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The content of the texts is the sole responsibility of (the)

authors (as). Admittance reproduction, as long as the source


is mentioned: InSEA: International Society for Education through Art
http://www.insea.org

Contact: InSEA Publications. Quinta da Cruz (APECV).


Estrada de São Salvador, 3510-784 São Salvador, Viseu
Portugal

Website: http://www.insea.org

Email: insea@insea.org

https://doi.org/10.24981.TESS.2019
Engaged Art Education

Editors
Ângela Saldanha
Maja Maksimovic
Teresa Torres de Eça
Maria Letsiou
Hester Elzerman

Language Revision
Susan Coles

Graphics
Ângela Saldanha
Cover Image
Maria Letsiou

InSEA Publications
Quinta Da Cruz, Viseu, Portugal
www.insea.org
Email: inseaservices@gmail.com

Date of Publication
October 2019
Introduction

I
Engaged Art Education
© 2019 InSEA publications

II
Engaged Art Education
© 2019 InSEA publications

III
Engaged Art Education
© 2019 InSEA publications

IV
Engaged Art Education
© 2019 InSEA publications

V
Engaged Art Education
© 2019 InSEA publications

VI
Introduction I
Ângela Saldanha, Maja Maksimovic, Teresa Torres de Eça,
Maria Letsiou, Hester Elzerman

Street art and Art Education: Case of Trafačka 01


(Prague, Czech Republic)
Kamila Karagavrilidisova

Portals from public to educational spaces - 09


Schoolcit
Jelena Joksimovic

Using binaural soundscapes in educational 19


context: turning vision into sound
Antonio Felix Prieto

Liminal Belgrade and Social Practice 26


Vanja Zaric, Milica Milosevic, Jana Misovic, Natalija
Gojak

My hands tell you 37


María Lorena Cueva Ramírez

Communicate with the body. A system of corporal 43


expressions
María-Isabel Moreno-Montoro, María Martínez-
Morales, Nuria López-Pérez

Art Lab x Kids: Art as a universal language 57


Katia Pangrazi
INDEX

TEST THE FACE: A practical approach to the new 63


body typologies
Myriam Romero Sánchez
Old Dick Donald and Drag King Delicious 74
Melicious: Embodied inquiry through an arts-
-based research on woman clown transvestism
Melissa Lima Caminha

Mujer Invisible/ Invisible Woman 88


María de la Paz Barrios Mudarra

Nature/Territory/Environment 94
Rocio Arregui-Pradas, Carmen Andreu-Lara

Artistic Ecoeducation/Ecoformation And Sensitive 06


Experience In School Routine
Rosana Gonçalves da Silva

In the face of war, the artists must make art that 121
impacts us and wakes us from our indifference.
Do you agree? If the answer is positive; can art
do it; and how could an artist do it?
Spyros Koutis

“Depictions of a refugee’s journey”: Emphasizing 159


empathy in the primary art curriculum
Martha Christopoulou

Rethinking the Notion of Art Learning as a Social 182


Activity
Maria Letsiou

MYTHAGOGIA 199
Antonia [Tania] Batzoglou
INDEX

Art Education and the art of breaking the silence 209


Ismini Sakellariadi
Street art and Art Education: Case of Trafačka (Prague, Czech Republic)
Kamila Karagavrilidisova

