As artists and teachers in a Teacher Training Faculty, we have designed proposals for children that transfer our own experience as creators in the studio to the educational field. In this way, the classroom is configured into a versatile workplace, like the studio, allowing us to carry out and analyse different workshops for children with the aim of promoting creativity. These workshops, which we call ‘action scenarios’ take as references the different processes of creating materials and toys for children used by twentieth‐century western artists. This research reflects on the design and implementation of these scenarios with the aim of identifying a series of principles or parameters that can help pre‐school and primary school teachers plan, design and distinguish creative proposals in the visual arts. Four principles are identified: play as a principle of exploration, estrangement as an aesthetic principle, doing as a principle of thinking and cooperation as a principle of possibility. These principles are conceived as a flexible tool to explore and understand creativity in the educational field, especially among education professionals without training in the visual arts.

中文翻译：

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玩陌生感：设计动作场景以促进儿童创造力的原则


作为教师培训学院的艺术家和教师，我们为孩子们设计了提案，将我们自己作为工作室创作者的经验转移到教育领域。通过这种方式，教室被配置成一个多功能的工作场所，就像工作室一样，使我们能够为儿童举办和分析不同的研讨会，以促进创造力。这些工作坊，我们称之为“动作场景”，参考了 20 世纪西方艺术家为儿童制作材料和玩具的不同过程。本研究反映了这些场景的设计和实施，目的是确定一系列可以帮助学前和小学教师规划、设计和区分视觉艺术中的创意提案的原则或参数。确定了四个原则：游戏是探索的原则，疏远是审美的原则，做是思考的原则，合作是可能性的原则。这些原则被认为是探索和理解教育领域创造力的灵活工具，尤其是在没有接受过视觉艺术培训的教育专业人士中。