ARTS IN THE PUBLIC SCHOOL

The program is essentially based on a methodology that seeks to build a movement literacy process, promote self-recognition, develop basic skills of motor coordination, flexibility and muscle tone through the creation, learning and mastery of steps that signify letters. , with which you can write words and phrases through dance and musical language. Similarly, it is based on the incorporation of the recognition of the visual arts and theater as a learning and development tool.

The Arts in Public School Program is the result of more than 14 years of work that ConArte has carried out in classrooms, based on the approach of considering arts education as:

School management model that promotes a cultural and aesthetic environment of a formative nature, mediated by awareness, creation, expression and appreciation as learning axes for all school actors.
Training and work on the issue of coexistence raised at the New Mexican School, through the Improvement Route as another of the cross-cutting axes of all disciplines.

OBJECTIVE

Art as a formative and transforming experience.
Learn to be, do, live and know.
Art as construction of knowledge.
Respect for cultural diversity and interculturality.
Peace culture.
Respect, self-esteem and equity.
Social inclusion.
Public-private-civil co-responsibility.
Community bond and benefit.
School and life free of violence.

The Arts Program in the Public School has the objective of promoting among children and young people a complete education based on the development of body awareness, the integration of the person, the appropriation, expression and individual and collective communication of the language of the body, movement, rhythm and the musical school, to promote new skills and devices for learning and stimulate coexistence inside and outside the classroom, helping to create a healthy environment for the community.

The ConArte teachers have professional training in the artistic languages of dance, music, theater and the visual arts, which is essential to ensure the quality of teaching. However, they also have methodological and didactic training that allows them to intervene with relevance, passion, love and discipline in the classroom space. In this sense, they are teachers capable of working and intervening in the school space from an interdisciplinary point and with important didactic resources. As well as with elements related to the psychomotor development of childhood and adolescence, adolescent psychology, management of the school environment and many other resources, since the ConArte teachers are permanently in the process of training.