Museo Universidad de Navarra
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- Tàpies’ briefcase project: generating meaningful experiences for blind people through contemporary art(Informa UK Limited, 2025) Echarri-Iribarren, F. (Fernando); Martínez-Rodríguez, M.A. (María Angélica); Barrio-Fernández, T. (Teresa)The difficulty of interacting with works of art for people with different abilities is frequently described in specialized literature. In the case of blind and partially blind people (BPB), there are clear difficulties in interacting with artwork through senses other than sight, even though these individuals have the right to access culture. Museums are generally not equipped for this. This hinders the ability to have a high-quality esthetic experience. Museums cannot ignore the rights of blind individuals. Therefore, they should create specific interactive materials that enhance the use of other senses and facilitate a meaningful esthetic experience. This is the goal of the “Tàpies Briefcase Project,” implemented at the University of Navarra Museum to promote interaction between BPB individuals and the contemporary artwork “L’esperit català” (1971) by artist Antoni Tàpies.
- Mysteria, the beauty of silence: a program of contemplation to cultivate the awareness of beauty in art museums(Brill, 2022) Melo, A. (Amelia); Echarri-Iribarren, F. (Fernando)This article analyzes the design, development, and evaluation of a program on the contemplation of beauty through art aimed at museums: Mysteria, the Beauty of Silence. It investigates if this program is an efficient way to cultivate the awareness of beauty and to favor its transformative power via the art that is contained within museums. The program had a gradual development and included the design of specific art-contemplation techniques. These techniques are eclectically based on the influence of Zen practices, Advaita Vedanta, Yoga, Mindfulness and the guidelines given by Mark Rothko to enable meaningful experiences. The program was developed in the Can Framis Museum of Barcelona (Spain). Twenty-four participants between the ages of 31 and 65 years each contributed over a period with a duration of nine weeks. The usage of a mixed methodology, both quantitative and qualitative, allowed demonstration of the existence of marked changes in the participants in terms of their significant experience with immaterial beauty.
- To be a box or not to be a box: the multiple meanings of the metaphor in Antoni Tàpies(2019) Echarri-Iribarren, F. (Fernando); Echarri-Iribarren, V. (Víctor)The reality that surrounds us throws us continuous messages that are perceived by our senses. In this perception, sight is configured as a principal sense capable of obtaining many of these messages and generating, from these perceptions, numerous thoughts, feelings and emotions. In this way, the routine of I see-thought-question- is established. The education of the gaze then becomes a matter of first order to favor the understanding of our world. Art, as a form of reality, or as an adaptation of reality, can be used as a tool to promote a different way of looking, it can be a discipline that can help to understand our reality. The following article studies the metaphor as a possible resource for the awareness of reality. An example of a metaphor, its possibility of inquiry, and discovery of meaning is the artwork Composicio amb cistella made in 1996 by Antonio Tàpies, which is part of the collection of the University of Navarra Museum. The Catalan artist uses metaphor in this sculpture trying to deceive the eye that looks at it, in an attempt to encourage participation and reflexive activation of visitors to the Museum. The conceptualization of the sculpture is specifically studied, in a synthetic way, through a philosophical approach on the aesthetic and the metaphor contributed by José Ortega y Grasset. The aim is to get support from aesthetic- philosophical which helps explore the possibilities of the metaphor as an aesthetic resource for the awareness of reality.
- The “Kids’ Museum” Project goes to the Mater Dei school: assessment of an educational project aimed at the first cycle of early childhood education (0–3 years old)(Common Ground Research Networks, 2022) Barrio-Fernández, T. (Teresa); Echarri-Iribarren, F. (Fernando); Urra-Nieva, S. (Sara); Oteiza-Gurucharri, L. (Laura)This article is the result of a collaboration between the Mater Dei Diocesan School, Ayegui, and the University of Navarre Museum, Pamplona, both located in the Foral Community of Navarre, Spain. This article relates the experience of the Infant section of the Mater Dei Diocesan School in the development of the educational project the “Kids’ Museum,” which was conducted in collaboration with the University of Navarre Museum and aimed at the first cycle of early childhood education (0–3 years old). In this project, both organizations adopted an educational instruction method using materials for children in early childhood, including the practice of art activities and storytelling. To this end, the museum loaned the school a portable box with varied resources. All materials and activities were connected to the works of art that are part of the permanent collections of the museum.
- Hacia una abstracción inclusiva. Los proyectos colaborativos como metodología participativa de inclusión(Common Ground Research Networks, 2021) Echarri-Iribarren, F. (Fernando); Barrio-Fernández, T. (Teresa)El arte contemporáneo tiende a presentar múltiples mensajes que posibilitan la interpretación y conocimiento de la realidad, generando en muchas ocasiones un vínculo entre la obra y la persona. Aunque este vínculo es individual, las metodologías colaborativas pueden vehiculizarlo y reforzarlo. El aspecto grupal y la unidad de diferentes colectivos y personas diversas para realizar un objetivo común resulta un valor añadido a la hora de reforzar una instrucción educativa que pretenda el conocimiento del arte contemporáneo, en ocasiones de difícil interpretación. Teniendo esto en cuenta, el Museo Universidad de Navarra ha realizado tres proyectos de metodología colaborativa-inclusiva en los que la actividad principal consistió en realizar lienzos de gran formato basados en las obras de arte contemporáneo “Guernica” (1937) de Picasso, “Círculos dentro de un círculo” (1923) de Kandinsky y la obra “Untitled” (1969) de Rothko. Los proyectos tuvieron lugar entre 2017 y 2019 y permitieron la participación tanto de centros escolares como de centros educativos especializados en colectivos diversos de todas las edades.
