6 Tips For Keeping Your Students Engaged in Class

6 Tips For Keeping Your Students Engaged in Class

By George Jones on May 15, 2017

This is an extract from Edudemic , connecting education & technology.

The image of the bored, half-asleep, daydreaming teen sitting in a high school classroom is all too familiar for teachers. Most teenagers seem to treat school days like a prison sentence.A recent poll found that the top two words teenagers most associate with school are “bored” and “tired,” and this probably isn’t all that surprising. With schedules that are often packed with difficult classes, homework, and extracurricular activities, teenagers likely find sitting in a desk for hours a day to be pretty low on the excitement scale.

As teachers, the task of keeping students interested and engaged can often feel like a steep challenge. Teachers are competing with endless distractions, sleepiness, and a general lack of motivation. It may be a challenge to find new and inventive ways to help form a more positive view of the school experience for students, but it is a worthy challenge nonetheless. By implementing a few new engagement techniques, teachers may be able to encourage students to be more engaged in class and to put an end to that prison sentence.

Make Relevant Connections

One of the best ways to get teenagers interested is by talking about the things they know and care about, whether that’s pop culture, music, or television shows. For example, creating an English lesson around crafting tweets from the characters in the class novel could be a fun, new way to approach looking at the text. Making references to pop culture within the lesson, or even opening up the floor for student input and feedback about how the class material relates to their everyday lives, could make way for lively conversation.

Some teachers who use Power Point put related memes or GIFs in their presentations to break up the information and maybe get a laugh or two from the otherwise weary students. By tying in things the students enjoy engaging with outside the classroom, teachers may be able to foster more interest in the classroom.

Play Games

Teenagers like playing games, even if they might roll their eyes at first. There are tons of easy, classroom-friendly games that teachers can implement into just about any lesson in any subject to help keep students on their toes and interacting with one another. One go-to game is throwing a beach ball around the room to choose who will answer the next question. Or, write questions on the colored sections of the ball, and whichever section the catcher’s thumb lands on, they have to answer. Create a game of Jeopardy made out of questions from the study guide for an upcoming test and split the class into teams to play. Since many students are grade-driven, consider offering an extra point or two on an assignment to the winner(s).

Work in Groups

Group work is an easy, fail-safe way to get students moving around and talking. Students can be broken into groups to work on any number of assignments, from answering complex discussion questions, to creating a presentation on a textbook chapter to teach to their classmates. If students are particularly disengaged when it comes to class discussion, try putting them into small groups of 3-5 and giving them a set of questions on index cards. Challenge them to spend 5 minutes discussing each question, and ask them to be prepared to share their thoughts with the class. By giving students time to bounce ideas off of one another in a smaller setting, they may feel more prepared to share those ideas to the larger class afterwards.

Four Corners

Using the space in the room is a great way to get students on their feet, rather than sitting stagnantly through a lesson. Four corners is an activity in which the teacher will label each corner of the room with an answer of sorts (for example, the corners might be “strongly agree,” “agree,” “disagree,” and “strongly disagree,”). Then, the teacher will ask questions and/or make statements and ask students to move to which corner of the room they identify with. Once in their chosen corners, students can discuss why they chose that corner. Not only will the activity get students out of their seats, it will also require them to make a conscious and critical decision about what they think about the material of the lesson.

Use Technology

If there is any kind of technology available in the classroom for students and/or teachers to use, teachers could try implementing it into a lesson plan. With some schools around the country moving to one-to-one technology (one device per one student), there are more and more opportunities to incorporate these devices in the learning process. Since most teenagers are nothing short of glued to their tech, using it in the classroom could definitely help keep them more interested in the material. Online platforms like Kahoot! can be used to create interactive quizzes and polls that students can participate in from their own devices, giving them a bit of agency over how the lesson unfolds and what they get out of it.

Participate and Learn With Students

Just because the teacher is in the front of the room doesn’t mean there isn’t anything they can learn from their students. Rather than maintaining an entirely authoritative position in the classroom, teachers can participate in projects, share their own experiences and interests, and get to know their students’ interests. Asking students questions about the things they’re fluent in can make them feel as though the things they care about are interesting and what they have to offer is valuable.

https://www.youtube.com/watch?v=1TQxM3lpCf4

Title	6 Tips For Keeping Your Students Engaged in Class
Author	George Jones.
Source	Edudemic , connecting education & technology. http://www.edudemic.com/6-tips-keeping-students-engaged-class/ Blog: Learning together
Publication date	May 15, 2017
Kind of text	Article.

