De la intervención en color en un “Jardín de invierno” al blanco y negro del Guernica de Picasso. Dos experiencias de Arte Contemporáneo en un IES del medio rural. Metodologías activas en Plástica, Visual y Audiovisual

During the academic year of 2016/2017, at the Secondary School of Albarracín, we have developed two artistic projects in the Plastic, Visual and Audiovisual subject with students of 2nd and 4th year of ESO. These localized interventions, which were made outside the classroom and integrated with learning processes that require teamwork, understanding of the artistic language in its less academic representations, initiate them in the analysis of the relationship between history and art and how this one makes clear that the artist´s sensitivity with the social and historical context that he or she has to live. From the possibilities offered by recycled materials, with a bit of creativity, and using procedural resources, born with the avant-garde, the work is innovative. It allows the development of projects, involving a rural community of students between 12 and 16 years old, which are integrated into common projects, either with direct intervention or with the presentation of them to other courses, opening new fields of experimentation. Many ways to the experience of ephemeral art, to the adaptation of unusual spaces for its exhibition have been given and, in all of that, they identify themselves as the true protagonists of a learning process which is integrated in the day to day of the school center. These two points of intervention, located outside and inside the school, are the garden which gives access, with its allusion to “Land Art” (from the 70s), and the mural exhibition of the reinterpretation of the Guernica in a passage space situated inside it. Durante el curso 2016/2017, en el Instituto de Secundaria de Albarracín, hemos desarrollado dos proyectos artísticos en la asignatura de Plástica, Visual y Audiovisual con alumnado de 2º y 4º de la ESO. Estas intervenciones localizadas fuera del aula, integradas con procesos de aprendizaje que precisan del trabajo en equipo, la comprensión del lenguaje artístico en sus representaciones menos académicas, les inician en el análisis de la relación entre la historia y el arte y cómo este último deja patente la sensibilidad del artista con el contexto social e histórico que le toca vivir. Desde las posibilidades que nos ofrecen los materiales reciclados, con una pizca de creatividad, y utilizando recursos procedimentales, que nacen con las vanguardias, el trabajo es innovador. Permite desarrollar proyectos, que involucran a una comunidad rural de alumnos y alumnas entre 12 y 16 años, que se integran en proyecto