An autonomous learning experience in the university. Learning Sociology with Fine Arts majors

Authors

  • Fernando Herraiz García Universitat de Barcelona

DOI:

https://doi.org/10.1344/RIDU2015.7.6

Keywords:

Autonomous learning, Assessment and self-assessment, Teaching positionalities, Collaborative work, Student agency.

Abstract

The experience shared in the following paper stems from work carried out in two contexts. On one hand, it is linked to the teaching innovation project Assessing autonomous learning (PID2012-UB/040) carried out by the group Indaga-t. On the other hand, it is part of the teaching practice the author develops in the course Anthropology and Sociology of Art, with undergraduate Fine Arts students. While in the research group the theoretical framework was consolidated, in the classroom the aim was to generate a situation where the students did more than just carry out the tasks assigned to them independently. Therefore, in this paper a mode of autonomous learning is explored, redefining the professor's role, displacing hierarchies, sharing responsibilities, rethinking authorities, developing collaborative strategies, producing collectively, taking a critical approach to assessment, etc. Above all, dialoguing with the arguments produced by the students, the perspectives and observations of the professor and the academic contributions produced during the course.

References

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[12] Perrenoud, P. (2001) Évaluation formative et évaluation certificative : postures contradictoires ou complémentaires? Formation professionnelle suisse, 4, pp. 25-28.

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[15] Zolberg, V. L. (2002) ¿Qué es el arte? ¿Qué es la sociología del arte? En: Sociología de las artes. Fundación Autor, Madrid (1º ed. 1990), pp.17-46.

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Published

2014-12-23

Issue

2015: Núm. 7

Section

Articles

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