- 80th Anniversary of Picasso’s Guernica: A Date with Peace at the University of Navarra Museum(Taylor and Francis, 2019) Echarri-Iribarren, F. (Fernando)As in the case of the 80th anniversary of Picasso’s Guernica, painted in 1937, museums can incorporate significant dates and anniversaries into their educational programming. The University of Navarra Museum has taken advantage of the opportunity presented by this anniversary to present an educational project entitled “Guernica,” whose primary objective was to foster peace through art. This anniversary project was a collaborative one in which 946 individuals (primarily students) between the ages of 3 and 103 participated, using their creativity to seek a significant experience. In the course of the project, contextual synergies were established with artworks from the museum: Mousquetaire, Tête (Picasso, 1967) and Tombstone to the peaceful town that was Guernica (Oteiza, 1957).
- Measuring the Rothko experience in school visitors to modern art museums(Taylor & francis Group, 2022) Urpí-Guercia, C. (Carmen); Reparaz-Abaitua, C. (Charo); Echarri-Iribarren, F. (Fernando)Recent studies in museum education focus on the quality of visitor experience to help engagement.To understand how it occurs when it comes to dealing with young visitors to modern art museums,the researchers studied the esthetic experience of Mark Rothko’s masterpiece Untitled (1969) with678 primary and 335 secondary students. Four dimensions—sensory, emotional, cognitive, andspiritual, are taken into consideration for the development and preliminary validation of a specificinstrument to evaluate the so-called “Rothko experience.” Based on quantitative data analysis,results suggest that school visitors can experience Mark Rothko’s modern art intensely by perceivingchanges in its color and other sensory features while making self-references to time and spacevanish. Besides, cultural background makes a difference in intensely experiencing Rothko’s modernart. Suggestions are made for the development of pedagogical strategies that engage youngaudience in museum experience of modern art.
- The color of COVID-19: a creativity program to manage emotions during a pandemic(Monograph, 2021) Echarri-Iribarren, F. (Fernando); Barrio-Fernández, T. (Teresa); Urpí-Guercia, C. (Carmen)Museums can incorporate major events into their educational programs, such as the COVID-19 pandemic, which is currently affecting many aspects of society at the personal, family, school, and community levels. COVID-19 has become a subject of interest for people who are likely to profit from educational institutions. This includes the Museum of the University of Navarra, which has elected to transform the pandemic situation into an educational opportunity. To this end, it has developed a program dedicated to promoting creative and emotional intelligence in school children through art, entitled “256 colors, after Vik Muniz”. This is a collaborative project involving 704 primary school children from 23 schools. The program uses creativity to encourage introspection that helps in emotional identification and management during the pandemic by looking for meaningful experiences as a method of promoting more significant learning. Creativity is enhanced through contextual synergies using real artworks from the Museum’s own exhibitions, especially “256 colors, after Gerhard Richter” (2015) by the Brazilian artist Vik Muniz. The pandemic has forced the Museum to adapt the educational program for both in-person implementation at the Museum or virtually, in the classroom. In the latter case, the visit to the Vik Muniz exhibition was conducted virtually.
- A guide and two untime chronicles to contemplate Rothko's work(SciencePG, 2018) Echarri-Iribarren, F. (Fernando); Varela, E. (Emilio)The experience offered by a museum to a visitor can have different nature and importance for everyone. Each artwork is perpetually sending a message to the viewer, possibly creating an art-person link. This link can provide experiences of great significant power to the visitor. The article below aims to delve into the facilitation of these experiences in the case of the paintings created by the artist Mark Rothko work (1903-1970). Their special characteristics mean that they can be called "Rothko experiences". As a result, a guide to viewing the work, based on the artist's recommendations, has been developed which can facilitate the emergence of these so-called "Rothko experience". Specifically, some of the multiple "realityaesthetical-art" connections experienced between Rothko's work and people whom observation incorporate an aesthetical and metaphysical dimension of reality are presented. To help in the understanding of these profound experiences and the aesthetical education of sensibility, the narrative method is used through two chronicles that gather the experiences lived by the authors in their contemplation of Rothko's work. These chronicles are examples that can help to understand the possibilities of Rothko's contemplative painting. The result is a synthetic study of Rothko work conceptualization, through one guide and the narrative dialectics between two "Rothko experiences" to show his aesthetical way of thinking, represented in his paintings.
- The metamuseum as the future of the museum institution?(2022) Echarri-Iribarren, F. (Fernando)Throughout its history, the museum has undergone a great evolution in the sense that it has shifted its weight from the column of objects to the column of people. Today, museums face many challenges in an increasingly fast-paced and changing society, where the personal, the social, diversity and inclusion are advancing forcefully. Taking into account the necessary adaptation of the museum to social requirements, this article analyzes the situation of the museum institution with foresight for the future to conceptualize the so-called metamuseum, capable of reflecting with itself in real time and with characteristics such as resilience, interdisciplinarity, adaptation, openness, independence and delocalization. Tise article proposes the metamuseum as a fifth generation of museums, where the interaction with objects is transformed into a successful experience where the needs and expectations of individuals and social groups are fully satisfied.