El Vacío y el Collagrapg como elementos compositivos en Educación Secundaria

Abstract

En un mundo en el cual se concibe la organización espacial y compositiva como la incorporación de elementos, el concepto el vacío surge, en muchas ocasiones, como consecuencia y no como elemento compositivo. En este sentido, nos interesa la posibilidad de componer a partir del elemento ausente, obligando al lleno (sólido) a compartir el peso visual con el vacío. Siendo ambos elementos partes de una misma pieza. Algunos artistas, como Le Corbusier, Franz Kline, Loos o Klee, tratan esta correlación de forma activa. Por tanto, se pretende dar función e identidad a este elemento como si fuera una sustancia material. Así mismo se busca relacionar este elemento con la imaginación y creatividad. Al igual que sucede en arquitectura, construyendo se crea el espacio. Irónicamente, lo que se busca es dotar de carácter al vacío, que es lo que finalmente define el espacio; aunque el objeto de trabajo sea lo propiamente construido.

In a world in which spatial and compositional organization is conceived as the incorporation of elements, the concept of emptiness arises on many occasions, as a consequence and not as a compositional element. In this sense, we are interested in the possibility of composing from the absent element, forcing the materia (solid) to share the visual weight with the void. Being both elements part of the same piece. Some artists, such as Le Corbusier, Franz Kline, Loos or Klee, actively deal with this correlation. Therefore, it intends to give function and identity to this element as if it were a material substance. Likewise, it seeks to relate this element to imagination and creativity. As in architecture, building creates space. Ironically, what is sought is to endow the void with character, which is what ultimately defines the space; even if the object of work is what is actually constructed.Based on the works and research of Oteiza and Chillida, it is proposed to investigate their compositional proposals, as well as to propose this theme to decontextualize it, rethink it and understand it, within the Educational field, taking advantage of the experience behind the Practicum