Most Vulnerable Children

• Author: United Nation.
• Source: UN SPECIAL REPRESENTATIVE OF THE SECRETARY-GENERAL ON VIOLENCE AGAINST CHILDREN

https://violenceagainstchildren.un.org/content/most-vulnerable-children

• Date: 2016 (con motivo de 3 de diciembre)
• Kind of text: Informative
• Main ideas:

            En el artículo seleccionado se aprecia algunas de las condiciones a las que se enfrentan los niños más vulnerables. En el transcurso del tiempo continúa siendo alarmante como niños y adolescentes con discapacidad, están más propensos a recibir violencia física, sexual y psicológica. Los derechos del niño reconocen la protección contra todas las formas de violencia.

Desde Naciones Unidas se apuesta a eliminar toda forma de violencia sobre niños y adolescentes. Para ello, idea planes y obliga a los Estados a responder por todos los niños sin excepciones, los cuales están amparados por los propios tratados internacionales de derechos humanos.

Son los Estados quienes deben velar por la seguridad de todos los niños y protegerlos de todas las formas de violencia. Debido a su discapacidad está más propicios a ser violentados sus derechos e integridad.

            La discriminación en niños y adolescentes con discapacidad , desde los prejuicios culturales, malas percepciones y en la mayoría de los casos invisibilidad por parte de quienes los rodean, afectan a su desarrollo e integración con los demás.

            Como resultado muchas veces a la falta de información y accesibilidad a ella, es que callan o se ven obligados a ocultar ya sea su sufrimiento o reprimir lo que piensan y sus sentimientos.

            Muchas veces los Estados no toman a los niños y adolescentes como sujetos de derecho y no se los respalda ante situaciones donde expresan sufrir algún tipo de violencia. El hecho de tener una discapacidad, imposibilita el testimonio para condenar a través de la ley al agresor. Así es que terminan silenciados muchos casos de violencia, hacia estos niños. El Estado y la sociedad en general termina siendo cómplice de situaciones de violencia y negligencia.

            Es de suma importancia que se concientice sobre la importancia de la legislación de formas de prevención de todo tipo de violencia y además de mecanismos para tratar los procesos de rehabilitación de daños de violencia. Los estados deben prepararse para enfrentar estas situaciones y no ignorarlas, ya que así, terminan siendo cómplice de estos delitos que tanto daño le causan a los niños del mundo.

            Este artículo invita a la población en general a la concientización y reflexión de la vulnerabilidad de algunos niños. Resulta vital que tanto las familias, como las instituciones y/o organizaciones que se encuentran vinculadas con niños, promuevan sus derechos y velen por su cumplimiento.

            Como futuros docentes es fundamental que nos comprometemos con esta lucha global por los derechos de los niños en general, aún más tal vez, por aquellos que sus derechos son más susceptibles a ser violados, como es en el caso de la discapacidad.

Video Selecting

• Title:  Duele demasiado
• Author: David Bisbal
• Source: http://vevo.ly/yptXFi
• Date: 3/11/2016
• musical genre: Pop
• Main ideas:

            El audiovisual elegido pertenece a una canción creada para concientizar sobre la situación de vulnerabilidad de muchos niños en el mundo.

            Decidimos seleccionarlo, dado que se vincula con el artículo expuesto con anterioridad y el tema principal los niños vulnerables, más específicamente aquellos con discapacidad.

            Desde el título “Duele demasiado” se puede apreciar una indignación sobre la situación a la que están expuestos niños y adolescentes. Comienza mostrando imágenes de juguetes o juegos (hamacas, canchas, etc.), que no están siendo utilizados por los niños, así es que dice en sus primeras estrofas que la infancia está detenida. Y esto parece que no nos es relevante. Como sociedad no nos preocupamos porque la infancia de estos niños sea una verdadera infancia.

Ignorar lo que es evidente a los ojos, es tan condenable como el que ocasiona el problema. “Mira el otro lado, No te gusta darte cuenta cuántos nadan en el fango.” Muchas veces se nos es mas fácil mirar hacia otro lado, encerrarnos en nuestro mundo e ignorar lo que le sucede al otro, lo que siente y lo que necesita. Pero esos “Ojos te están vigilando”, nos piden que los miremos, que ayudemos y que no seamos ajenos a su situación. Porque al final los problemas sociales son de todos, y al formar parte de esa sociedad también somos responsables.

