INVENTIVE TASKS FOR CREATORS: RESOURCES TO BRING THE
HUMANITIES CLOSER TO FINE ARTS STUDENTS
A. La inaga Cuad a
Uni e si y o he Basque Coun y, UPV-EHU (SPAIN)
Abs ac
Backg ound:
In he cu iculum o deg ees linked o he Fine A s, ce ain Humani ies disciplines play an impo an
ole, especially he His o y, Theo y o Pedagogy o A . Because mos o he subjec s in s uden s’
ime ables de elop hei c ea i e skills manually, i is a challenge o Humani ies eache s o a ac
hei a en ion and de elop hei o al and w i en heo e ical o discu si e skills.
Me hod:
Yea s o eaching expe ience ha e led us o he conclusion ha making "a c ea i e challenge" o he
s uden as c ea o immedia ely mo i a es s uden s o comple e hei assigned asks as well as
exponen ially imp o es hei commi men o quali y. This pape will explain in de ail a me hod ha has
begun o be de eloped in class ooms h ough g oup wo k, del ing in o he speci ic opic o he His o y
o Mode n A , om Mane o he A an Ga de mo emen s, which is common o he aining o e o
h ee deg ees in Fine A s (A , C ea ion and Design and Conse a ion and Res o a ion o Cul u al
P ope y). The me hod aims o analyse in dep h he mani es os o a ious a an -ga de mo emen s, in
o de o w i e and p esen a mani es o upda ed o he wen y- i s cen u y.
Resul s:
The p ojec is being de eloped wi h he in ol emen and mo i a ion o he s uden s. The s uden s
would no ha e he same le el o mo i a ion had he e no been a c ea i e ou come o he analysis o
A an -Ga de mani es os. In addi ion, s uden s a e he e o e de eloping w i en and o al discu si e
skills applied o hei w i ing and p esen a ion o hei mani es o.
Conclusions:
Fo he de elopmen o Fine A s s uden s, compe ency in His o y, Theo y o Pedagogy o A a e
accesso y o hem as c ea o s, bu essen ial o hem as p o essionals. De ising asks and
assessmen s ha con inue o s imula e hei c ea i e skills can eally imp o e hei pe o mance and
compe ence in he Humani ies disciplines wi h which hey come in o con ac .
Keywo ds: C ea i e asks, eaching Humani ies, Fine A s deg ees, mo i a e s uden s.
1 INTRODUCTION
The eaching load ha we ha e in he His o y o A and Music Depa men o he UPV-EHU has
o ced us o se e al yea s o pe o m ou educa ional wo k in wo cen es, wi h s uden s wi h a e y
di e en income p o ile:
• A he Facul y o Fine A s o Leioa, we each he i s yea cou se “In oduc ion o he His o y o
20 h cen u y A ” common o he cen e's h ee deg ees: he Deg ees in A , in C ea ion and
Design and, inally, in Conse a ion and Res o a ion o Cul u al P ope y. In he en y p o ile o
he i s wo deg ees lis ed, a c ea i e, cu ious s uden wi h a is ic and aes he ic conce ns is
needed [1-2]; o he one on Conse a ion and Res o a ion o Cul u al P ope y, on he o he
hand, in e es in he conse a ion o he he i age and in cul u al managemen by he s uden s is
emphasised, as well as a capaci y o obse a ion and analysis [3].
• In he Facul y o A s o Vi o ia-Gas eiz, we each a basic cou se on he His o y o A in he i s
yea , common o he deg ees in His o y o A , His o y and Geog aphy S udies, and also an
op ional cou se o he hi d and ou h yea o he Deg ee in His o y o A speci ically. Howe e ,
he abili y o obse e, analyse and ha ing a c i ical spi i o apply hem o he s udy o he
His o y o A a e equi ed o s uden s admi ed o he deg ee in he His o y o A [4].
