Art was made flesh. The construction of identity in high school students through artivism

Abstract

During adolescence, self-awareness, identity construction, and the definition of the projected image become increasingly important, often shaping the contours of who we are and will become. Understanding Art as both an artifact and a privileged tool for identity reflection and expression, this research examines the impact of a didactic intervention centered on self-awareness on the personal and artistic identity development of high school students majoring in arts.

This work is based on a methodological design rooted in art and framed within a case study of the intervention in the classroom. Following the example of artists such as Ricardo Pueyo, students were encouraged to reinterpret a work of art through which they could construct their own identity. Furthermore, in order to transform the classroom into a space for collective debate and reflection, it was contextualized within an artivist project.

The results indicate that the implementation of interventions based on critical pedagogy and art garners a positive response from students, bringing into the classroom topics of great importance to adolescents, such as Eating Disorders (ED), feminism, self-perception, and loneliness.