Ricard Huerta

Prof. Dr. Ricard Huerta

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University of Valencia
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Academic Career Length

17Years (2010-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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10 January 2022 in Arte, Individuo y Sociedad
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Ricard HuertaRicard Huerta
Ricard Huerta
In this research we present the process and results of an artistic experience developed with university students of the Degree in Primary School at the University of Valencia. “The Memory” is a generic title that identifies the exhibition which took place in the History Museum of Valencia, with 21 artistic installations carried out by students. Raised as a case study, elements of narratives are incorporated at a methodological, based on processes that are highly permeated by Arts Based Research. The good reception that the exhibition had in the museum, as well as the extra motivation that it meant for the hundred participating students, encourage us to offer this type of participatory workshop with artistic creations to define a model of teaching practices in art education. It is committed, incorporating issues that affect social, political and cultural demands. We investigate from the teaching practice in the classroom, involving university students in a participatory model of artistic research.
16 February 2011 in Arte, Individuo y Sociedad
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Ricard HuertaRicard Huerta
Ricard Huerta
In this article we think about the need to generate spaces of meeting between museum educators and teachers. We analyze the results of different works elaborated by the research group Art and Education, basically in the report of the project maestrosymuseos.com. Red Iberoamericana de educación en museos (AECID A/8780/07), as well as the offers that we have developed. We appear how we see the teachers in his visits, and how they would like to be seen when they submerge in the territory of the museum. We introduce the supposition that the majority of teachers turn into invisible figures on having come to the museum. The methodology is based on the case studies, affecting in the observation, the interviews, and very special in the specific attention towards the protagonists: the teachers. The work introduces photos that they try to investigate in the same aspects that the article text treats, but enriching it with images that can be read in his format and with particular intentions.
1 February 2010 in International Journal of Art & Design Education
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Ricard HuertaRicard Huerta
Ricard Huerta
27 May 2021 in Sustainability
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Ricard HuertaRicard Huerta
Ricard Huerta
This work is the result of a study on the characteristics that define some of the museums created on the Silk Road. The approach to these museums has focused especially on the observation of the educational and heritage aspects that define these institutions. Since 1988, numerous actions related to the Silk Road have been promoted by UNESCO. This old trade route has now become a route of dialogue between cultures. Each museum studied is characterized by promoting local and national issues that define it. Educational issues stand out, since the tradition of silk production is very important in each place. Another aspect observed is that heritage issues manage to strengthen the characteristic features of each community. I have interviewed those responsible and personally observed their facilities and collections. Each museum has chosen to highlight local differential factors, enhancing the aesthetic arguments of cultural identity. Finally, I examine the specific case of the Valencia Silk Museum, the most recent creation museum but also the oldest institution. In the conclusions, I highlight the importance of education in most of these institutions.
9 January 2025 in Arte, Individuo y Sociedad
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Ricard HuertaRicard Huerta
Ricard Huerta
Ramona Rodríguez-LópezRamona Rodríguez-López
Ramona Rodríguez-López
En la presente investigación se analiza el proceso y la evolución de una triple acción artística desarrollada en la Universidad Politécnica de Valencia, con piezas elaboradas por alumnado de la Universitat de València. El tema abordado es la educación digital, aspecto sobre el que ha reflexionado el alumnado de la materia “Propuestas didácticas en educación artística”, una asignatura optativa de la mención de Artes y Humanidades que forma parte de los estudios de Grado de Maestro/a de Educación Primaria. En 2022, 2023 y 2024 se han elaborado sendas exposiciones con instalaciones artísticas realizadas por maestros y maestras en formación. Las muestras han sido presentadas en el Museo de Informática de la Universidad Politécnica de Valencia. Mediante un estudio de caso se hace balance de lo acontecido y de los resultados obtenidos, utilizando para ello la Investigación Basada en las Artes. El efecto motivador que supone este tipo de experiencias formativas donde se implica al museo como entidad colaboradora permite determinar las ventajas de esta modalidad de taller participativo con creaciones originales, generando así una tipología de prácticas docentes en educación artística que opta por incorporar las problemáticas actuales, mediante reflexiones de tipo social, político y cultural. Se investiga desde la propia práctica docente, implicando al alumnado universitario en un modelo participativo y colaborativo.
1 March 2016 in International Journal of Education Through Art
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Ricard HuertaRicard Huerta
Ricard Huerta
This article aims to introduce an innovative element to teacher training in Art Education. Grounded in romantic, ‘kitsch’ and even ‘gore’ archetypes in literature, painting and cinema, both gravestones and cemeteries have become a central part of our collective imagination in western culture. These visual artefacts can therefore play an important role in helping us to understand the often complex relationships between images and writing. The enduring power of gravestone texts, which are commonly inscribed in marble, offers the potential to address issues that have not previously been explored in teacher training education. We hope to promote the acknowledgement of cemeteries as spaces of reflection and historical memory, both of which are key areas in the pedagogical analysis of modern visual cultures. Employing an Arts Based Education methodology, this study uses photographs taken by its author as core sources of information and analysis, in the manner of a photo-essay or visual essay.