sagrat cor ae09 07 brART AND SCHOOL 10

For the school year 2020-21 Art and School proposes to talk about GAMES AND PLAY

Special activities throughout the school year to celebrate the 10 YEARS OF ART AND SCHOOL


> all the information of Art and School: www.artiescola.cat


Playing games is an innate universal activity, present throughout the history of humanity, in all civilizations. There is evidence that games have been played for thousands of years; Greek philosophers such as Plato and Aristotle recognised the value of playing with games as instrumental in the preparation for adult life.

We may describe games from many perspectives. We might say that play is a spontaneous activity which is driven by curiosity, and which brings satisfaction to the participants. We might also say that play promotes self-esteem and self-control, encourages communication, improves agility and dexterity, and is essential for development and learning at all ages.

Human beings learn being, playing at being. They play to find out their physical limits, and to discover more about their environment, movement, other people, society.

Play encourages creativity, lets you find different solutions whenever you face a problem. It encourages imagination. Playing is an imitation.
Playing is a rehearsal. Playing is the expression of the emotions we carry inside.
Playing lets you talk about the past and the future, lets you imagine what will happen, lets you bring back the memory of your grandparents.
Playing is an attitude, a way of understanding life. It challenges us to use our mind: thought, language, fantasy.
A great many studies have confirmed the importance of a mindset which encompasses play and leisure throughout the course of an adult’s life. Every stage of life needs and uses play, and each stage has its own typical mechanisms and games.
Play is a human right, recognised by the United Nations.

Play may be in the theatre, music, film, action and performance, or in collective painting. In narrative, in improvisation.
Play was key in the avant-garde of the twentieth century, and is a fundamental pillar of contemporary art, facilitating a continuous renewal of artistic creativity.

In fact, the artistic experience may be understood as a playful activity, as a process of symbolisation and a participatory project that encourages active communication with the receiver.
We find play in the artist's methodology, or in works that evoke play, encouraging the spectator’s participation in order to complete the work. It is in the architecture of urban planners who propose more friendly and integrating cities, and it is even in the improvisation of a jazz group.

It is well-known that play, as a catalyst for learning, is one of the most widely deployed educational strategies, and it has always been present in Art and School as part of its methodology, a vehicle for discussing art and for activating creativity and the imagination. Until now, this use of play has always been implicit. In this edition, however, we will be dealing with games and play as the main theme. We will be discussing games and play in their own right.

Who plays, and with whom? What kind of games do you play? And what use is playing?
How many times a day do we suggest some kind of activity, however small, involving games and playing, or some other fun way of spending our down-time? Making a joke, playing a guessing game, choosing to stroll along a certain way, just because. Communicating with someone through social media, sending a meme, sending a Whatsapp message while we eat, while we walk, setting challenges for ourselves...

For all this and much more ... Are you ready? Let the games begin!

Playing is an existential attitude, a concrete way of approaching life

Martine Mauriras-Busquet, PhD in humanities, psychosociologist and member of UNESCO

The human being is only human when he plays

F. Von Schiller, playwright, philosopher and historian.



Alexander Calder

Antoni Miralda – Several artworks based upon creating rituals, such as staging a wedding between the statue of Columbus in Barcelona and the Statue of Liberty in New York.

Ben Vautier
https://www.moma.org/artists/6115#works http://xcentric.cccb.org/es/participantes/fitxa/ben-benjamin-vautier/224961

Bestué-Vives: Especially the series "Actions at home"

Christian Marclay

Clara Nubiola

Carlos Pazos

David Ymbernon – One example, taken from an extensive career, is the world of Latung La La

Diego del Pozo

Eugenio Ampudia

Jean Tinguely or Niki de Saint Phalle - https://www.myswitzerland.com/es-es/descubrir-suiza/espacio-jean-tinguely-niki-de-saint-phalle/. It is worth taking a look at all their artworks, and also projects such as Guixot de 8 or Katakrak, which took them as inspiration.

