From Iconography to Educommunication: The Piano as a Resource for Art Education in Digital Contexts
DOI:
https://doi.org/10.33732/ASRI.6836Keywords:
Piano, musical iconography, educommunication, visual literacy, art education, gender studiesAbstract
The article analyses the pictorial representation of women pianists based on a corpus of thirteen works, ranging from nineteenth-century realism to the avant-garde and reinterpretations of the twentieth century. Using a qualitative-descriptive approach, scenes are analysed that reflect the transition from a tutored model of musical learning —generally, under the figure of the pedagogue— to representations of autonomous performers, alone and aware of their artistic activity. The work incorporates an innovative component by linking iconographic analysis with educommunication, proposing differentiated didactic applications for each thematic block of the corpus. These proposals, aimed at teacher training and cultural mediation within the framework of the digital humanities, show how art can be integrated into contemporary learning strategies, encouraging critical reflection, creativity and student participation in the knowledge society.Downloads
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