            La letra de la canción nos deja resonando “...por la culpa de otros...” el cómo muchas veces nos nos damos cuenta el daño que podemos causar en los demás con un gesto, una palabra o peor aún la invisibilidad. La discapacidad muchas veces se observa como algo malo, y genera mucho sufrimiento en quien la padece y debemos ayudar para que pueda estar en bienestar.

            Debemos ser conscientes que todos podemos llegar a estar en el lugar del otro e inclusive alguien cercano, todos merecemos el derecho al cuidado, a ser escuchados, la canción nos dice “...si te duele como a mí, abrázalo...” nada más hermoso que ponernos en el lugar del otro, el no seguir permitiendo que niños y adolescentes con discapacidad se sientan excluidos, por el contrario ayudar a la inclusión y que el amor nos permita vivir en la diversidad, donde todos seamos parte del cambio y de ser valorados.

            Esta canción nos motiva a luchar y prevenir la violencia que muchas veces y en el mayor de los casos sufren los más vulnerados, respetando nuestros derechos y el de los demás.

            “Si el mundo sigue equivocado, No puedo aguantar este grito, Callado por ti, por mí, por los que ni se enteran…”; por más que el mundo se niegue a hacerse cargo de la situación de negligencia por las que pasan millones de niños en el mundo, no podemos ser cómplices de esa indiferencia.

            Se les está negando “...Una vida buena, Una casa, un plato de comida, Un cielo sin fronteras…”; y lo peor es que no somos ajenos a ello.

Es hora que dejemos de estar callados, hoy en este mundo hiperconectado, en donde a cada segundo conocemos lo que sucede al otro lado del mundo, debemos posicionarnos y exigir que se haga voz por estos niños. Que sin duda: “Por la culpa de otros pagan muy caro, Un contrato que jamás han firmado.” No eligieron la vida que viven, no eligieron pagar las consecuencias de la violencia que domina nuestro mundo. Entonces debemos proteger a estos niños, quienes son el futuro de la humanidad, y en ellos está el legado que pretendemos que prevalezca.

Este video en su contenido visual como en su letra, expresa el dolor que sentimos frente a estas situaciones pero nos invita a hacernos cargo de defender y promover los derechos de los niños y adolescentes. Al igual que en el texto se apuesta a la reflexión y,  “Si te duele como a mí, abrázalo”.

Most Vulnerable Children

SRSG Santos Pais adds her voice to the Campaign to #ENDviolence against children with disabilities

On the International Day of Persons with Disabilities-3 December- SRSG Santos Pais calls for an end to violence against children with disabilities and adds her voice to the Campaign to #ENDViolence against Children with Disabilities.

There are at least 93 million children with disabilities around the world. Many are considered to be a cause of shame to their families and a curse and misfortune for their communities. The lives of children with disabilities can be surrounded by stigma, discrimination, cultural prejudices, ill-perceptions and shocking invisibility. In addition, children with disabilities are at dramatically heightened risk of violence, neglect, abuse and exploitation.

In spite of limited data and research, available studies reveal an alarming prevalence of violence against children with disabilities – from higher vulnerability to physical and emotional violence when they are young to greater risks of sexual violence as they reach puberty.

Indeed, children and adolescents with disabilities are 3 to 4 times more likely to experience physical and sexual violence and neglect than other children; and they are at significantly increased risk of experiencing sexual violence: up to 68% of girls and 30% of boys with intellectual or developmental disabilities will be sexually abused before reaching their 18th birthday.

The new global development agenda includes for the first time a specific target (16.2) to end all forms of violence against all children. The new agenda provides a shared sense of purpose and a renewed impetus to worldwide efforts while leaving no child behind. This is also an obligation States have undertaken by ratifying international human rights treaties.

The Convention on the Rights of the Child recognizes that all children, including children with disabilities, are entitled to protection from all forms of violence. States are required to take all appropriate measures to ensure the protection of the rights of children without discrimination of any kind.

The Convention on the Rights of Persons with Disabilities affirms that all persons with disabilities, including children, should enjoy all human rights and fundamental freedoms and should be protected from "all forms of exploitation, violence and abuse, including their gender-based aspects". Girls with disabilities, in particular, "are often at greater risk, both within and outside the home, of violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation". 

Children with disabilities, out of fear or as a result of lack of information, may feel pressed to conceal their suffering, afraid of stigmatization, harassment or reprisals and might not be able to make a complaint or report the incident of violence they suffer, and they may believe they could lose the support of their caregivers and the attention and love of the individuals they depend on.

Incidents of violence reported by children with disabilities are largely dismissed as their caregivers are often unprepared and ill-trained to consider the complaints and to effectively take them into account. There is a prevailing perception that children with disabilities are not able to tell their stories clearly and are easily confused.