Lygia Clark – who has inspired many other artists in the sensory and experimental fields. "Relational objects" - http://www.theartwolf.com/exhibitions/lygia-clark-moma-2014-es.htm

Maider López

Marcel Duchamp, L.H.O.O.Q. - https://historia-arte.com/obras/l-h-o-o-q-de-duchamp
We suggest taking a look at this particular work, although Duchamp, as an icon of Dadaism, is always playful, in every sense.

Olafur Eliasson

Rafael Bianchi

Tere Recarens

Wolf Vostell

Yayoi Kusama

Zanele Muholi

Specific works:

Francis Alys – Children games: http://francisalys.com/category/childrens-games/

Jen Lewin - The Pool: https://www.jenlewinstudio.com/portfolio/the-pool/

David Torrents – BruumRuum! installation in the Plaça de les Glòries in Barcelona

Games, toys and video games in cinema:

- Pinocchio (Hamilton Luske i Ben Sharpsteen, 1940)
- The Sting (George Roy Hill, 1973)
- Casino (Martin Scorsese, 1995)
- Jumanji (Joe Johnston, 1995)
- Toy Story (John Lasseter, 1995)
- Lara Croft: Tomb Raider (2001) – An icon of video game adaptation in cinema.
- Bend It Like Beckam (Gurinder Chadha, 2002)
- El metodo (Marcelo piñero, 2005) - Film adaptation of the play The Grönholm Method by Jordi Galceran (2003)
- The Hunger Games (Gary Ross, Trilogy, 2008)
- Ready Player One (Steven Spieberg, 2018)


Some references and bibliography:

Javier Abad i Ángeles Ruiz de Velasco. L’espai com a tercer docent. Com fer de l’espai domèstic un lloc d’oportunitats. - https://www.youtube.com/watch?v=zDydwZT8rhY

Abad, J. “Experiencia Estética y Arte de Participación: Juego, Símbolo y Celebración”. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwj51uX-gs_rAhUBxhoKHSE-AlkQFjAAegQIARAB&url=https%3A%2F%2Fwww.oei.es%2Fhistorico%2Fartistica%2Fexperiencia_estetica_artistica.pdf&usg=AOvVaw3g6leBS7lj4zixFcyUGq0a

Abad, J i Ruiz de Velasco, A. “Se juega a aprender, no se aprende a jugar.” https://www.faroeduca.es/faro-educacion/suplemento-03122019/juego-javier-abad.html

Teresa Gutiérrez Parra, “El juego en el arte moderno y contemporáneo” https://revistas.ucm.es/index.php/ARIS/article/view/6601

Alejandro Barreto “El proceso lúdico, la creatividad y el juego en el arte” - https://alexbarretomarkfo.wixsite.com/abfs/single-post/2017/08/26/El-proceso-l%C3%BAdico-la-creatividad-y-el-juego-en-el-arte

Ernesto Neto “Jugar, Sentir y Experimentar” https://www.guggenheim-bilbao.eus/aprende/mundo-escolar/guias-para-educadores/jugar-sentir-y-experimientar

EL JUEGO DEL ARTE. Pedagogias, arte y diseño. Fundación Joan March. Madrid. Del 22 de marzo al 23 de junio 2019. https://www.march.es/arte/madrid/exposiciones/pedagogias-arte-diseno/

Art i Joc. (2009) Textos per les Arts Contemporànies. H.AAC. Vic: Eumo.

Bordes, J. (2007). La infancia de las vanguardias. Sus professores desde Rousseau a la Bauhaus. Madrid: Cátedra.

P. Lagarriga, Dídac. (2000). Sic. Allò que escolto a l’atzar d’aquella gent que llança frases. Vic: Eumo Editorial.

Torrents, D. (2002). Ai, ai, ai. Zzzzz, bummm (Narratives zero). Vic: Eumo Editorial.

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