School Habitability at the Montessori School of Viña del Mar
DOI:
https://doi.org/10.53382/issn.2735-7414.18Keywords:
School habitability, Art, School environment, Art InstallationAbstract
This study analyzes the school habitability at the Montessori School of Viña del Mar from the perspective of Visual Arts, aiming to improve the relationship between students and their school environment. The research focuses on the creation of artistic devices designed and constructed by second-year high school students, fostering a sense of belonging and space appropriation.
A mixed qualitative approach was employed, utilizing open surveys, field records, and journals to collect data on students' perceptions and needs regarding school spaces. The findings revealed that structural deficiencies, such as the lack of adequate areas for socializing and the negative perception of the infrastructure, impact both learning and social interactions.
Through the design and creation of practical artifacts, students not only developed artistic and emotional skills but also transformed key areas of the school into more welcoming and functional spaces. In conclusion, participatory artistic intervention is highlighted as an effective tool for improving school habitability, promoting holistic development and the well-being of the educational community.
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