Museo Universidad de Navarra
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- Las cualidades secundarias y el valor epistémico de la experiencia estética(Universidad de Murcia, 2021) Acedo, N. (Nieves)Entendido lo estético como vinculado al carácter apreciativo de la experiencia sensible, el presente artículo explora su rescate del ámbito de la mera opinión vinculándolo con la intencionalidad de la sensación. Tras definir el problema en la introducción, el texto se centra en las llamadas cualidades secundarias, objeto inmediato de la sensación. Se parte de la hipótesis de que el débil contenido epistémico que se ha atribuido a las cualidades secundarias a lo largo de la historia es responsable de la difícil valoración del juicio estético. Se procede por ello a una reformulación del tipo de noticia que recibimos de dichas cualidades, partiendo de la definición de cualidad secundaria de John Locke, y revisándola a partir de algunos textos de John McDowell y Crispin Wright, en diálogo con la teoría aristotélica de los sensibles propios. El resultado de esta revisión afectará al papel que atribuyamos, dentro del espectro de las disciplinas, a la estética y, secundariamente, al arte.
- 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.
- 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.
- 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.
- Transmutación, Antonio Ruz. Cuaderno de Creación(Museo Universidad de Navarra, 2023) Acedo, N. (Nieves); Lasheras, T. (Teresa)
- 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.
- Can art museums help environmental education? An interdisciplinary vision to promote meaningful learning(Universidad de Cádiz, 2020) Echarri-Iribarren, F. (Fernando)Environmental education is a discipline that tries to find new methodologies and tools to advance in the achievement of its goals. The museum education proposed by art museums, because of its specific methods and power of significance, can be a way forward for environmental education that is worth exploring. The theory of meaningful learning can be used by both disciplines to support and achieve more meaningful, and therefore lasting, learning among people. The complementarity and synergy between these disciplines can be established from their points of conceptual coincidence. The main research goals of this article have been two: to study and show the intrinsic complementarity of these disciplines from a conceptual viewpoint, and to show how their combined strength and complementarity can inspire specific educational proposals for the challenges of education in the twenty-first century. For example, those that focus on educating on the complexity of the world. The presentation and discussion of this conceptual framework may suggest educational instructions that move towards the interdisciplinary nature of environmental education, using as an educational resource that which is housed in art museums.
- El programa QuidArte del Museo Universidad de Navarra: el arte al servicio del bienestar y el cuidado en el contexto de la pandemia Covid-19(2022) Echarri-Iribarren, F. (Fernando)El contexto social que ha generado la pandemia Covid-19 está caracterizado por la aparición de situaciones continuadas de sufrimiento personal, miedo y aislamiento que pueden generar diversos grados de estrés, angustia y estados de ánimo negativos que repercuten en una disminución del bienestar de las personas. Frente a esta situación, los diferentes equipamientos sociales necesitan responder, con una perspectiva de ayuda para las personas. Estos equipamientos, como los museos, pueden desempeñar un papel activo, constituyéndose en generadores de propuestas que ayuden a minimizar esta terrible situación. Los museos también pueden focalizarse en proporcionar más cuidado que redunde en la generación de bienestar en la población que desencadene una reducción del estrés y de la ansiedad. El Museo Universidad de Navarra, consciente de la gravedad de la pandemia y del papel que el arte puede desempeñar para paliar sus consecuencias, dando así un servicio a la comunidad, ha creado un programa específico con la intención de proporcionar cuidado, bienestar y reducción del estrés: el programa QuidArte. Con esta intención se ha programado un amplio abanico de propuestas artísticas: conciertos, espectáculos de danza, teatro, talleres y conferencias que utilizan, de forma interdisciplinar y creativa, tanto las artes plásticas como las artes escénicas.