In many countries, legislation does not recognize the testimony of children with disabilities and the law does not allow them to sign their names in legal documents or to give evidence under oath. There is a conspiracy of silence and widespread impunity surrounding these incidents of violence.

As SRSG Santos Pais stressed, “It is urgent to adopt in all countries legislation banning all forms of violence against all children and to establish effective and well-resourced child and disability sensitive mechanisms to prevent and address incidents of violence.

It is essential to invest in awareness raising and information, including research about child disability and the forms and prevalence of violence compromising the enjoyment of their rights. This can be best done if we work together with children with disabilities and their families, and organizations promoting their rights”.

Realizado por: Natalia Horta - Gabriela Leal

Emotions

Title:​ Connecting learning with emotions.

Author:​ Harry O'Malley.

Source:​ ​ https://www.edutopia.org/article/connecting-learning-emotions

Date:​ 25 of June, year 2018.

Kind of text: ​ the text is an article.



Elección de la imagen:

Se seleccionó esta imagen ya que, relacionando con el artículo, cada uno a la hora de realizar una actividad nos encontramos con diversos sentimientos que emergen de la misma, tanto el docente como los educandos poseen emociones. El docente tendrá que ser capaz de ayudar, guiar, para que este o estos sentimientos no se sientan afectados sino fortalecidos a la hora de le la

actividad, para que sus sentimientos sean canalizados de la mejor manera. Saber

cómo actuar y qué hacer con lo que siento, se enseña. Por ende, el docente enseña saberes pero también valores y actitudes.

Habitualmente en las aulas es común que los docentes enseñen a los niños sobre ciertos saberes que deben aprender según el grado en el que se encuentran. Pero pocas veces observamos docentes trabajando las emociones de los educandos y se olvidan, o nos olvidamos, que esos alumnos también son niños, son personas y tienen preocupaciones, limitaciones, dolores, alegrías, que

muchas veces quieren ser compartidas pero otras veces no. Es de gran importancia que el docente estimule el autoconocimiento y el autocontrol de esas emociones y asimismo eduque el cerebro también en valores. Educar al corazón significa educar al niño para que pueda transmitir sus sentimientos positivos o negativos de la mejor forma y para que ese niño se convierta en un ser compañero, tolerante, comprensivo, que pueda entender al otro y sus problemas o diversas emociones. Cabe destacar que para que todo esto se logre el docente debe generar la confianza y seguridad en el niño, porque eso también influye a la hora de trabajar las emociones, de educar al corazón.

Para generar en el niño aprendizajes significativos es necesario, educar desde una perspectiva relevante para el mismo. Cuando se aprende desde un lugar significativo, el niño adquiere ese aprendizaje y será memorable para el. Es necesario que el niño pueda experimentar a través de sus sentimientos ya que estos son parte del sujeto, tanto a la hora de aprender como de enseñar.

En el ámbito escolar se debe trabajar los momentos en los que nos atrapa una emoción, pues es entonces cuando podemos aprender a controlarlas mejor.

Como hace referencia el artículo y la imagen hay que educar desde y para las

emociones, dado que las emociones son algo intangible o abstracto que puede resultar complicado entender sin tener algo con lo que experimentar. Lo que alienta a educar el corazón es la idea de que si hoy nos ocupamos de las emociones, mañana reduciremos la incidencia de problemas derivados de emociones conflictivas.




Estudiantes: Jessica Etcheverry - Valentina Luzardo - Deborah Carreño

Emotions

How Emotions Affect Learning, Behaviors, and Relationships. 

We need all of our emotions for thinking, problem solving, and focused attention. We are
neurobiologically wired, and to learn anything, our minds must be focused and our emotions need to
"feel" in balance. Emotional regulation is necessary so that we can remember, retrieve, transfer, and
connect all new information to what we already know. When a continuous stream of negative
emotions hijacks our frontal lobes, our brain's architecture changes, leaving us in a heightened
stress-response state where fear, anger, anxiety, frustration, and sadness take over our thinking, logical brains.
The 2015 film Inside Out is an exceptional and accurate portrayal of our five core emotions. These
primary emotions are joy, sadness, fear, anger, and disgust. This film depicts how we use these
emotions when difficult and happy experiences arise, and how we need the negative emotions just as
much as the positive. After reviewing the science behind Inside​ ​ Out, I developed research-based
educational neuroscience strategies, questions, and assessment ideas aligning with a few scenes from
the film. In this post, we'll explore four categories representing the conceptual and developing brains
of all children and adolescents. There is no recipe for successful implementation of these strategies,
and each will be based on the grade level, teacher preparation time, class time, and mostly the
enthusiasm that we bring when introducing these concepts to our students.

