Marco. A. (2012). Project Four Seasons for an intercultural art education.Madrid: UAM. PhD thesis

TITLE OF THE THESIS:
Four seasons: nature, culture and Globalization. From celebration of diversity to an
Intercultural Art Education. Analysis and interdisciplinary approaches for a global change.
AUTHOR: Arantxa Marco Hernando.
PhD SUPERVISOR: Pilar Pérez Camarero. Tenured Proffesor of Education Faculty.
DOCTORATE PROGRAMME: Art Applications in Social Integration: Art, Therapy and
Education on Diversity.
DEPARTMENT: Art Education Department of UNIVERSITY AUTONOMOUS OF MADRID

Abstract
Today’s systemic crisis represents a great challenge for educators, who are aware that
every content should be revised in order to respond to a progressive globalized world
and scientific and technological development. This work agreed from the beginning with
current art education principles where art is related with other fields of knowledge,
specially anthropology, psychology, multiculturalism, post-modernity, feminism and
enviromentalism.
Instead of a patriarchal approach to the art history characterized by great masters and
western ethnocentric viewpoint, this research prioritizes contextualization,
interdisciplinarity among academic fields or school subjects and critical thinking about art
and visual culture. The specific theme of four seasons can help us to promote creative
research and finally acquire a global vision, more respectful with nature.

Educators are aware that every content should be revised in order to respond to a progressive
globalized world, and this work embraced from the beginning the current art education principles
where art is related with other fields of knowledge, specially anthropology, psychology,
multiculturalism, post-modernity, feminism and enviromentalism. Instead of a patriarchal approach
to art history, this research prioritizes contextualization, interdisciplinarity among academic fields or
school subjects and critical thinking about art and visual culture.
Within this framework, I propose the specific theme of four seasons, because after ten years of
research I have concluded that this seemingly taken-for-granted topic at schools can acquire a
creative perspective and intercultural value. Through seasons, students could better understand
the cultural construction of identities and universal idiosyncracies coming from nature and natural
cycles. Ancestral agricultural imaginary and natural symbology can be tracked into celebrations,
visual culture, and art productions all over the world. Face to those messages of media insisting on
individualism, separatist national identifications, consumerism and unnatural lifestyle, this
educational review of seasons goes beyond peoples’ bounderies, allows to sincere cultural
encounters, integration and cooperation over segregation and rivalry and defends natural
transformations and deep respect of every living being on Earth.

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