P oceedings o INTED2020 Con e ence
2nd-4 h Ma ch 2020, Valencia, Spain
ISBN: 978-84-09-17939-8
2532
This coming and going be ween cen es and his con ac wi h s uden s wi h di e se p o iles has
always been en iching and has led us o in e es ing e lec ions on he imp o emen o ou eaching in
bo h cen es. In his piece we will show ou conclusions abou a speci ic ype o class oom p ac ical
wo k ha we ha e been ca ying ou o b ing o he s uden s o he Facul y o Fine A s o Leioa he
His o y o A con en . These a e p ac ical exe cises aimed a p omo ing s uden c ea i i y and
expe ien ial lea ning. Mainly, we will ocus on a p ac ice ha we a e de eloping, expe imen ally,
h oughou his cou se.
The c i ical unde s anding o he Theo y and His o y o A appea s as a ans e sal compe ence in he
educa ional cu iculum o he h ee deg ees in he Facul y o Fine A s o Leioa [5-7]. Tha is why no
only he His o y o A , bu also o he Humani ies subjec s such as Pedagogy and Theo y o A appea
in he educa ional syllabus o he h ee deg ees h oughou he ou cou ses o e which he eaching
is dis ibu ed.
Howe e , o mos o he cou ses in hese deg ees s uden s wo k on hei plas ic, pho og aphic and
audio isual skills. Tha is why he acul y o Humani ies disciplines ha e he challenge o making he
s uden s de elop discu si e skills ela ed o he subjec s hey each. In he Humani ies cou ses o he
Fine A s deg ees, as in many o he deg ees om UPV-EHU o e many di e se disciplines, i is
p oposed ha s uden s cul i a e app op ia e o al and w i en he o ic as a skill a uni e si y and ha
equi es he acul y o ha e conscious and e ec i e s a egies o Fine A s s uden s o acqui e a
su icien le el o skill in his abili y. Howe e , his mus be achie ed h ough a ew cou ses, since he
Humani ies subjec s a e in a mino i y compa ed o o he subjec s ela ed o he p ac ice o a i sel .
Faced wi h his challenge, ou eaching expe ience has led us o e i y ha , i p omo ing c ea i i y is a
use ul eaching s a egy o all ypes o s uden s [8], o he Fine A s s uden s i is especially e ec i e
and seduc i e, since i is a quali y pa icula ly de eloped by s uden s who do hese cou ses. Nex , we
will desc ibe he keys o he p ac ice ha we ha e been de eloping in his cou se on he subjec o
“In oduc ion o he His o y o wen ie h cen u y A ”, a i s yea cou se common o he h ee deg ees
in he Facul y o Fine A s o Leioa.
2 METHODOLOGY
Wi h he iple objec i e o gua an eeing he acquisi ion o he compe ences o he cou se, comba ing
plagia ism –coming up wi h wo ks ha canno be plagia ised [9]–, and de eloping he c ea i i y o he
s uden s, du ing his academic yea , in ou g oups on his cou se ha goes deepe in o he His o y o
Mode n A om Mane o he His o ical A an -ga des, we ha e sugges ed o he s uden s ha hey
ca y ou he ollowing g oup ask: o analyse in dep h he mani es os o se e al a an -ga de
mo emen s appea ing in he p og amme, and o hen w i e, and ead in public, mani es os ha upda e
he app oaches o he o iginals o he 21s cen u y.
Fo his cou se, coope a i e wo k is a undamen al me hodological ool, since he numbe o s uden s
is g ea e han 90 and he use o his me hodology allows s uden s o ecei e equen eedback on
hei le el o achie emen in he p ocess o acqui ing he skills because o he possibili y o p esen ing
mo e asks o assessable exe cises –i hey we e o wo k indi idually, he bu den o assessing hem
would be oo much o he lec u e –. By he da e on which he ask we would like o p esen was
aised, he wo king g oups we e al eady o med and had al eady de eloped g oup dynamics hanks o
ea lie , lesse scope assessable wo ks.
Each o he wo king g oups has been andomly gi en a mani es o – u u is , Dadais o su ealis –, ha
mus be analysed in dep h and hen ano he one ha upda es i o sui he 21s cen u y mus be d a ed
and ead ou in public. Ini ially, hey ha e been p o ided wi h he e e ence ex , he ma e ial wi hin
which i is p esen ed, as well as basic bibliog aphic ex s on he mo emen ha ga e ise o i , since
his con en had no ye been in oduced in he lec u es ( he ime able o he cou se includes lec u es
and class oom p ac ical wo k [10]).
