ambientales, contribuyendo a un desarrollo inclusivo
- About "less" in design: multifaced interpretationsPublication . La Rocca, Francesca; IPCB. ESARTBuilding on the Mies van Der Rohe slogan “less is more”, the present research aims to identify phenomena and lines of thought that relate in different ways to a conceptual link between the idea of “less” and design. Going beyond reductionism, this contribution explores different interpretations that have emerged in the postindustrial age, which can represent new lifeblood for the design culture of the near future. On this basis, emblematic projects are selected, specifically from 2000 to the present days; particular attention is paid to Italian visions, historically associated with a non-standardizable concept of design and with an humanistic idea of simplicity. The multiple “paths of less” that arose in this research show some desirable qualities for the future of design; these directions can be further explored, also in the hope of reducing our footprint on the planet.
- Playground for practising design thinking: Training activities and toolkits for teaching problem framingPublication . Pei, Xue; Sgro, Leandro; IPCB. ESARTThis study employs the metaphor of a “playground” to investigate how effective learning environments, along with situated guides and tools, can support non-design students in engaging with the early phases of the design process, specifically design research and problem framing. Drawing upon theoretical frameworks and the authors’ practical experience in applying and teaching design thinking, the research presents a structured, yet flexible, toolkit designed to assist educators in facilitating design based learning for students with non-design backgrounds. The toolkit was developed and iteratively refined through an action research process conducted across three academic courses. Emphasising empathy, ambiguity navigation, and creative exploration, the toolkit aims to foster design mindsets and enhance students’ problem-framing capabilities. The findings include both practical outcomes, such as the toolkit and associated methods, and pedagogical insights relevant to educators and researchers implementing design thinking in non-design contexts. By examining the opportunities and challenges of transferring design thinking methodolo-gies and practices across disciplines, this study contributes to the broader discourse on design pedagogy and its role in non-design education contexts
- Representações animais e formas de especismo no manual de estudo do meio do 1º ciclo do ensino básico em Portugal : (in)visibilidades, implicações éticas e educação artísticaPublication . Nogueira, Paulo; IPCB. ESARTSegundo John Berger (2020), em Porquê Olhar os Animais?, o olhar entre o animal humano e o não humano perdeu-se. Tal perda histórica tornou-se irremediável para uma ideia de cultura contemporânea baseada no extrativismo capitalista e em formas imagéticas e ideológicas de dissociação cognitiva e entorpecimento psíquico (Joy, 2018). Pode argumentar-se que um tal entorpecimento se constituiu num forte instrumento de poder ao serviço de uma história de abuso e violência, da qual derivam os atuais sistemas de exploração animal e de produção intensiva dos seus modos de vida e sofrimento (Winters, 2023). Considerada do ponto de vista moral, a questão do superior interesse do animal coloca-nos perante a problemática do especismo (Singer, 2008) e suas heranças antropomórficas (Agamben, 2002; Berger, 2020), ambas inscritas numa pedagogia que objetifica, desindividualiza e dicotomiza a perceção dos animais, sujeitando-nos, por conseguinte, a questionar as qualidades da nossa própria espécie e o princípio ético que inevitavelmente a afeta. Este artigo resulta do projeto de investigação “[in]visible – (in)visibilidades das identidades nos manuais escolares de Estudo do Meio a partir de 1974 em Portugal”, desenvolvido entre 01.01.2023 e 08.31.2024 ([in]visible – 2022.05056.PTDC, financiado pela Fundação para a Ciência e Tecnologia [1]). Como tal, pretende refletir nas representatividades imagéticas presentes num manual escolar do 1º ciclo do ensino básico – Plim!, e de que modo tais imagéticas educam, reproduzem e naturalizam narrativas sobre a condição animal.
- Estudo exploratório de ferramentas didáticas para o desenvolvimento de uma aplicação móvel focada em relações empáticas entre o cuidador e a pessoa com demênciaPublication . Araújo, Renata; Dias, Suzanna; Carvalho, Sandro; IPCB. ESARTO aumento da esperança de vida tem potenciado o número de diagnósticos de demência, condição que frequentemente implica dependência total de cuidadores. As tecnologias, nomeadamente aplicações móveis, surgem como ferramentas de apoio relevantes. Este artigo insere-se numa investigação de mestrado que visa desenvolver, com base na metodologia Design Thinking, um calendário interativo adaptado. A presente publicação incide sobre a fase exploratória do projeto, centrada na análise qualitativa de sete ferramentas didáticas, segundo as Dementia Digital Design Guidelines de Rik Williams. Os resultados evidenciam boas práticas e limitações, identificando características cruciais para soluções digitais mais adequadas às necessidades cognitivas e emocionais de pessoas com demência, contribuindo para um design mais inclusivo e eficaz da aplicação que se pretende desenvolver.