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The problem: How a dispositional approach, base on the artfulthiking model could have a positive impact on the curriculum of primary school to enhancing students' socio-cultural competence and reducing social isolation in classroom settings?"

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The problem: How a dispositional approach, base on the artfulthiking model could have a positive impact on the curriculum of primary school to enhancing students' socio-cultural competence and reducing social isolation in classroom settings?"

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The information gathered allows for an analysis of the school's and its teachers' response to issues of multicultural relations, integration and participation. This initial phase of the project aims to assess the efficacy of the current practices employed by the school to address these issues among students through a dispositional approach based on cognitive abilities and artistic expression.

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The following diagram presents the main aspects and stages of the proposal, from the context, the actors and participants, methodologies and tools.

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The students are children between 4 and 8 years of age, kindergarten through second grade. The majority of the students come from Colombian families, who speak Spanish and English as their main languages. In a smaller percentage are foreign families living in Colombia who are fluent in both languages. Finally, there is a small percentage of international families, who reside in the country temporarily for their jobs, usually speak English and are acquiring Spanish as a foreign language. Our student population in general professes a variety of languages, traditions, languages and religions.

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The school context of this research is characterized by adopting a United States preparatory curriculum; students receive an EE. UU and Colombian certification of their studies. For this reason, as a bilingual and bicultural student, I am highly influenced by the North American style of education, with schools divided into primary, elementary, middle, and high schools with a B calendar. It is also described as an institution without a specific religious inclination and welcomes international families, many of them from embassies.

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The filosophy of the school it described as a learning community dedicated to serving a diverse student body and fostering responsible global citizens through an accredited college preparatory program from the United States and Colombia. This program emphasizes inspiring students to reach their highest potential for excellence. through four transversal values: integrity, reponsability caring and respect

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Common values vs Social and cultural approaches

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Common values vs Social and cultural approaches

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Despite the fact that the school has very well defined norms and values on inclusion and diversity policies among students, teachers and support staff. While these expectations set out the necessary conditions for the healthy development of students both inside and outside the classroom, these values may remain only at the behavioural level among students, without delving into the meaning and importance of diversity in their environment. One of the objectives of this proposal is to unveil the impact of these values as unique tools for the healthy social and cultural development of students in diverse environments.

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The students in primary school in a specific private school in Bogotá, don't have a social studies programe based on social, cultural or geographical content. This is justified by the young age of the students, betwen 4 and 7 years old, and consequently the difficulty it may represent for their process of acquiring basic social and academic skills.

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SNL (Spanish as a new language)

Pullouts characterize the program, meaning SNL students take Spanish classes outside their regular classroom.

All the students in this program are expatriates. Still, not all expatriate students in primary school are in the program because some kids are involved with the Spanish context since they are babies or acquire the language very quickly and fluently. Most of these families are employed at embassies, military areas, school staff, or other international-related workplaces and are in the possibility of relocation at any time. Moreover, the class meets ten nationalities and five languages these last ones are Mandarin, German, English, French, and Korean; for this reason, all the students are bilingual or trilingual.

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“The program of Spanish as a New Language focuses on developing social language as well as learning about the diversity of the Spanish culture. The program is aimed to provide students with the necessary tools to interact with peers and have an easier transition from their original culture into the new one.”-Student learning goal SNL program

SNL (Spanish as a new language)It is a programme for primary school students (k-2nd grade) which is part of the world languages programme, therefore it is not a regular Spanish course and is guided by the objectives of international programmes for the acquisition of foreign languages.

All are international students temporarily residing in Colombia for their families' work. They do not speak Spanish, in most cases their mother tongue is English, with the exception of some students that speack Mandarin, portuguese, korean and three French students.

It is important to add that we also have some inclution students. In the current group we have students diagnosed with Down's syndrome and another student with non-verbal autism.

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(DÍAZ BARRIGA ARCEO & HERNÁNDEZ ROJAS, 2002)

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For the inclusion and study of constructivist methodologies that support and support the analysis and future implementation of the proposal, I decided to delve into those constructivist strategies that are based on socio-cultural and socio-affective theory. As mentioned by Wertsch (1991,p. 141) on Vygotsky's cultural mediation, where he talks about the tools recurrently used as mediation in culturally diverse spaces. For this and approaches like Zone of Proximal Development (ZDP),Social interaction,scaffolding and Diversity Recognition in the socialcultural theory of Vygotsky that i consider very helpful for the construction of a culturally relevant practice in my educational context.

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"There are no shortcuts. The only way to teach children is to know them, to understand their culture, and to build on that culture in the classroom." Lisa Delpit

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ARTFUL THINKING: "A diamond in the rough"

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ARTFUL THINKING: "A diamond in the rough"

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As the quote suggests, it would seem that the most effective way to teach children is to know them. It may be the case that the cultural dimension applied in the classrooms is not sufficient to develop "global citizens." It is possible that this gap cannot be filled by a single program or proposal that is implemented once or twice a year. In the following investigation, compilation, and potential proposal, I would like to share possible strategies for enhancing cultural intelligence between students and teachers, through curiosity, open-mindedness, and the arts.

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As a result of the observation of the events and cultural exhibition spaces, the following statements are made

Following an observation of the cultural representations and approaches in the school, there may be room for improvement in the following areas:

- It would be beneficial to encourage greater participation from primary school students.

- There is an opportunity to diversify the cultural representation beyond traditional, museographic ways that focus on folklore, tourist places, food and crafting without a background.

- There is potential to make these expositions more welcoming to intercultural interaction, perhaps by making them more engaging and inclusive for students.

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During my timeas a teacher in SNL I connected and empathized with what they had to say about their life, travels, family, country of origin, traditions, and all the radical changes they have faced in their short lives.