Depending on he a ious objec i es o his assessable ask, he wo k can be di ided in o h ee main
phases:
A. ANALYSIS OF THE PROPOSED AVANT-GARDE MOVEMENT AND MANIFESTO
The ollowing ques ions ha e been sugges ed o he s uden s o guide hem in he analysis o he
mani es o ha each g oup has been gi en andomly o wo k on:
- In wha his o ical-a is ic con ex was he mani es o c ea ed?
2533
- Wha was he mo emen ha ga e ise o i ?
- Wha was he pu pose o he mani es o wi hin he mo emen i sel ?
- Unde wha condi ions was i made public?
- A whom was i a ge ed?
- Wha a e i s objec i es?
- Wha a e i s main ideas?
- Wha kind o speech does i use? (S yle, ype o li e a y igu es, e c.).
- Wha epe cussions did his mani es o ha e?
B. DRAFTING OF THE NEW MANIFESTO UPDATING IT FOR THE 21ST CENTURY
Taking in o accoun ha he his o ical con ex in which he o iginal mani es o was w i en is no he
same as oday, h ough his exe cise we wan o p omo e a e lec ion by he s uden s on he possibili y
o upda ing he ideology o hese a an -ga de mo emen s o he 21s cen u y and o e lec on he
use ulness o i s sel -p esen a ion esou ces in ou ime. S uden s can ake he bulk o he o iginal
mani es o's ideas o selec only some ideas as a e e ence o he d a ing o he upda ed mani es o,
bu i is essen ial o be inspi ed by he o iginal objec i es, s yle and one o he p e ious mani es o o
he wo ding o he new ex .
The aspec s o be conside ed sugges ed o he s uden s when w i ing he new mani es o a e:
• Gi en he summa y o he main ideas o he o iginal mani es o, o wha 21s cen u y si ua ions
could hey be linked and how can hose claims be upda ed o he 21s cen u y?
• How can he one o he o iginal mani es o be ekindled in he new one?
• Wha ea u es o he w i ing s yle o he o iginal mani es o could be use ul and inspi ing o he
w i ing o he new mani es o?
C. PRESENTATION OF THE MANIFESTO STUDIED AND READING OF THAT DRAFTED BY
EACH OF THE GROUPS
Bea ing in mind he way in which each o he e e ence mani es os we e dissemina ed in w i ing and
o ally, each wo king g oup should p epa e a se ing o he public eading o he mani es o. In his
case, he condi ions unde which he o iginal mani es os we e made public can be an inspi a ion, bu
an en i ely new se ing may also be c ea ed o he new mani es o. Fo he o al p esen a ions, he
en i e class oom space and he echnical acili ies a ailable in i will be made a ailable o he s uden s.
In hese p esen a ions all membe s o he g oup mus pa icipa e, wi hou excep ion, unless he e is a
jus i ied cause. The da es o each g oup's p esen a ion in he cou ses p ac ical classes ha e been
made public, su icien ly ea ly o gua an ee he a endance o all he membe s o he g oup in
ad ance.
The equi emen gi en o he s uden s is ha he p esen a ions should ha e he ollowing pa s:
- P esen a ion o he o iginal mani es o and he conclusions o hei analysis o i .
- Reading o he upda ed mani es o.
Each g oup will ha e app oxima ely 20 o 25 minu es o p esen a ion ime; he e o e, he wo k should
show summa y and clea conclusions on he o iginal mani es o, and hen gi e way o he eading o
he new mani es o.
The eache will assess his ask using a se o assessmen c i e ia o he o al p esen a ion included
in he s uden 's guide o he 2019/2020 cou se ha was gi en o he s uden s on he i s day o class.