Neuroplasticity/Feelings
Neuroplasticity is the brain’s capacity to rewire, strengthening pathways between neurons that are
exercised and used while weakening connections between cellular pathways that are not used or
retrieved. Rewiring our brain circuits is experience dependent -- we can change the synapses or
connections that are firing by changing a perception or behavior. Neuroplasticity includes reframing
or reappraising an experience, event, or relationship so that we observe and experience a different
outcome. What we perceive and expect is what we get! The brain sees and responds to perception, not reality. Negative lingering brain states can become neural traits that are hardwired into our circuitry.
Neuroplasticity is the best news from neuroscience in recent years.
The processes that support emotional intelligence are addressed in the growing field of Interpersonal
Neurobiology (IPNB). The theory behind IPNB provides a picture of human mental development and
the potential for transformation that exists in changing thinking and processing of emotions, thoughts
and behaviors (Siegel, 2001, 2006, 2007). The concept of emotional intelligence is interrelated with
IPNB and the development of mindful awareness as a strategy for achieving healthy integration of
emotional, psychological, physiological, and cognitive functioning (Davis & Hayes, 2011; Siegel,
2001, 2007).
In the film Inside Out, we are introduced to core memories. All of us are constantly creating
memories, but what makes them core or significant are the emotions that we attach to these past
events, experiences, and relationships. Emotions drive our attention and perception. We form positive
and negative core memories because of the emotional intensity that we've attached to the event or
experience.

Rainstorms and Symphonies: Performing Arts Bring Abstract Concepts to Life

When early elementary teachers integrate music and theater, student learning improves in reading, math, and science as they become better critical thinkers and problem solvers.

By Mary Gresock, Lisette Steinwald

October 5, 2016.

© Sally Anscombe/Getty Ima

In an early childhood  classroom in Maryland, the classic children's song "Frere Jacques" is transformed into an active lesson about predicting weather patterns. As a group of active children sing, they move their bodies around like floating clouds, making their arms big like balloons as they fill up first with air, then with water. When they become too full with water droplets, they mimic falling rain with their fingers, make the sounds of thunder with their mouths, and move their bodies limply as empty clouds. Through music and movement -- as musicians and actors -- the children don't just learn about rain, they engage their imaginations and embody the water cycle. This lesson is arts integration at work. 

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We created the rainstorm experience together last year as partners in an arts-integrated classroom residency through the Wolf Trap Institute for Early Learning Through the Arts, in which preschool and kindergarten teachers and Wolf Trap-trained teaching artists pair up for hands-on professional development. Arts integration uses singing, dancing, and other elements of the performing arts to engage young children in more active classroom experiences and inspire learning through all of their senses. When students are exposed to arts-integrated teaching, Wolf Trap has found that learning improves across subject areas, including reading, math, and science, as they become better critical thinkers and problem solvers. In fact, the Institute recently participated in an independent American Institutes of Research study that showed how, in the classrooms of Wolf Trap-trained teachers participating in a model STEM-focused program, students gained the equivalent of more than a month's additional math learning.

SENSORY AND EXPERIENTIAL LEARNING

For us, working together to incorporate the performing arts (primarily music and drama) into instruction helped hesitant or disinterested students get more involved in daily lessons. The classroom became exciting and dynamic, and the children began to make stronger connections between concrete and abstract concepts, like rain and the water cycle. As any educator of young children knows, abstract thinking is one of the most difficult cognitive skills to teach. In two distinct lessons about water, though, we successfully used music and drama to bring abstract ideas to life. 

Rainstorms: Music is one of many ways in which the arts can help younger students focus and develop a fluency in learning. It's also a tool that we used often in our collaboration as classroom teacher and teaching artist. To create a meaningful lesson about rain, for example, we played an excerpt of Haydn's "Surprise Symphony." As the students listened, we asked them to tap a set of sticks to the beat whenever they heard music that sounded like rain. If they heard thunder, we told them to raise their sticks. Through the musical concepts of steady beat and dynamics, they connected their concrete understanding of a rainstorm to an abstract representation of weather in a piece of music. After the lesson, we noticed that some students would start to tap on their legs when they talked about rain, or portray what they saw happening outside through body movement.

