[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588778-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588778-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","fear-and-body-art-and-media-projects-for-teacher-training","Fear and Body - Art and Media Projects for Teacher Training","","Media and contemporary art play a central role in teacher training, enabling educators to connect artistic experience with their own reality through relevant evidence from media. The work proposes innovative strategies for art education, using school-based topics linked to emotions, needs, and students’ everyday lives. Concepts such as “fear” and “body” are explored through Spanish artists Carmen Calvo and Anna Ruiz Sospedra, using mixed methodology combining Arts-Based Educational Research and Artography, with strong student acceptance reported for the process.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/fear-and-body-art-and-media-projects-for-teacher-training/588778/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/fear-and-body-art-and-media-projects-for-teacher-training/588778.png","ImageObject",300,407,{"name":42,"@type":43},"Chumphorn","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does contemporary art support teacher training in the classroom?","Question",{"text":63,"@type":64},"It helps students approach the world of artistic creation and art education from a perspective close to their interests, demonstrating effectiveness in teacher training practice.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What themes guide the proposed art education projects?",{"text":68,"@type":64},"Projects focus on themes such as fear and the body, connected to students’ emotions, needs, and daily life, while also addressing social, political, and cultural issues.",{"name":70,"@type":61,"acceptedAnswer":71},"Which artists and methodologies are used in the approach?",{"text":72,"@type":64},"The approach draws on Spanish artists Carmen Calvo and Anna Ruiz Sospedra and uses mixed methodology combining Arts-Based Educational Research and Artography.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588778,1792978298,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","FEAR AND BODY. ART AND MEDIA PROJECTS FOR TEACHER  \nTRAINING  \nRicard Huerta  \nAbstract: Media and contemporary art is important for teacher training. Art educators could link art experience with their own reality, and media evidences. Creativity deals with social, political and cultural issues. From an innovative perspective, we propose strategies for art educators. We introduce topics in the school setting, linked to the emotions, needs and students’ life. Concepts such as \"fear \" or \"body \" allow us to investigate current problems. We approach the concepts from the work of Spanish artists Carmen Calvo and Anna Ruiz Sospedra. Methodology used mixed, combining Arts-Based Educational Research and Artography. We highlight the great acceptance by students of this process.  \nKey words: Media, Art Education, Teacher Training, Contemporry Art, Body.  \n1. Introduction  \nIn my experience as a professor involved in the training teachers, I have verified the effectiveness of the use of contemporary art in the classroom. Talking about current art in the classroom allows students to approach the world of artistic creation and art education from a perspective close to their interests (Hamlin & Fusaro, 2018) . In the current international panorama of art, the role of women artists becomes very important. We propose to vindicate the role of women in art developing projects from attractive and innovative themes based on concepts such as fear or body.  \n2. Media, contemporary art, art education and teacher training  \nArt is present in the media, in galleries and museums as well as in the actions of contemporary artists in the urban space in collaboration with communities. The new emergencies of art allow us to deal with issues close to students. The use of topics close to their interests helps them to reflect on current problems that also have a historical path, such as Human Rights (Krahe, 2017) . Some concepts are constant in the art of our time and in the art of all times: life and death, love, hatred, power, education, or the body. We can review what has happened in the history of art but beginning with what is happening nowadays. If we talk about the human body, or identity, we can start with the photos of Cindy Sherman. From the present, we recover other previous artists such as Rembrandt, Caravaggio, Frida Kahlo, Ribera, Louise Bourgeois or Michelangelo. We work with visual motives, understanding images as a trajectory of the gaze. We link with the interests of the students, so that they can express their opinions, participate actively and introduce their own ideas.  \nAlmost all of my students are women. We refer to future teachers who are not going to dedicate themselves to art production or to trade with art works. The participation of the K-12 teachers in the artistic creation is far from the art market, but they can turn art into a tool to generate great pedagogical satisfactions. I encourage use the possibilities of art as an educational argument, as a force capable of revolutionizing society, as a breath that inspires changes and social improvements (Huerta, 2016) .  \nWe can use devices from the field of art to think about school, dialoguing in the field of experiencesand possible relationships between art and education, defending participatory art, involving many people, connecting them in cultural mediation networks. We review the lesson of Paulo Freire, who  \npoints towards critical pedagogy, proposing a rupture of the traditional hierarchy between teachers and students (Freire, 1998) .  \n3. Art produced by women uses themes such as fear or body  \nIn my teaching experiences, I have always incorporated the art made by women. When we talk about contemporary art, we refer to the art that made in this moment we are talking about living artists, people we can meet personally. If we talk about women artists, we incorporate a gender element that makes this reality visible. I consider it essential that my students, future teachers, kn","cbCaignGWJHKv21L","https://ap.wps.com/l/cbCaignGWJHKv21L","pdf",646596,"English","# Introduction\n# Media, contemporary art, art education and teacher training\n# Art produced by women uses themes such as fear or body","[{\"question\":\"How does contemporary art support teacher training in the classroom?\",\"answer\":\"It helps students approach the world of artistic creation and art education from a perspective close to their interests, demonstrating effectiveness in teacher training practice.\"},{\"question\":\"What themes guide the proposed art education projects?\",\"answer\":\"Projects focus on themes such as fear and the body, connected to students’ emotions, needs, and daily life, while also addressing social, political, and cultural issues.\"},{\"question\":\"Which artists and methodologies are used in the approach?\",\"answer\":\"The approach draws on Spanish artists Carmen Calvo and Anna Ruiz Sospedra and uses mixed methodology combining Arts-Based Educational Research and Artography.\"}]","Fear and Body - Art and Media Projects for Teacher Training | PDF",1792065920,25]