Art and its transformative power

The teaching of art at school has a transforming power, as it increases the ability to solve problems, there is an improvement in creativity, it increases self-esteem, it makes students challenge their limits and their cultural and aesthetic repertoire grows.

Adapted to this new reality, in which everything is done and resolved through online resources and relationships are based on apps, we don't stop to think or appreciate enough about art.

It can be said that in art there are countless unresolved points, since there is no clear definition about its composition, which makes making art a harrowing task. But every human activity has its moment of anguish and, as they say, “the antagonist of anguish is success and victory”.

In the creation of art, it is essential to have freedom and sensitivity. As a plastic artist, I don't use logical reasoning in creation, I get lost in the lines, in the curves that meet and change meanings, that compose images, unusual figures and that are constituted by colors and their absence. I create with freedom and emotion, I paint what moves me, what is meaningful to me and about everything that pleases me. I usually address issues of the feminine because, as Frida Kalho said, "it's the subject I know best".

In most pagan civilizations the goddesses are the creators of the Universe, known as qadesh (sacred), they are presented as responsible for generating lives, cultures, language and writing. In Greek mythology, the Mother Goddess or Mother Earth is personified as Goddess Gaia, the primordial generator of all gods, one of the first elements that emerged at the dawn of creation, along with air, sea and sky.
To teach Art, it is necessary to teach how to read texts without words, explore photographs, paintings, illustrations and cartoons, it is necessary to know the proper grammar that governs the visual language and to contextualize the conditions of production of each work studied.

Just like graffiti on the streets, TV commercials, paintings in books and works of art are formed by signs, by elements that form the visual language that need to be decoded, read, to be understood. Artistic expressions with their own characteristics need to be discussed with the classes so that they are actually read and not “guessed”.

Artistic activities are actually the student's most direct contact with art, as there are countless possibilities for experimenting with artistic languages such as drawing, painting, sculpture, theater and music, and it is up to art educators to reflect more intense in relation to learning art in schools, based on artistic procedures.

What is most significant in the learning process is the moment when the student, with autonomy, begins to admire the artistic work, interpreting and identifying its characteristics. The student also begins to consume art in a natural way, whether through films, videos, music, the internet or even by observing the art around him in everyday life.