1
Street art and Art Education: Case of Trafačka (Prague, Czech Republic)
Kamila Karagavrilidisova

2
Street art and Art Education: Case of Trafačka (Prague, Czech Republic)
Kamila Karagavrilidisova

3
Street art and Art Education: Case of Trafačka (Prague, Czech Republic)
Kamila Karagavrilidisova

4
Street art and Art Education: Case of Trafačka (Prague, Czech Republic)
Kamila Karagavrilidisova

5
Street art and Art Education: Case of Trafačka (Prague, Czech Republic)
Kamila Karagavrilidisova

6
Street art and Art Education: Case of Trafačka (Prague, Czech Republic)
Kamila Karagavrilidisova

7
Street art and Art Education: Case of Trafačka (Prague, Czech Republic)
Kamila Karagavrilidisova

8
Portals from public to educational spaces - Schoolcit
Jelena Joksimovic

9
Portals from public to educational spaces - Schoolcit
Jelena Joksimovic

10
Portals from public to educational spaces - Schoolcit
Jelena Joksimovic

11
Portals from public to educational spaces - Schoolcit
Jelena Joksimovic

12
Portals from public to educational spaces - Schoolcit
Jelena Joksimovic

13
Portals from public to educational spaces - Schoolcit
Jelena Joksimovic

14
Portals from public to educational spaces - Schoolcit
Jelena Joksimovic

15
Portals from public to educational spaces - Schoolcit
Jelena Joksimovic

16
Portals from public to educational spaces - Schoolcit
Jelena Joksimovic

17
Portals from public to educational spaces - Schoolcit
Jelena Joksimovic

18
Using binaural soundscapes in educational context: turning vision into sound
Antonio Felix Prieto

19
Using binaural soundscapes in educational context: turning vision into sound
Antonio Felix Prieto

20
Using binaural soundscapes in educational context: turning vision into sound
Antonio Felix Prieto

21
Using binaural soundscapes in educational context: turning vision into sound
Antonio Felix Prieto

22
Using binaural soundscapes in educational context: turning vision into sound
Antonio Felix Prieto

23
Using binaural soundscapes in educational context: turning vision into sound
Antonio Felix Prieto

24
Using binaural soundscapes in educational context: turning vision into sound
Antonio Felix Prieto

25
Liminal Belgrade and Social Practice
Vanja Zaric, Milica Milosevic, Jana Misovic, Natalija Gojak

26
Liminal Belgrade and Social Practice
Vanja Zaric, Milica Milosevic, Jana Misovic, Natalija Gojak

27
Liminal Belgrade and Social Practice
Vanja Zaric, Milica Milosevic, Jana Misovic, Natalija Gojak

28
Liminal Belgrade and Social Practice
Vanja Zaric, Milica Milosevic, Jana Misovic, Natalija Gojak

29
Liminal Belgrade and Social Practice
Vanja Zaric, Milica Milosevic, Jana Misovic, Natalija Gojakk

30
Liminal Belgrade and Social Practice
Vanja Zaric, Milica Milosevic, Jana Misovic, Natalija Gojak

31
Liminal Belgrade and Social Practice
Vanja Zaric, Milica Milosevic, Jana Misovic, Natalija Gojak

32
Liminal Belgrade and Social Practice
Vanja Zaric, Milica Milosevic, Jana Misovic, Natalija Gojak

33
Liminal Belgrade and Social Practice
Vanja Zaric, Milica Milosevic, Jana Misovic, Natalija Gojak

34
Liminal Belgrade and Social Practice
Vanja Zaric, Milica Milosevic, Jana Misovic, Natalija Gojak

35
Liminal Belgrade and Social Practice
Vanja Zaric, Milica Milosevic, Jana Misovic, Natalija Gojak

36
My hands tell you
María Lorena Cueva Ramírez

37
My hands tell you
María Lorena Cueva Ramírez

38
My hands tell you
María Lorena Cueva Ramírez

39
My hands tell you
María Lorena Cueva Ramírez

40
My hands tell you
María Lorena Cueva Ramírez

41
My hands tell you
María Lorena Cueva Ramírez

42
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

43
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

44
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

45
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

46
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

47
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

48
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

49
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

50
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

51
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

52
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

53
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

54
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

55
Communicate with the body. A system of corporal expressions
María-Isabel Moreno-Montoro, María Martínez-Morales, Nuria López-Pérez

note: the first version of this text was published in IMAG 7 - InSEA Publications 2019

56
Art Lab x Kids: Art as a universal language
Katia Pangrazi

57
Art Lab x Kids: Art as a universal language
Katia Pangrazi

58
Art Lab x Kids: Art as a universal language
Katia Pangrazi

59
Art Lab x Kids: Art as a universal language
Katia Pangrazi

60
Art Lab x Kids: Art as a universal language
Katia Pangrazi

61
Art Lab x Kids: Art as a universal language
Katia Pangrazi

note: the first version of this text was published in IMAG 7 - InSEA Publications 2019

52
TEST THE FACE: A practical approach to the new body typologies
Myriam Romero Sánchez

63
TEST THE FACE: A practical approach to the new body typologies
Myriam Romero Sánchez

64
TEST THE FACE: A practical approach to the new body typologies
Myriam Romero Sánchez

65
TEST THE FACE: A practical approach to the new body typologies
Myriam Romero Sánchez

66
TEST THE FACE: A practical approach to the new body typologies
Myriam Romero Sánchez

67
TEST THE FACE: A practical approach to the new body typologies
Myriam Romero Sánchez

68
TEST THE FACE: A practical approach to the new body typologies
Myriam Romero Sánchez

69
TEST THE FACE: A practical approach to the new body typologies
Myriam Romero Sánchez

70
TEST THE FACE: A practical approach to the new body typologies
Myriam Romero Sánchez

71
TEST THE FACE: A practical approach to the new body typologies
Myriam Romero Sánchez

72
TEST THE FACE: A practical approach to the new body typologies
Myriam Romero Sánchez

73
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

74
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

75
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

76
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

77
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

78
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

79
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

80
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

81
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

82
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

83
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

84
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

85
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

86
Old Dick Donald and Drag King Delicious Melicious: Embodied inquiry through an
arts-based research on woman clown transvestism
Melissa Lima Caminha

