Art, Light, and Hidden Meaning: An Immersive Experience to Foster Critical Thinking and Student Voice in Middle School
Keywords:
Critical thinking, Art education, Student voice, Interdisciplinary learning, educational innovationAbstract
This paper analyzes the design and implementation of an interdisciplinary educational experience developed with 5th-grade students corresponding to the first level of Middle School within the institutional context, aimed at fostering critical thinking, meaning-making, and student voice. The study corresponds to a systematized educational experience of a qualitative nature with an exploratory scope, intended to document and interpret learning processes emerging from an interdisciplinary proposal integrating visual arts, persuasive writing, and the use of UV paint and ultraviolet light as expressive resources to reveal hidden messages related to contemporary social issues such as inclusion, migration, and climate change.
Data were collected through participant observation, analysis of student productions, and written reflections. Preliminary findings suggest that revealing elements promote reinterpretation of reality, critical questioning, and authentic expression among students. Furthermore, the experience highlights the potential of immersive art-based practices to support meaning-making and student participation within interdisciplinary educational settings.
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