The artistic-sound installation as a catalyst for heritage processes in the training of future teachers

Abstract

Introduction: This paper examines an experience developed by the students of the Degree in Early Childhood Education of the Faculty of Education of Palencia (University of Valladolid) based on the design and implementation of artistic-sound installations in natural spaces of the Campus. These practices create intense links with the formative process itself, contribute to their creative experiences shaping their identity and in the identification of their individual heritage as a contribution to their involvement in the revision and improvement of the educational system.

Method: Project-based learning (PBL) methodology and ethnographic research are used; participant observation, design and application of an evaluation rubric and analysis and interpretation of qualitative data.

Results: The pedagogical interest is reflected in the significant learning, the formation of key competences and the acquisition of specific competences of the subject. The results show creativity and effectiveness in the design of sound bodies and their modes of execution, the transformation of the school playground under artistic criteria of inclusion and respect for the environment and the importance of stimulating artistic and pedagogical synergies in the initial training of teachers.

Conclusions: Meaningful practices (experiences, projects, educational artefacts...) will define the teaching identity of future teachers and promote a personal teaching heritage that they will complete in their professional development. Artistic-sound installations in educational contexts integrate the areas of musical and artistic expression and stimulate their application in schools. Collaborative work, creativity, entrepreneurship and a critical sense encourage identity processes and could be a continuous praxis in their future teaching.