Howe e , s uden s indi idually (no a he g oup le el), using he same c i e ia, mus ake no es on all
he p esen a ions and hen pa icipa e in a o e – he eache 's o e coun s he same as ha o any
s uden –, which will decide which was he bes p esen a ion (pee assessmen ). The membe s o he
winning g oup will ge 0.5 poin s added o hei inal ma k o he cou se. This measu e aims o u he
boos s uden mo i a ion o his ask, which co esponds o 20% o he inal ma k o he cou se.
The speci ic lea ning ou comes o his exe cise ha e been speci ied as ollows:
• The s uden s will ead, unde s and and analyse se e al a an -ga de mani es os and become
awa e o he con ibu ions ha hese mo emen s made o he ideas and p ac ice o a .
2534
• The s uden s will associa e he o mal ea u es o he plas ic language o se e al a an -ga de
mo emen s wi h he p oclama ion o hei objec i es made in w i ing and o ally h ough a
mani es o.
• The s uden s will de elop hei c ea i e capaci y by w i ing mani es os ha upda e he con en s
o some ha he his o ical a an -ga de used o dissemina e hei ideas.
• The s uden s will exe cise hei o al exp ession and hei pe o mance skills when p epa ing a
se ing o he public eading o he new upda ed mani es os.
• The s uden s will ca y ou pee assessmen o o e on which hey hough was he bes eam
p esen a ion om among hei p ac ical g oup.
3 RESULTS
In p e ious cou ses, only he guided analysis o some o he mani es os chosen o his ask, had been
conside ed as a p ac ical exe cise. Nex , s uden s only had o p epa e an indi idual c i ical app aisal o
hem some wo o h ee pa ag aphs in leng h. In addi ion, his p ac ical wo k ep esen ed a low
pe cen age o he inal ma k o he cou se.
The inclusion o he c ea i e challenge has been decisi e in inc easing s uden mo i a ion and in e es
in he analysis o he mani es os. Ano he impo an de ail ha con i ms he impo ance o he ask is o
ha e made i an impo an pa o he inal assessmen o he cou se.
Al hough he o al p esen a ion phase o he wo k and i s assessmen ha e ye o ake place, ha can
p o ide mo e da a o highligh he e ec i eness o his ask when i comes o he acquisi ion o he
subjec compe ences, he s uden s a e highly in ol ed in he exe cise, which we no e because o he
p ac ical wo k sessions in he class oom in which he s uden s come oge he in g oups o o ganise
and de elop he exe cise. We also conside ha he me hodology o coope a i e g oup wo king is
use ul and en iching in he de elopmen o wo k like his one, no only because i equi es a
consensus o ideas and c ea i e app oaches, as was he case o he ini ial mani es os c ea ed in he
con ex o he o iginal mo emen s, bu also because he public eading o he mani es o pa is done
wi h he suppo and p o ec ion o he g oup.
4 CONCLUSIONS
The eaching wo k i sel poses a cons an c ea i e challenge and any high-quali y educa ional
p oposal should pu sue he de elopmen o c ea i i y in he s uden s and eache s [11-12], a all
s ages o he educa ion sys em. The design o e ec i e s a egies o ensu e he acquisi ion o skills by
s uden s and o ensu e a high le el o mo i a ion in he subjec s augh a e wo o he main challenges
o e e y lec u e .
The design o c ea i e wo ks o be p epa ed by s uden s, o ha in ol e c ea i i y among o he
quali ies, is no only a necessi y, depending on he alues ha a e equi ed in ou socie y oday o he
p o essionaliza ion o s uden s, bu also a sa e be o ca alyse he mo i a ion and in ol emen o
s uden s wi h he heo e ical o p ac ical con en de eloped by eache s.
Fo all cou ses he lec u e is aced wi h he challenge o designing p ac ical wo k ha , among i s
many possibili ies, can gua an ee he acquisi ion o he skills needed o hei subjec s. This piece has
desc ibed he cha ac e is ics o one ha has been designed o b ing he con en s o he His o y o A
o s uden s o Fine A s.
