An experience of gamification to study Art History in High School: “Party & Co." of the Early Avant-garde
DOI:
https://doi.org/10.26754/ojs_clio/clio.2022487337Keywords:
Arte de las Primeras Vanguardias, Gamificación, Didáctica de la Historia del Arte, BachilleratoAbstract
A didactic experience based on gamification for the teaching of Art History in the 2nd year of Bachillerato (Baccalaureate) is presented. Based on the “Party & Co”. game, a specific, ad hoc game was designed to teach Early Avant-Garde Art. Its implementation at the Spanish-German School of Madrid was developed during the 2020-2021 academic year. The results obtained were so satisfactory it was decided to put it into practice again -with some improvements- during the last academic year.
Downloads
References
Acedo, M. (s. f.). 10 Specific Ideas to Gamify Your Classroom. Te@chThought. https://www.teachthought.com/pedagogy/gamify-your-classroom/
Ayén, F. (2017). ¿Qué es la gamificación y el ABJ? Íber. Didáctica de las Ciencias Sociales, Geografía e Historia, 86, 7-15.
Bayeck, T. Y. (2020). Examining Board Gameplay and Learning: A Multidisciplinary Review of Recent Research. Simulation & Gaming, 51/4, 411-431. https://journals.sagepub.com/doi/epub/10.1177/1046878119901286
Donovan T. (2017). It’s all a game: The history of board games from Monopoly to Settlers of Catan. Thomas Dunne Books.
Huang, W. H.-Y. y Soman, D. (2013). A Practitioner’s Guide to Gamification of Education. University of Toronto. https://www.academia.edu/33219783/A_Practitioners_Guide_To_Gamification_Of_Education
Krstic, M. (2018). Ruben Brandt, coleccionista [película; título original: Ruben Brandt, collector]. Ruben Brandt.
Llopis Nebot, M. Á. y Balaguer Rodríguez, P. (2016). El uso del juego en educación. Gamificación. Métodos pedagógicos activos y globalizadores. Conceptualización y propuestas de aplicación. Graò.
Resnick, M. (2004). Edutainment? No thanks. I prefer playful learning. Associazione Civita Report on Edutainment, 14, 1-4.
Sánchez Rivera, J. Á. (2020 a). La enseñanza de la Historia del Arte en Educación Secundaria. Problemas y reflexiones en torno a su dimensión lingüística. En J. Prats, I. Sáez-Rosenkranz y E. Ybarriga-Ubed (eds.). Historia, patrimonio, arte y ciudadanía. Aportaciones desde la educación (pp. 575-594). Uno Editorial.
Sánchez Rivera, J. Á. (2020 b): Repensar la Historia del Arte en el Bachillerato español: problemática actual y propuestas curriculares. En L. Mañas Viniegra, I. Sacaluga Rodríguez y S. Mariscal Vega (coords.). Manifestaciones del Humanismo en el siglo XXI (pp. 441-452). Tirant lo Blanch.
Teixes, F. (2014). Gamificación: fundamentos y aplicaciones. UOC [edición digital]. https://elibro.net/es/ereader/universidadcomplutense/57758
Werbach, K., & Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Jesús Ángel Sánchez Rivera, Uxía Fernández Álvarez
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright remains the property of authors. Permission to reprint must be obtained from the authors and the contents of JoS cannot be copied for commercial purposes. JoS does, however, reserve the right to future reproduction of articles in hard copy, portable document format (.pdf), or HTML editions of JoS.
