11 Nov Diverse, holistic and integrated: Challenges for arts teacher training in Mexico. Creating and fostering partnerships to enhance arts education: Challenges and opportunities
Autores:
Patricia González-Moreno, Gerónimo Mendoza-Meraz & Rubén Carrillo
2018
Resumen
One of the biggest challenges for arts education in Mexico is in teacher training and professional development. Currently specialized arts programs, at the undergraduate and graduate levels, are characterized as highly Eurocentric, despite the great artistic and cultural diversity in the country, limiting arts teacher preparation to competencies within the Western classical tradition (González-Moreno, 2015; Green, 2002). In this sense, the notion of its superiority still prevails as the basis for education in the arts (Vitale,2011), without giving enough recognition and inclusion to our own traditional and contemporary arts expressions. As result of this value system, undergraduate programs are focused on the development of interpretive, theoretical, and technical skills which are commonly anachronistic (McPherson & Gabrielsson, 2002). The programs are based on what characterized each art tradition in past centuries (e.g., performance of ancient repertoire; classical ballet technique; ancient Greek drama; still life painting) without deepening the role of the arts in modern educational contexts. In other words, curricula in higher education have not properly reflected competencies, skills, and knowledge relevant to current training needs for both artists and arts educators (e.g., contemporary art techniques, use of new technologies, art market, arts entrepreneurship and leadership, among others; see Ruthmann & Mantie 2017; Slowinska, 2014).
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González-Moreno, P. A., Mendoza-Meraz, & Carrillo, R. (2017). Diverse, holistic and integrated: Challenges for arts teacher training in Mexico. Creating and fostering partnerships to enhance arts education: Challenges and opportunities. In T. Ijdens, B. Holden, & E. Wagner (Eds.), International yearbook for research in arts education (vol. 5). Arts education around the world: Comparative research seven years after the Seoul Agenda (pp. 249–251). Waxmann.
