Hiloramas surrealistas: Fomentando la creatividad y la expresión sin límites en la educación secundaria
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Date
2026-01-27
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Universidad Nacional de Arte Diego Quispe Tito del Cusco
Abstract
Esta tesis explora la integración del hilorama y el surrealismo como estrategias pedagógicas en contextos educativos, investigando su potencial para transformar la enseñanza tradicional en un proceso más creativo y estimulante. El hilorama, una técnica artística que utiliza hilos tensados para formar patrones y figuras, se examina no solo como una expresión visual, sino como un medio para desarrollar habilidades cognitivas y motoras en los estudiantes. El surrealismo, por su parte, se caracteriza por su enfoque en la liberación del subconsciente y la exploración de la imaginación. El método de la demostración guiada es el que se ha utilizado en la didáctica educativa. En la investigación se utilizó la observación como método para la práctica guiada con los estudiantes y la introspección para conocer la expresión del estudiante. Para ello, fue necesario emplear también la técnica del diálogo. El objeto de investigación contiene los datos del mensaje y la forma, por lo que se utilizaron métodos específicos como la observación, la introspección, el análisis formal, semiótico y estético. Estos se plasmaron en una tabla de lectura semiótica y una lectura estética muy básica, adaptada para estudiantes con un nivel de principiantes. La tesis argumenta que la combinación del hilorama con los principios del surrealismo puede contribuir a crear un entorno educativo que favorezca la creatividad, la reflexión crítica y la autoexpresión en los estudiantes. Finalmente, la investigación concluye que la incorporación del hilorama y el surrealismo en la educación no solo enriquece la formación artística de los estudiantes, sino que también apoya su desarrollo integral, al promover valores como la originalidad, la perseverancia y la capacidad de pensar fuera de esquemas preestablecidos.
This thesis explores the integration of string art (hilorama) and surrealism as pedagogical strategies in educational contexts, examining their potential to transform traditional teaching into a more creative and stimulating process. String art, an artistic technique that uses stretched threads to form patterns and figures, is examined as a visual expression and a means to develop students’ cognitive and motor skills. Surrealism, with its focus on releasing the subconscious and exploring the imagination, is also a key component. The guided demonstration method has been used in educational didactics, and in the research, observation was employed as a method for guided practice with students. Introspection was also used to understand students' expressions, for which the technique of dialogue was also necessary. The object of investigation contains data on the message and form; therefore, specific methods such as observation, introspection, formal analysis, and semiotic and aesthetic analysis were applied, with a basic semiotic reading and aesthetic reading chart for beginner-level students. The thesis argues that combining string art with surrealism principles can contribute to creating an educational environment that fosters creativity, critical reflection, and self-expression in students. Finally, the research concludes that incorporating string art and surrealism into education not only enriches students' artistic training but also supports their holistic development by promoting values such as originality, perseverance, and the ability to think outside pre-established frameworks.
This thesis explores the integration of string art (hilorama) and surrealism as pedagogical strategies in educational contexts, examining their potential to transform traditional teaching into a more creative and stimulating process. String art, an artistic technique that uses stretched threads to form patterns and figures, is examined as a visual expression and a means to develop students’ cognitive and motor skills. Surrealism, with its focus on releasing the subconscious and exploring the imagination, is also a key component. The guided demonstration method has been used in educational didactics, and in the research, observation was employed as a method for guided practice with students. Introspection was also used to understand students' expressions, for which the technique of dialogue was also necessary. The object of investigation contains data on the message and form; therefore, specific methods such as observation, introspection, formal analysis, and semiotic and aesthetic analysis were applied, with a basic semiotic reading and aesthetic reading chart for beginner-level students. The thesis argues that combining string art with surrealism principles can contribute to creating an educational environment that fosters creativity, critical reflection, and self-expression in students. Finally, the research concludes that incorporating string art and surrealism into education not only enriches students' artistic training but also supports their holistic development by promoting values such as originality, perseverance, and the ability to think outside pre-established frameworks.
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Keywords
Hilorama, Educación artística, Surrealismo, Creatividad, Aprendizaje, Artistic education, Surrealism, Creativity, Learning
