Ángela Barrera-García

5.3 Deconstruction and Film Heritage in Pre-Service Teacher Training (Paper)

Ángela Barrera-García – Department of Musical, Plastic and Corporal Expression Didactics, University of Granada, Spain

Dolores Álvarez-Rodríguez – Faculty of Education, University of Granada, Spain

Abstract:

Given the complexity of audiovisual narratives in the digital era and the challenge of developing analytical and reflective skills in the classroom around audiovisual consumption, this project uses filmic defragmentation from a new collaborative perspective as a resource for educational artistic creation for future teachers. Defragmentation, understood as the process of deconstructing and re-generating the visual and sound narrative, is explored from a collaborative and interactive approach, where participants question the multiple layers of meaning present in a film work and allow them to co-author a collaborative video essay. The project is part of the pre-service teacher education of Primary Education with a significant sample of students who have worked under an a/r/tographic methodological approach in teams to generate three different video-essays with the aim of fostering creativity and placing them in an active role in creating their own works. In addition, it also develops their analytical and reflective skills. To this end, a current audiovisual reference has been used as a starting point to provide the necessary aesthetic and conceptual keys to promote and explore new perspectives on our cultural and filmic heritage. As a result of the integration between film theory and the visual arts, an aesthetic and conceptual quality is observed in the resulting works, also motivated by the position of the film as a tool for the development of the visual arts.

6.30 Performative Creation and Multimedia in the Classroom: An Interdisciplinary Approach to Migration in the Local Educational Context (Paper)

Ángela Barrera-García – Department of Musical, Plastic and Corporal Expression Didactics, University of Granada, Spain

Carmen Sanchez-Duque – Universidad Finis Terrae, Santiago, Chile – virtual

Alicia Arias-Camisón Coello – Universidad de Almería / Universidad Internacional de la Rioja, Spain

Abstract:

Migration is a global phenomenon that significantly impacts educational systems. In Spain, migrant students often face considerable challenges – including linguistic, cultural, and adaptive barriers – that can lead to stress, anxiety, and social isolation, ultimately affecting their academic performance and emotional well-being.

This study was conducted at an educational institution in Granada, involving a class of 4th-year Compulsory Secondary Education students, the majority of whom were foreign-born. Using an arts-based educational research approach, the project fostered horizontal collaboration between teacher-researchers and students. The methodology combined performative practices with live video projection and the creation of soundscapes to engage students in co-constructing knowledge and expression.

The primary aim was to rethink and reconstruct collective visual narratives surrounding the experiences of migrant students within educational communities. The interdisciplinary nature of the project is reflected in its live audiovisual and sonic environments, as well as in the performative interventions – all conceived and realized by the students at every stage of the process.

The project culminated in a series of collective artistic creations that critically engaged with the social realities of the school environment. The findings demonstrate that the integration of theatrical techniques with multimedia resources enhanced students’ creativity, as well as their digital, social, and emotional skills. Ultimately, the study highlights how interdisciplinary, intermodal artistic practices serve as effective platforms for fostering intercultural dialogue and offering new perspectives on the lived experiences of migrant students.