Deployment model and scale
The art and school network is organized through cycles of several courses of experimentation. The project establishes a period of five years to prototype, evaluate and systematize methodologies that can be transferred to other educational centers and administrations.
The implementation combines pilot centers and collaborating centers. The former integrate the model structurally for several years; the latter have access to programmes, training and resources in open calls. This design allows you to work in depth in a limited group of centers and expand the scope progressively.
The network also articulates a system of open resources, publications and tools that document the processes developed in the centres and facilitate their application in other educational contexts. After an initial phase of five years, PLANEA has activated a community made up of 399 schools, 2,480 teachers, 132 projects and 50,581 students.
Governance and territorial deployment
The art and school network operates as a state infrastructure with territorial adaptation. Its deployment is organised through cultural mediation nodes that connect educational centres, artists, cultural institutions and public administrations.
Specialised entities such as Invisible Pedagogies in the Community of Madrid, PERMEA–Consorci de Museus and Universitat Politècnica de València in the Valencian Community, ZEMOS98 in Andalusia, Rexenerando in Galicia, Es Baluard in the Balearic Islands, Taller en Blanco in La Rioja and Artaziak in the Basque Country participate. This system allows for coordinated implementation in different territories and facilitates its adaptation to each local context.
The Daniel and Nina Carasso Foundation promotes the art and school network as an infrastructure for educational innovation. It defines the model, finances its development and leads a five-year prototyping process that allows validating results and scaling the approach to new autonomous communities.
The network integrates teachers, students, artists, cultural mediators and institutions in a shared work system that connects educational and cultural policies. This approach facilitates the stable incorporation of artistic practices in public schools and their extension at the level of the educational system.
