Recent studies in museum education focus on the quality of visitor experience to help engagement. To understand how it occurs when it comes to dealing with young visitors to modern art museums, the researchers studied the esthetic experience of Mark Rothko's masterpiece Untitled (1969) with 678 primary and 335 secondary students. Four dimensions-sensory, emotional, cognitive, and spiritual, are taken into consideration for the development and preliminary validation of a specific instrument to evaluate the so-called "Rothko experience." Based on quantitative data analysis, results suggest that school visitors can experience Mark Rothko's modern art intensely by perceiving changes in its color and other sensory features while making self-references to time and space vanish. Besides, cultural background makes a difference in intensely experiencing Rothko's modern art. Suggestions are made for the development of pedagogical strategies that engage young audience in museum experience of modern art.

Family members, educators, and counsellors are key agents in accompanying adolescents in self-knowledge and the search for their vocational identity. This accompaniment should begin in stages prior to adolescence so that when they reach this stage, the support received from adults has prepared them to make decisions for themselves, choosing those options that respond to their deepest motivations. Although the current generations of young people have extraordinary technological resources that facilitate their access to higher studies and professional field, they find it difficult in previous stages to lay the foundations for coping with this process. The lack of training and criteria, the difficulty of self-knowledge, together with the ease of peer influence in decision-making, highlight the importance of intensifying personal and professional guidance during this stage of adolescence.

This article aims to point out how school autonomy helps principals reach higher quality by increasing flexibility in three areas: pedagogy, organization and management. Autonomy leads to an improvement in student performance and, consequently, in educational quality. A theoretical framework based on literature review and PISA results is followed by a qualitative field study with school management teams in Spain. The study questions how far goes real autonomy in pedagogical, organizational and management issues of the schools. Data from 12 Spanish schools are collected by using a questionnaire made ad hoc to assess the three mentioned areas of flexibility. Results show that flexibility for pedagogy, organization and management is very limited in the Spanish schools consulted, coinciding with minimal autonomy granted to these areas by current Spanish legislation on education. The main conclusion reached is that management teams have a key role in promoting autonomy when governments confer it to schools. In accordance with this aim, teacher and management team training is crucial. Broadening the study by data triangulation with other members of the school community (teachers, students and families) is proposed.

Los museos pueden incorporar eventos destacados a su programación educativa, como es el caso de la pandemia Covid-19 que actualmente está afectando numerosos aspectos de la sociedad, tanto en aspectos personales, familiars, escolares y comunitarios. El Covid-19 se ha convertido en un centro de interés para las personas susceptible de ser aprovechado por las instituciones educativas. Entre ellas, el Museo Universidad de Navarra ha querido transformar la situación que esta pandemia genera en una oportunidad educativa. Para ello ha desarrollado el programa ¿256 colores, after Vik Muniz¿ con el principal objetivo de fomentar la inteligencia creativa y emocional en los escolares a través del arte. Se trata de un proyecto colaborativo en el que han participado 704 escolares de educación primaria de 23 centros educativos. La instrucción educativa programada utiliza la creatividad para generar una introspección que ayuda a la identificación y gestión emocional en esta situación de pandemia, buscando la experiencia significativa como método para fomenter un aprendizaje más significativo. La creatividad se ha potenciado mediante sinergias contextuales con obras de arte reales de las exposiciones del propio Museo, especialmente con la obra ¿256 colors, after Gerhard Richter¿ (2015), del artista brasileño Vik Muniz. La realidad generada por el Covid ha obligado al Museo a adaptarse para realizar el programa educativo en dos escenarios diferentes: modalidad presencial en el Museo o en el

The study defines quality pedagogical patterns for the design and development of archaeological heritage education programs. A literature review on heritage education, with special attention to the Spanish context, first outlines the theoretical framework starting from a general approach to heritage transmission theory and examining specific pedagogical methodologies in archaeology. The second part of the paper reports on a field study that identifies and analyzes best educational practices in Mediterranean archaeological sites and museums. After discussion of the results in the light of the theory, quality patterns for future program design are defined.

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).

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.

Esta publicación viene motivada por el propósito de superar el déficit en el conocimiento del arte contemporáneo, de avanzar en el camino de su interpretación y comprensión, permitiendo profundizar en sus diferentes propuestas. Nuestras recomendaciones pretenden arrojar luz sobre la forma de interactuar con el arte contemporáneo, utilizando para ello una mirada atenta y profunda en la contemplación que permita desentrañar las dificultades que presenta su comprensión. Por tanto, la intención pedagógica de este texto consiste en ayudar a percibir el maravilloso mundo de posibilidades estéticas que representa el arte contemporáneo y todas las ventajas que nos propone este compañero de viaje para ayudarnos en nuestro desarrollo personal y en la comprensión del mundo. Para facilitar su lectura, los contenidos se han estructurado en forma de 10 claves principales que ayuden a comprender el arte contemporáneo. Cada clave contiene una breve explicación y algunos consejos prácticos para enfrentarnos inicialmente a la obra de arte. Por último, queremos hacer aquí la salvedad de que bajo el término arte contemporáneo se incluye una amplísima variedad de propuestas artísticas que difícilmente van a verse representadas para cada una de estas 10 claves. Por tanto, como indica la palabra, se trata de claves, pistas u orientaciones que no deben ser tomadas como verdades absolutas y generalizables; más bien, deben tomarse como consejos o criterios que esperamos puedan aplicarse y ayudar.