Training process evaluation in visual arts programs superior level México: approach through case study.

Abstract

Education for the training of artists in disciplines such as the visual arts, theatre, architecture, music and related areas outside of the academies of the 19th century, is an activity that only as recently as the second half of the 20th century has been inserted into the academic curriculum of higher education. Since that point there have been questions, debates and concerns related to the strategies of said education corresponding to assessments made by educators involved in creative processes and artistic production. The challenge exists to develop an objective, critical system of evaluation related to processes, practices and creative issues in art education that by the constant evolution of the arts is often considered subjective, which has resulted in a debate of international dimensions (Borgdorff, 2005; Díaz Alcaide, 2011; Storr, 2009). The article to be developed is about the dynamics and scope of the formative evaluation that contemplates the creative process involved in the area of ​​workshops in visual arts of the highest level in Mexico.