REFERENCES
[1] Facul y o Fine A s o he UPV-EHU, Deg ee in A , Accessed 30 Decembe , 2019. Re ie ed
om h ps://www.ehu.eus/es/g ado-a e
[2] Facul y o Fine A s o he UPV-EHU, Deg ee in C ea ion and Design, Accessed 30 Decembe ,
2019. Re ie ed om h ps://www.ehu.eus/es/g ado-c eacion-y-diseno
[3] Facul y o Fine A s o he UPV-EHU, Deg ee in Conse a ion and Res au a ion o Cul u al
P ope y, Accessed 30 Decembe , 2019. Re ie ed om h ps://www.ehu.eus/es/g ado-
conse acion-y- es au acion-bienes-cul u ales
2535
[4] Facul y o A s o he UPV-EHU, Deg ee in His o y o he A s, Accessed 30 Decembe , 2019.
Re ie ed om: h ps://www.ehu.eus/es/web/gues /g ado-his o ia-del-a e
[5] Jus i ied Memo y o he Deg ee in A augh a Facul y o Fine A s o he UPV-EHU (2010),
Accessed 30 Decembe , 2019. Re ie ed om:
h ps://www.ehu.eus/documen s/1561994/1603111/MEMORIA+GRADO+EN+ARTE-
COMPLETO.pd
[6] Jus i ied Memo y o he Deg ee in C ea ion and Design augh a Facul y o Fine A s o he UPV-
EHU (2010) (2010), Accessed 30 Decembe , 2019. Re ie ed om: h ps://www.ehu.eus/
documen s/1561994/1603111/MEMORIA%20GRADO%20EN%20CREACION%20Y%20DISE%
C3%91O-COMPLETO.pd
[7] Jus i ied Memo y o he Deg ee in Conse a ion and Res au a ion o Cul u al P ope y augh a
Facul y o Fine A s o he UPV-EHU (2010), Accessed 30 Decembe , 2019. Re ie ed om:
h ps://www.ehu.eus/documen s/1561994/1603111/MEMORIA%20%20GRADO%20EN%20RES
TAURACI%C3%93N%20Y%20CONSERVACI%C3%93N%20DE%20BIENES%20CULTURALES
-COMPLETO.pd
[8] A. de la He án and D. Velázquez, “Capí ulo III. Educación y c ea i idad” in Calidad y c ea i idad
aplicada a la enseñanza supe io (D. Velázquez, coo d.), pp. 107-141, México: Uni e sidad
Nacional Au ónoma de México and Edi o ial Miguel Ángel Po úa, 2012 [E-Reade Ve sion].
Re ie ed om h ps://ebookcen al-p oques -com.ehu.idm.oclc.o g/lib/biblio eka/de ail.ac ion?
docID=3215097
[9] A. La inaga, “No hay una solución maes a: 4 suge encias pa a comba i el plagio en las
disciplinas de Humanidades” in XV Fo o In e nacional sob e la E aluación de la Calidad de la
In es igación y de la Educación Supe io (FECIES), 2018 (M. Guillo -Valdés and A. Guillón-
Riquelme, coo ds.), pp. 1279-1284, G anada: Asociación Española de Psicología Conduc ual
(AEPC), 2018. Re ie ed om h ps://www.ug .es/~aepc/FECIES_16/Capi ulosFECIES2018.pd
[10] Regula ions on ypes o eaching and sizing o g oups wi hin he amewo k o Eu opean c edi s
ECTS o he UPV-EHU (2012), Accessed 1 Janua y, 2020. Re ie ed om: h ps://www.ehu.eus/
documen s/2415715/4074998/No ma i a+sob e+ ipos+de+docencia+y+dimensionamien o+de+g
upos.pd
[11] D. Velazquez (coo d.), Calidad y c ea i idad aplicada a la enseñanza supe io . México:
Uni e sidad Nacional Au ónoma de México and Edi o ial Miguel Ángel Po úa, 2012 [E-Reade
Ve sion]. Re ie ed om h ps://ebookcen al-p oques -com.ehu.idm.oclc.o g/lib/biblio eka/
de ail.ac ion?docID=3215097
[12] J. Pa edes and A. de la He án, “Validación del Cues iona io de Au oe aluación de la C ea i idad
en la Enseñanza Uni e si a ia”, Es udios sob e Educación, ol. 21, pp. 41-59, 2011.
2536