In my observations I have highlighted two manifestations in the students about their relationships and impressions about their new contexts and the relationships in them.

The first of an verbal explicit nature where their comments reflect their relationship with the cultural changes they are facing, for example “I don't like to speak Spanish, I don't understand anything, I don't like it here” “My mom doesn't like Colombia, she went back to China and I miss her” Although these are negative statements, they are unusual, the students who have made them usually come from very distant sociocultural contexts and therefore, their adaptation process is usually more difficult or delayed.

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The second tipes of observation are more the kind of behavioral, non verbal. Some students may initially display behaviours that could be perceived as isolation attitudes, which could potentially extend beyond what might be considered normal behaviour. This could manifest as a tendency to distance themselves from others, frequent and pronounced changes in mood, discrepancies in the stories they share about their family or caregivers, reluctance to eat food other than that provided by home, avoidance of classes or specific activities, and even physical or verbal aggression with peers.

It would seem that both kinds of observation reflect on academic achievements and difficulties. In most cases, students are able to overcome these challenges when parents and teachers are aware and informed about them. However, there are instances where this is not the case. It has been demonstrated that an intercultural, integrative and representative approach, as well as the development of thinking skills, can have a positive influence on students.

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The programme focuses initially on providing sufficient communication tools for students to develop fluently according to their level, through thinking routines, and the development of skills that consistently build confidence not only in their academic performance but also in their social skills.

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It is often thought that art is the result of personal talents and creative processes. The musiologic and academic perspective, however, tends to view the subject from a more detached position, focusing on the benefits and skills gained from the creative process itself. From my perspective as an artist and now as a teacher, I can see how the myths and traditions surrounding these two areas are gradually changing. The traditional view of the artist as a talented and unique human being enlightened by some deity is no longer as dominant. Furthermore, it has been extensively demonstrated and studied that education does not necessarily work in a unidirectional and hierarchical manner. The history of the arts is a rich tapestry that reflects the evolution of humanity, and education is a vital tool for shaping our future.

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Through artistic exploration, as a transversal tool and not just as a theme or outcome, we have addressed valuable thinking tools that have given students not only a better ability to observe, analyse and discern the cultural and social diversity that surrounds them, but have also provided them with a structure and routines that enable them to understand their personal learning styles, dispositions and skills.

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"In the realm of education, art serves as a powerful tool for engagement, igniting curiosity and nurturing the thinking dispositions essential for lifelong learning." Artfulthinking final report (2006)

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The research was conducted with the aim of exploring and documenting the impact of the Artful Thinking programme, which was designed with the intention of integrating works of art into the educational curriculum with a view to enhancing students' thinking and learning disposition.

The research was conducted with the aim of exploring and documenting the impact of the Artful Thinking programme, which was designed with the intention of integrating works of art into the educational curriculum with a view to enhancing students' thinking and learning disposition.

In light of this, the proposal is to present the experiences given in a SNL class with this artful thinking approach, with a particular focus on the benefits it offers to a multicultural classroom and on how this approach could potentially contribute to the improvement of intercultural relations, not only between SNL students but also within the wider academic community.

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Thinking disposition is used to describe routines that are designed to enhance inquiry, reflection and discussion. These abilities are not dependent on cognitive skills, and they can influence intellectual performance. As Cacioppo and Petty (1982) observed, they depend on people's willingness to invest time and energy in activities.

Questioning & Investigating

Observing & Describing

Reasoning

Exploring Viewpoints

Comparing & Connecting

Finding Complexity

In the SNL class, students have the opportunity to practise these abilities using Visible Thinking. This allows them to identify the patterns of thinking that influence their finished products, which in turn helps them to appreciate the creative process as well as the end result.

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Our projects have an investigative component, in which the search for sources and resources are vital, as we seek to develop skills such as Questioning & Investigating

Observing & Describing

Reasoning

Fundamental in the application of the dispositional approach, through shared readings, research of bibliographic sources and the call of experts in different areas, SNL students are invited to explore topics of their own interest, investigate them and are offered different creative tools for the development of individual and group products.

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As a proposal of the institution, in collaboration with school coordinators and parents, it was proposed to make an event that would bring together the cultural richness of the school itself. In this exhibition, the most numerous communities of certain countries were presented, where the parents interacted with the students present to present the most characteristic aspects of their countries, such as music, folklore, typical food, and so on.

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With the idea that our students could learn more about their new context, important places and also a little of our culture. We proposed a project based on the Museo de Oro de Bogotá to explore the values of museums and how they can contribute to the preservation of culture. In this project the teachers in the SNL program we identify the curiosity that bring cultural projects for the kids throug artistic methodogies and reseach.

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In forming the research question, a series of interviews were conducted with teachers from the regular Spanish programme in primary school. In which falls one of the cultural events of the institution, ‘El dia de la colombianidad’ which aims to share the richness and diversity of our country's culture with the entire international community.

These interviews were carried out with the aim of understanding and analysing the point of view of the teachers regarding concepts such as interculturality and how they apply these dynamics in their classrooms.

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Due to the language and age barriers of my students, a direct approach to data collection is not possible. For this reason the products of the cultural explorations and projects carried out in the SNL classroom. The interviews presented here were carried out with teachers of Spanish, an area which is responsible for the cultural approach to our country. With the aim of understanding and unveiling the perspectives of cultural interaction in the primary school.

Communication Barriers:

A significant challenge identified is communication, particularly when teaching students who may struggle with the language. The educators emphasizes the need for sensitivity in topic selection and discussion methods to facilitate understanding.

Training and Continuous Education:

The interview stresses the necessity of ongoing training for educators in interculturality, suggesting that this can help them effectively convey these values in their teaching.

Cultural Events and Activities:

The educators advocates for the organization of cultural events and activities that promote respect and tolerance.