“I didn't study,” answered the majority of the 2nd year students of the Secondary School No. 48, of San Salvador de Jujuy, with the elusive gaze and the bowed head every time Rosa Alejandra Nina took an oral exam. “I no longer knew how to deal with the shyness of some and long faces for the disinterest of others. Today, anyone who passes in front of my class would be surprised to see the smiles stamped on the students, their wavy bodies to the sound of music and the room covered in paintings, “says this Biology professor, who implements in the classroom the creative and artistic activities of the educational innovation program” Creative Environments “of the Create Vale la Pena Foundation.
In 2018, Nina received the teacher training that this institution provided in her school, as well as in 49 others across the country.
There are already more than 58,200 people in vulnerable situations, among 18,600 students and teachers, benefiting from this proposal that aims to strengthen the social integration and socio-emotional capacity of young people.
“What can be learned from things but includes our own experience with them? The structures that organize the average educational system are not shaped in relation to the challenges of the 21st century.
Creative Environments proposes a methodology of learning and teaching through the body, art and creativity to recover the social sense of the school “, explains Inés Sanguinetti, sociologist, dancer, choreographer and
President of the Foundation In partnership with the Ministry of Education, Culture, Science and Technology and Social Development of the Nation and with local governments, they carry out the program in public high schools and neighborhood communities in Jujuy, Salta, Tucumán, Corrientes , Federal Capital and GBA and Azul, province of Buenos Aires.
Create Vale la Pena has its headquarters in Beccar, where a community cultural center has been operating for 20 years that promotes social transformation through art. “Until 2011, we offered extracurricular art workshops in our space and in schools. After traveling to Scotland, I discovered a similar model that worked within the school curriculum. I was amazed at the initiative. In 2012 we launched a program in the City and, In 2017, we implemented Creative Environments nationwide, “he adds.
One of the premises of the project is to think of the school as “an open classroom”, integrated into community practice. “In each place of action, we articulate networking with social organizations, municipalities, private sector actors, teachers, students and community artists, to address community issues and build development opportunities together. Artists are responsible of generating the bridges between learning inside and outside the school, “adds Sanguinetti, who in 2018 traveled to New York – among other international cities – to represent this initiative, which was highlighted as one of the 13 experiences of greatest pedagogical innovation Latin American for the Regional Program for the Development of the Teaching Profession in Latin America and the Caribbean (Predalc).
In the classroom
It's Monday morning and Nina leaves her last class. It has a note entitled “fungus anatomy” and an annotator that says “Creative Environments.” In a few minutes you will be together with the two community artists who accompany the teachers of your school integrating the artistic and recreational languages to the curricular contents.
Sun rays lash the windows of the 2nd year classroom this Wednesday in November. When students see Nina arrive with a box in her hands next to the two artists, her eyes shine. Today is the day of the week when play and creativity rule in the classroom. The colors cover the room, as they paint shapes on a poster. “What parts of the fungus can you see in these forms?” Asks Nina and a debate is weaving while the work of art is still going on. Once the activity is finished, the young people will have gone through an evaluation that months ago refused to participate.
Referring to the impact the program had on its course, Nina's voice is filled with vitality:
“I would never have expected that the boys who lived glued to the cell phone screen, look at me today with their eyes wide open or that they approach me to clear any doubt. Their performance improved markedly. In addition, when experiencing the learning as a game, some talents emerged, such as Camila's poetic skill and Jorge's ease in the theater, who always spoke quietly and even had a spokesperson. As soon as I saw that he was the first of the class to join the proposal to disguise himself to represent a theme that we had worked on, I was very excited. “
At the time of Literature, the 5th year youths blindfold themselves. When the darkness and the sounds illuminate the imagination, they immerse themselves in their own story that will later be embodied in a story of their authorship. A Sofia Otazo (18 years) these experiences not only allowed him to meet some colleagues with whom he had not related before, but also made him discover his vocation. “I would like to study Bachelor of Arts and be able to spread the passion to other children as the teachers transmit it to me in the classes in which the program is present. I find it fascinating to see the very different occurrences that arise from each one in the activities. Now we are a united group. “
I would like to study Bachelor of Arts and be able to spread the passion to other children as the teachers transmit it to me
From the data provided by the University of San Andrés and Flacso, which carried out academic research on the Creative Environments program, it was known that 100% of teachers register positive changes of students in the way they express themselves.
In the second World Conference on Art Education organized by Unesco it was agreed that “artistic education can make a direct contribution to the solution of the social and cultural problems facing the contemporary world”. Along these lines, Mariana Leconte, PhD in Philosophy and researcher at Conicet, who studies the implementation of this program in Corrientes, says: “Art designed from collective creation invites you to create and put into play something of one. In that sense it enables to run from assumed speeches, giving rise to new questions, to new tools for resolving conflicts and thus promoting the spirit of belonging. “
Art enables to run from assumed speeches, giving rise to new questions, to new tools for resolving conflicts and thus promoting the spirit of belonging
Unite the school with the community
A few meters from the secondary school No. 48, located in the Alto Comedero neighborhood, about 10 km southeast of the city of San Salvador de Jujuy, the strings of a charango resonate in a speaker. In the area that until a few days ago, the hostile silence of a gray wall reigned, is now flooded with laughter, spilled jars of paint and the pots brought by the students of primary school No. 458. The cadence of the grandparents who take the brush intermingles with the enthusiasm of the young people who paint a saxophone yellow and a ball white. With the gaze fixed on the mural that says “The knowledge of the neighborhood”, everyone is drawn a smile. Between the whole community and the Creative Environments team they made it possible.
For more information about the foundation and its programs, you can enter its
website, contact through their
social networks. or tel +54 11 4723-0048.
(tagsToTranslate) By force of art and games (t) over 18,000 young people reconnected with the school – LA NACION
Publicado en el diario La Nación