The artist Jorge Oteiza (Orio, Spain, 1908-2003) is considered one of the main sculptors of the 20th century. Jorge Oteiza won the International Sculpture Prize at the IV São Paulo Biennial, held in 1957, which elevated him internationally. Oteiza's conceptual evolution as a sculptor moves him towards a special relationship with the unoccupied space, the void, seeking a metaphysics of space through absence or negativity, where light also plays a prominent role, being incorporated into the sculptural process. These ideas are concretized in the negative relief mural that he calls Direct Relief / Homage to Bach (1956). This exceptional work from the limited production of his mural works provides an interesting field of study that helps complete the understanding of his thinking and the keys to his aesthetics. Nevertheless, this work is not only close to a plastic-spatial dimension. The work also conveys the special relationship of the Oriotarra sculptor with music in general and Baroque in particular and his concern for serialist avant-garde music and its possibility of plastic representation. The present article tries to make an approach to the interpretation of this work, studying in an analytical and synthetic way the artistic, musical and plastic thought of the artist.

Environmental education is a discipline that tries to find new methodologies and tools to advance in the achievement of its goals. The museum education proposed by art museums, because of its specific methods and power of significance, can be a way forward for environmental education that is worth exploring. The theory of meaningful learning can be used by both disciplines to support and achieve more meaningful, and therefore lasting, learning among people. The complementarity and synergy between these disciplines can be established from their points of conceptual coincidence. The main research goals of this article have been two: to study and show the intrinsic complementarity of these disciplines from a conceptual viewpoint, and to show how their combined strength and complementarity can inspire specific educational proposals for the challenges of education in the twenty-first century. For example, those that focus on educating on the complexity of the world. The presentation and discussion of this conceptual framework may suggest educational instructions that move towards the interdisciplinary nature of environmental education, using as an educational resource that which is housed in art museums.

Teaching professionals¿ stress and burnout imply human capital costs and, consequently, economic costs. These costs justify the aim of this research: to offer an analysis of European teachers¿ health compared with other workers. To achieve this goal, a review of PsycoINFO, ERIC, Web of Science and Google Scholar databases from 2017 to 2019 was conducted. The study is complemented by an empirical analysis from the Sixth European Working Conditions Survey (n¿=¿27,756). Main findings show that teachers present higher levels of stress, anxiety, fatigue or sleeping problems when compared to other professions as a whole. Nevertheless, they are more satisfied at work. From an applied perspective, these results point to a need to develop specific actions to improve teachers¿ wellbeing.

In order to respond from the university to the demand of creating an educational program for an archaeological site, the present project aimed to explore new possibilities to join together research, teaching and transferring knowledge to the field of heritage education. On the one hand, it sought the strengthening of evidence-based methods for this research field. On the other hand, it required the development of effective and innovative teaching methodologies to broaden research possibilities. In 2017-2018 academic year, pyramidal tutoring of seven undergraduate research theses was coordinated by means of project based learning (PBL), cooperative learning (CL) and service-learning. To the literature and best practice previous review, an action-research phase followed to design, implement and evaluate the experimental program, which was finally presented to the community as the educational program of the archaeological site of Santa Criz (Eslava, Spain).

As in the case of the 80th anniversary of Picasso's Guernica, painted in 1937, museums can incorporate significant dates and anniversaries into their educational programming. The University of Navarra Museum has taken advantage of the opportunity presented by this anniversary to present an educational project entitled "Guernica," whose primary objective was to foster peace through art. This anniversary project was a collaborative one in which 946 individuals (primarily students) between the ages of 3 and 103 participated, using their creativity to seek a significant experience. In the course of the project, contextual synergies were established with artworks from the museum: Mousquetaire, Tete (Picasso, 1967) and Tombstone to the peaceful town that was Guernica (Oteiza, 1957).

The work of the artist Antoni Tapies (1923-2012) has been widely studied from different disciplines, including his analytical and syncretic vision. This article tries to analyze one of its aesthetic keys: in particular, the conceptualization of its idea process, using the synthesis that appears in the graphic story The Most Beautiful Panting in the World published by Ralph Herrmanns in 1970, in which Tapies is represented as a character-artist. The friendship that emerges between Tapies and Herrmanns allows the creative freedom of the latter, who, as an exceptional interpreter, is capable of capturing Tapies' thought in the tale. The study of this graphic story also allows us to advance in the study of some educational variables that can intervene in the teaching-learning processes of the arts, such as the artist's relationship with the educational intention that appears as a moral in the story-tale. In this moral of a fable, as a conclusion or educational synthesis, Tapies tries to express his aesthetic thinking about the creative process, represented in his artistic work.

The nature and scope of the experiences offered to museum visitors are varied and changing, given that museums make it possible to explore new methodologies for unleashing and transmitting meaning during visits. In this regard, at the University of Navarra Museum, we researched the possibilities for mindfulness as a contemplative technique to train ways of looking at artwork and generating meaning. Bearing this purpose in mind, we selected Rothko¿s Untitled (1969) as an ideal work with which to begin to develop and analyze an experience with students in a course on art therapy and mindfulness.

Especialmente en las últimas décadas, las funciones sociales atribuidas a los museos han experimentado una progresiva ampliación, caracterizada por la incorporación a sus espacios y actividades de nuevas audiencias de carácter muy diverso. Con el objetivo fundamental de convertirse en instituciones inclusivas y al servicio de toda la sociedad, han puesto el foco en aquellos segmentos poblacionales con más riesgo de encontrarse en sus márgenes o su periferia: personas con discapacidad, desempleados, enfermos, inmigrantes, presidiarios... Este artículo presenta una descripción y balance de algunas de las numerosas iniciativas llevadas a cabo por los museos navarros en esta dirección.