Relational Creation: Visual-Textual Narratives of Shared Artistic Experience with University Students in the Education Degree Program
DOI:
https://doi.org/10.58265/pulso.8808Keywords:
Relational creativity, University art education, Participatory art, Performative pedagogy, Biographical-narrative researchAbstract
This study is based on the redefinition of creativity as the development of a relational and intersubjective dimension in the artistic education of university students training in Early Childhood and Primary Education. From this performative perspective, and through participatory art-based approaches, everyday spaces integrate and acknowledge relational creation within the narrative of possible encounters, emphasizing the development of coexistence through shared creative action as an expression of community. For the interpretation and documentation of these dialogic processes, the qualitative methodology of photo-narrative and photo-performance is proposed, combining the narrative power of words and images to make visible the reflection and conversation inherent in artistic practice as testimony to relational events conceived to explore otherness, embodiment, memory, and presence. The research objectives aim to understand the concept of creativity from the sense of belonging manifested in creative action with others, facilitating communication as a contextual exercise and raising awareness of co-creation from its ethical and aesthetic value, which constitutes the core conclusion of the study.
References
Abad-Molina, J. (2007). Experiencia estética y arte de participación: juego, símbolo y fiesta. En S. Díaz Rodríguez y S. Montemayor
Ruíz (Coords.). La educación artística como instrumento de integración intercultural y social (37–76). Madrid: Ministerio de Educación, Secretaría General Técnica.
Abad-Molina, J. y Ruiz de Velasco-Gálvez, Á (2009). Ecología Humana: Espacios, Relaciones y Sentidos. Centro Universitario La Salle, UAM, Madrid.
Abad-Molina, J. y Ruiz de Velasco-Gálvez, Á. (2020). Experiencias de arte comunitario: cuerpo-objeto-espacio-palabra. En Raquejo, T. (coord.). El arte de corporeizar el entorno: prácticas artísticas para una pedagogía del sentir (137-153). Mc Graw Hill.
Abad-Molina, J. y Ruiz de Velasco-Gálvez. Á. (2025). Instalaciones de Juego y arte comunitario: una experiencia de mediación artística e intercultural con familias de la comunidad china de Madrid. Pulso. Revista de Educación, 48, 63-86. https://doi.org/10.58265/pulso.7518
Austin, J. L. (1962). How to do things with words. Oxford University Press.
Bennett, L. H. (2020). Making and Relational Creativity: An exploration of relationships that arise through creative practices in informal making spaces. Taylor y Francis, Routledge.
Bertaux, D. (2011). El enfoque biográfico: validez metodológica y potencialidades. Acta Sociológica, 1(56), 61 93. https://doi.org/10.22201/fcpys.24484938e.2011.56.29458
Biesta, G. (2013). The beautiful risk of education. Paradigm Publishers.
Bourriaud, N. (2006). Estética Relacional. Adriana Hidalgo editora.
Buber, M. (1992). On intersubjectivity and cultural creativity (S. N. Eisenstadt, Ed.). University of Chicago Press.
Cantero, M. A., (2017). ¿Un “cuerpo presente” en la escuela? Una propuesta: time in. En M. E. Prados, M. J. Márquez y D. Padua (coords.). Otra pedagogía en movimiento. Dialogando con la experiencia en la formación inicial, (79-98). Edual.
De Bruin, L. C. y Kästner, L. (2012). Dynamic embodied cognition. Phenomenology and the Cognitive Sciences, 11(4), 541–563. https://doi.org/10.1007/s11097-011-9223-1
Duero, D. G., Osorio, F., Córdoba, M. C. y González Grané, M. C. (2021). Sistematización de un modelo fenomenológico-narrativo para el análisis del relato autobiográfico durante el proceso psicoterapéutico. Psykhe, 30(1), 1–19.
Elliott, M., Fleming, M. y Frimberger, K. (2019). Performative arts and pedagogy: A British perspective. Scenario: Journal for Performative Teaching, Learning & Research, 13(2), 10–23. https://doi.org/10.33178/scenario.13.2.2
Gergen, K. J. (2009). Relational being: Beyond self and community. New York, NY: Oxford University Press.
Goldbard, A. (2006). New creative community: The art of cultural development. New Village Press.
Haseman, B. (2006). A manifesto for performative research. Media International Australia, 118(1), 98–106. https://doi.org/10.1177/1329878X0611800113
Helguera, P. (2011). Education for socially engaged art: A materials and techniques handbook. Jorge Pinto Books.
Kester, G. H. (2011). The one and the many: Contemporary collaborative art in a global context. Duke University Press.
Kolb, A. Y. y Kolb, D. A. (2005). Learning Styles and Learning Spaces in Higher Education. Academy of Management Learning & Education.
Kwon, M. (2004). One place after another: Site-specific art and locational identity. MIT Press.
Lacy, S. (Ed.). (1995). Mapping the terrain: New genre public art. Bay Press.
Levinas, E. (2002). Totalidad e infinito: Ensayo sobre la exterioridad. Ediciones Sígueme.
Lorente-Bilbao, J. I. (2013). Investigación performativa y aprendizaje basado en proyectos de postgrado en las artes escénicas. Universitat de Girona.
Madison, D. S. y Hamera, J. (2006). The sage handbook of performance studies. SAGE Publications.
Martínez-Cano, S. (2022). La mediación artística en entornos universitarios: lo corporal, lo emocional y lo performático. Arteterapia. Papeles de arteterapia y educación artística para la inclusión social. 17, 17-48. https://doi.org/10.5209/arte.77905
Morén, S. (2019). Relational Creativity: What can participatory art do for higher. Tesis Doctoral. Department of creative studies Umeå University.
Palacios-Garrido, A. (2009). El arte comunitario: Origen y evolución de las prácticas artísticas colaborativas. Arteterapia. Papeles de arteterapia y educación artística para la inclusión social, 4, 197–211.
Pineau, E. L. (1994). Teaching is performance: Reconceptualizing a problematic metaphor. American Educational Research Journal, 31(1), 3–25. https://doi.org/10.3102/00028312031001003
Prados-Megías, M. E., y Rivas-Flores, J. I. (2019). Investigar narrativamente en educación física con relatos corporales. Revista del Instituto de Investigaciones. En Educación, 8 (10), 82–99. https://doi.org/10.30972/riie.8103654
Prados-Megías, M. E. (2020). Los lenguajes del cuerpo. Escenarios para reinterpretar la institución educativa. Revista Infancia, Educación y Aprendizaje, 6(1), 37–56. doi:10.22370/ieya.2020.6.1.1934.
Rivas, J. I. y Herrera, D. (2009). Voz y Educación. La narrativa como enfoque de interpretación de la realidad. Barcelona, Octaedro.
Ruiz de Velasco-Gálvez, Á. y Abad-Molina, J. (2009). El lugar del símbolo. El imaginario infantil en las Instalaciones de Juego. Barcelona, Graó.
Wang, C. y Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24 (3), 369–387.
Published
Issue
Section
License
Copyright (c) 2026 Pulso. Revista de educación
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal offers immediate open access to its content based on the idea that offering readers free access to research favours a global exchange of knowledge.
Papers are published in the electronic version of the journal under a Creative Commons License: Attribution-NonCommercial-No derivatives 4.0 International
Authors are allowed and encouraged to promote the post-print version (reviewed and accepted for publication version) of their work online before publishing them. This favours their earlier circulation and dissemination and thus a possible increase in their citation and reach among the academic community.
