Antonio Pablo Romero González客座教師
現職
Lecturer in the Education and Teaching Training Faculty (Human Development Faculty). Universidad Autónoma de Madrid (Autonomous University of Madrid)學歷
Phd in Art EducationGraduated in Fine Arts, Universidad Complutense de Madrid
Phd and Master in Art Education
經歷
-Teacher on Secondary School, Design, Drawing and Visual Arts. National Teacher Office of the Spanish Public School Department (Junior High School and High School)-Assistant (fix-term contract) in the UAM, Design, Visual Arts, Art Education
專業領域
Creativity in Art Education
Spanish Native Language, fluent English Language, French, Portuguese, Italian, and basic competences on Japanese language
- Madrid County (Spain) and UAM University. “Research for Practicum in Latin America and Spain”. 2007-2008. Directed by Rodríguez. Budget: 22.000 euros - Madrid County (Spain) and UAM University. “Culture and Identity in the Children Drawings in Spain, Japan (Toyama University) and South Korea. 2008-2009. Directed by Sanz and Romero. Budget: 20.000 euros
- Spanish Ministry for Science and Education. HP2007-0080. “Teaching Methods Building: A Book for Case of Study in Educational Practices”. 2010-2011. Directed by Rodríguez. Budget: 22.000 euros
-Santander Bank Corporation and Asian Projects for UAM. “Compared Art Education in Spain, Japan, Taiwan and South Korea: Teaching Training in Art Education”. 2011-2012. Directed by Sanz and Romero. Budget: 22.000 euros
- Spanish Ministry for Science and Education and University of Navarra. EDU 2009-13712. “Young Creators and Visual Culture: Competences and Art Knowledge in Junior High School”. Directed by Agirre. 2010-2012. Budget: 25.000 euros
- Santander Bank Corporation and Asian Projects for UAM. “Comparative Art Education in Spain, Japan (Toyama University), Taiwan and South Korea. Creativity Impact and Innovation in Different Fields”. 2013-2014. UAM. Directed by Sanz and Romero. Budget: 20.000 euros
- Santander Bank Corporation and South American Projects for UAM. “Strengthening of the UAM- CSUCA Web for Research and Teaching Training Teachers for Improvement of the Teaching Compentences of the Central American Universities”. 2013-2015. UAM. Directed by Blanchard. Budget: 9.000 euros
- Santander Bank Corporation and South American Projects for UAM, CEAL-AL/2015-03. “Continuous Training for Teachers for Social Transformation Environment”. 2015-2016. Directed by Blanchard. Budget: 10.650 euros
- Santander Bank Corporation and South American Projects for UAM CEAL-AL/2015-16. “How to Encourage in the Classroom Practice the Competences from the Student’s Self-Interest: Projects Methodology, a Process of Dialogical Development of Theory and Practice”. 2016-2019. Directed by Blanchard. Budget: 36.000 euros
- Spanish Ministry for Science and Education. HP2007-0080. “Teaching Methods Building: A Book for Case of Study in Educational Practices”. 2010-2011. Directed by Rodríguez. Budget: 22.000 euros
-Santander Bank Corporation and Asian Projects for UAM. “Compared Art Education in Spain, Japan, Taiwan and South Korea: Teaching Training in Art Education”. 2011-2012. Directed by Sanz and Romero. Budget: 22.000 euros
- Spanish Ministry for Science and Education and University of Navarra. EDU 2009-13712. “Young Creators and Visual Culture: Competences and Art Knowledge in Junior High School”. Directed by Agirre. 2010-2012. Budget: 25.000 euros
- Santander Bank Corporation and Asian Projects for UAM. “Comparative Art Education in Spain, Japan (Toyama University), Taiwan and South Korea. Creativity Impact and Innovation in Different Fields”. 2013-2014. UAM. Directed by Sanz and Romero. Budget: 20.000 euros
- Santander Bank Corporation and South American Projects for UAM. “Strengthening of the UAM- CSUCA Web for Research and Teaching Training Teachers for Improvement of the Teaching Compentences of the Central American Universities”. 2013-2015. UAM. Directed by Blanchard. Budget: 9.000 euros
- Santander Bank Corporation and South American Projects for UAM, CEAL-AL/2015-03. “Continuous Training for Teachers for Social Transformation Environment”. 2015-2016. Directed by Blanchard. Budget: 10.650 euros
- Santander Bank Corporation and South American Projects for UAM CEAL-AL/2015-16. “How to Encourage in the Classroom Practice the Competences from the Student’s Self-Interest: Projects Methodology, a Process of Dialogical Development of Theory and Practice”. 2016-2019. Directed by Blanchard. Budget: 36.000 euros
-Romero. Through the Mirror: Appropriation in Asia and the Missima’s Challenge. Proceedings of the Japan Studies Symposium, Hanyang University and Salamanca University, Spain 2007
-Sanz, Romero, Sumi. Creativity, leisure and Identity in drawings of children and adolescents in Spain, Taiwan and Japan. Proceedings del 2nd World Conference on Arts Education. International Congress for Art Education. UNESCO, Seoul 2010, South Korea
- Sanz Lobo, E.; Romero, P.; Peng, L.; Sumi, A.; Ahn, H. (2015): Youth Culture Expressed in Teenager’s Drawings from Spain, Japan, Taiwan, and South Korea. En Culturally Sensitive Art Education in a Global World. NAEA (National Art Education Association, United States of America). ISBN 978-1-890160-66-1
- Romero, A. and Sumi, A. (2016): Uniqueness and Cultural Reconstruction. Methodological Model for Art Creation and Learning. Toyama Memoirs nº 11, vol. 1, 2016. ISSN 1881-316 X. Toyama Daigaku, Japan. Indexed in Ulrichs.