Water Conservation: One of the most effective lessons that we designed together introduced the abstract concept of water conservation through a role-playing exercise about animals at a watering hole. We used a technique called "coffee can theater," in which we introduce small props from a container to represent characters, setting, and plot that students then use to retell key elements of a story. As the narrative unfolded, the imaginary watering hole got smaller and smaller, until there was no water left for the animals to drink. The students were confronted with a concrete problem that they had to discuss as a group. What would happen next? How could we make sure that the animals had water to drink? The students connected the water shortage with the meaning of conservation, and applied the lesson to their own lives by placing a bucket underneath the faucet in our classroom to monitor how much water they used to wash hands and brush teeth. They went as far as creating competitions to see which group used the least. 

Arts Integration in Action: Musical Rain -- Sequencing a Music Experience with Instruments and Props.

UNDERSTANDING THROUGH ART

Throughout this experience, we worked side by side to find new ways of integrating the arts into planned lessons and engaging the children in more active and meaningful learning experiences. Through our collaborative effort, our students were able to develop new understanding through an art form, and also cultivate their own creative skills and expression. 

The performing arts offer a powerful way to connect students with many different learning styles, and they can be especially effective in helping children experience the joy of being artists while learning essential skills for the future. When the arts are integrated into instruction, students begin by constructing understanding through an art form. Teachers and artists enrich what students learn, teaching them how to demonstrate what they know through music, drama, singing, and dancing. The beauty of arts integration is how the knowledge and creativity turn into a cycle of their own -- not only do the students internalize the content, but the content also serves as the vehicle for them to become artists. That's when we saw students' faces lighting up, and it was the moment when we knew that arts integration had transformed the way they learn.

VIDEO SELECCIONADO:

• Performance para repensar el rol del docente - Elena Santa Cruz (2013)

https://www.youtube.com/watch?v=f00lfICI6s4&list=FLohTQLNC5epnS04x2PbFRUA&t=572s&index=2

El video seleccionado tiene como protagonista a la educadora argentina Elena Santa Cruz. Dicha conferencia pretende promover la reflexión acerca del rol docente, destacando el aspecto emocional, es decir, la integración y trabajo de las emociones en el aula educativa con la finalidad de lograr un aprendizaje significativo en los estudiantes, en donde el vínculo afectivo actúa como motivador.

Sirviéndose de títeres, Elena logra recrear narraciones buscando generar conciencia respecto a lo que el rol docente implica: manejo de emociones, crear empatía, trabajo de la creatividad, y demás, facilitando de este modo el abordaje de diversos temas a desarrollar en la institución educativa.

En efecto, se pretende que el docente desarrolle la inteligencia emocional -personal y grupal- generando de este modo un desarrollo integral de sus estudiantes.

A lo largo del video deja en evidencia una serie de situaciones que el docente enfrenta cotidianamente en las aulas educativas.

Es posible visualizar la importancia de la integración de lo artístico en la escuela, y construir mediante la misma conceptos englobados en diferentes áreas.

Howard Gardner plantea “El desafío en la educación artística consiste en modular de un modo eficaz los valores de la cultura, los medios disponibles para la educación en las artes y para la evaluación, y los particulares perfiles individuales y de desarrollo de los estudiantes a educar.” Analizando las palabras de Gardner podemos reflexionar sobre lo que realmente implica ser un ser humano “bien desarrollado”. Esto da lugar a pensar en un desarrollo integral englobado en los diferentes ámbitos de acción mediante los cuáles los individuos se expresan, eso incluye el desarrollo de la capacidad artística gracias a la cual el individuo es capaz de apreciar el arte incluso cuando es creador, pudiendo así transmitir y generar respuestas estéticas, emocionales e intelectuales en los otros individuos.

“La expresión artística implica una transformación, una traslación de sentimientos, ideas e imágenes a cierto material; por lo que aquel que no disponga de habilidades no podrá hacer efectiva tal transformación ni comprenderla en los productos de otros.”

Rossana Pérez

Consideramos de sumo valor que los docentes se propongan sensibilizar al alumno respecto al arte en cualquiera de sus lenguajes, promoviendo la educación estética, la cual apuesta al desarrollo de esta sensibilidad, dirigida hacia los valores estéticos de los objetos y sucesos de nuestro entorno –tanto naturales como culturales-.Según Marín, este tipo de educación estética posee beneficios para el alumno: “(…) la percepción sensorial, el conocimiento de la realidad, la capacidad de trascender la realidad, la crítica de las realidades sociales, la libertad, afloramiento de las emociones, etc.” (2003: 150).