87
Mujer Invisible/ Invisible Woman
María de la Paz Barrios Mudarra

88
Mujer Invisible/ Invisible Woman
María de la Paz Barrios Mudarra

89
Mujer Invisible/ Invisible Woman
María de la Paz Barrios Mudarra

90
Mujer Invisible/ Invisible Woman
María de la Paz Barrios Mudarra

91
Mujer Invisible/ Invisible Woman
María de la Paz Barrios Mudarra

92
Mujer Invisible/ Invisible Woman
María de la Paz Barrios Mudarra

93
Nature/Territory/Environment
Rocio Arregui-Pradas, Carmen Andreu-Lara

94
Nature/Territory/Environment
Rocio Arregui-Pradas, Carmen Andreu-Lara

95
Nature/Territory/Environment
Rocio Arregui-Pradas, Carmen Andreu-Lara

96
Nature/Territory/Environment
Rocio Arregui-Pradas, Carmen Andreu-Lara

97
Nature/Territory/Environment
Rocio Arregui-Pradas, Carmen Andreu-Lara

98
Nature/Territory/Environment
Rocio Arregui-Pradas, Carmen Andreu-Lara

99
Nature/Territory/Environment
Rocio Arregui-Pradas, Carmen Andreu-Lara

100
Nature/Territory/Environment
Rocio Arregui-Pradas, Carmen Andreu-Lara

101
Nature/Territory/Environment
Rocio Arregui-Pradas, Carmen Andreu-Lara

102
Nature/Territory/Environment
Rocio Arregui-Pradas, Carmen Andreu-Lara

103
Nature/Territory/Environment
Rocio Arregui-Pradas, Carmen Andreu-Lara

104
Nature/Territory/Environment
Rocio Arregui-Pradas, Carmen Andreu-Lara

105
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

106
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

107
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

108
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

109
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

110
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

111
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

112
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

113
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

114
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

115
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

116
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

117
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

118
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

119
Artistic Ecoeducation/Ecoformation And Sensitive Experience In School Routine
Rosana Gonçalves da Silva

120
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

121
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

122
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

123
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

124
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

125
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

126
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

127
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

128
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

129
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

130
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

131
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

132
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

133
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

134
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

135
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

136
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

137
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

138
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

139
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

140
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

141
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

142
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

143
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

144
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

145
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

146
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

147
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

148
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

149
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

150
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

151
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

152
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

153
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

154
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

155
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

156
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

157
In the face of war, the artists must make art that impacts us and wakes us from our
indifference. Do you agree? If the answer is positive; can art do it; and how could an
artist do it?
Spyros Koutis

158
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

159
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

160
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

161
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

162
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

163
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

164
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

165
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

166
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

167
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

168
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

169
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

170
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

171
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

172
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

173
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

174
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

175
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

176
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

177
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

178
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

179
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

180
“Depictions of a refugee’s journey”: Emphasizing empathy in the primary art curriculum
Martha Christopoulou

181
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

182
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

183
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

184
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

185
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

186
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

187
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

188
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

189
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

190
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

191
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

192
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

193
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

194
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

195
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

196
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

197
Rethinking the Notion of Art Learning as a Social Activity
Maria Letsiou

198
MYTHAGOGIA
Antonia [Tania] Batzoglou

199
MYTHAGOGIA
Antonia [Tania] Batzoglou

200
MYTHAGOGIA
Antonia [Tania] Batzoglou

201
MYTHAGOGIA
Antonia [Tania] Batzoglou

202
MYTHAGOGIA
Antonia [Tania] Batzoglou

203
MYTHAGOGIA
Antonia [Tania] Batzoglou

204
MYTHAGOGIA
Antonia [Tania] Batzoglou

205
MYTHAGOGIA
Antonia [Tania] Batzoglou

206
MYTHAGOGIA
Antonia [Tania] Batzoglou

207
MYTHAGOGIA
Antonia [Tania] Batzoglou

208
Art Education and the art of breaking the silence
Ismini Sakellariadi

209
Art Education and the art of breaking the silence
Ismini Sakellariadi

210
Art Education and the art of breaking the silence
Ismini Sakellariadi

211
Art Education and the art of breaking the silence
Ismini Sakellariadi

212
Art Education and the art of breaking the silence
Ismini Sakellariadi

213
Art Education and the art of breaking the silence
Ismini Sakellariadi

214
Art Education and the art of breaking the silence
Ismini Sakellariadi

215
Art Education and the art of breaking the silence
Ismini Sakellariadi

216
Art Education and the art of breaking the silence
Ismini Sakellariadi

217
Art Education and the art of breaking the silence
Ismini Sakellariadi

218
Art Education and the art of breaking the silence
Ismini Sakellariadi

219
Art Education and the art of breaking the silence
Ismini Sakellariadi

220
Art Education and the art of breaking the silence
Ismini Sakellariadi

221
Art Education and the art of breaking the silence
Ismini Sakellariadi

222
Art Education and the art of breaking the silence
Ismini Sakellariadi

223
Art Education and the art of breaking the silence
Ismini Sakellariadi

224
Art Education and the art of breaking the silence
Ismini Sakellariadi

225
Art Education and the art of breaking the silence
Ismini Sakellariadi

note: the first version of this text was published in IMAG 7 - InSEA Publications 2019

226