- Romero, P. and Sanz, E. (2016). Recycling Identities. The Arts in Society, vol. 12, 2017. ISSN 1833-1866. En prensa. Indexed in Art Source. ICDS 4.1. United States of America
My previous research, involving the universities of UAM, Kookming, Toyama and Yuntech (Spain, South Korea, Japan and Taiwan), have been focused on the hypothesis that artistic education is based on the three aspects that are currently absent: Cultural Competence, Global Visual Culture (mass media, branding, video games, manga, anime) and self interest of the youth students. In our publications and communications on congresses, we made public how the representations that children and young people make of their life and their culture. The data collected shows that the culture of globalization weighs heavily on representations made by children and young people, both in the content (leisure consumption, brands, stereotypes) and style (predominantly manga as common feature of the drawings of most adolescents in Europe, Japan, Taiwan and South Korea). However, cultural characteristics still persist in many drawings specific traditions of each of the contexts of our research, especially when using motifs and themes related to poetry, weather, storytelling and tradition.
Actually I am much more focused on collaborative art processes, throughout literacy and narratives, using methodologies to foster creativity as a distributed process (Clapp, 2018).
-Sanz, Romero, Sumi. Creativity, leisure and Identity in drawings of children and adolescents in Spain, Taiwan and Japan. Proceedings del 2nd World Conference on Arts Education. International Congress for Art Education. UNESCO, Seoul 2010, South Korea
- Sanz Lobo, E.; Romero, P.; Peng, L.; Sumi, A.; Ahn, H. (2015): Youth Culture Expressed in Teenager’s Drawings from Spain, Japan, Taiwan, and South Korea. En Culturally Sensitive Art Education in a Global World. NAEA (National Art Education Association, United States of America). ISBN 978-1-890160-66-1
- Romero, A. and Sumi, A. (2016): Uniqueness and Cultural Reconstruction. Methodological Model for Art Creation and Learning. Toyama Memoirs nº 11, vol. 1, 2016. ISSN 1881-316 X. Toyama Daigaku, Japan. Indexed in Ulrichs.
- Romero, P. and Sanz, E. (2016). Recycling Identities. The Arts in Society, vol. 12, 2017. ISSN 1833-1866. En prensa. Indexed in Art Source. ICDS 4.1. United States of America
My previous research, involving the universities of UAM, Kookming, Toyama and Yuntech (Spain, South Korea, Japan and Taiwan), have been focused on the hypothesis that artistic education is based on the three aspects that are currently absent: Cultural Competence, Global Visual Culture (mass media, branding, video games, manga, anime) and self interest of the youth students. In our publications and communications on congresses, we made public how the representations that children and young people make of their life and their culture. The data collected shows that the culture of globalization weighs heavily on representations made by children and young people, both in the content (leisure consumption, brands, stereotypes) and style (predominantly manga as common feature of the drawings of most adolescents in Europe, Japan, Taiwan and South Korea). However, cultural characteristics still persist in many drawings specific traditions of each of the contexts of our research, especially when using motifs and themes related to poetry, weather, storytelling and tradition.
Actually I am much more focused on collaborative art processes, throughout literacy and narratives, using methodologies to foster creativity as a distributed process (Clapp, 2018).