Published
Expanded presences
This paper presents and shares reflections derived from teaching and creation exercises that emerge in the context of social distancing and affective closeness which suggest different ways of learning, teaching, and creating. Furthermore, the construction and development of pedagogical relationships associated with creation imply recognizing the other, whose intermediary is a screen, an image made of oneself that represents various realities by convening the word, the body, and the look. Social distancing has transformed displays and artistic and pedagogical processes by understanding the contexts of the participants and their family dynamics. Thus, giving prominence to the emotional dimension that builds experiences in the classroom. This has led to rethinking the learning experienced by bodies in arts, modifying times, formats, strategies, means, and materials in the creation processes. We have focused on the digital, online, and audiovisual means available on internet. This involves challenges in terms of technologies and expanded presences activated on the internet, disrupting the ways of experiencing the arts. Ultimately, the affective dimension mediated by a screen broadens and makes more complex the pedagogical action when the technical prowess, as well as its composing files and repertoires, are created and questioned. Therefore, part of the creation process that takes place in the classroom is revisiting and activate such materials. Thus, promoting living and contextual inquiries. Palabras clave: Giro afectivo, creación artística, acto pedagógico, investigación viva.
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