Even today, finishing the second decade of the 21st century, the need to educate in art and culture is still an open topic of debate. It is commonly thought that the culture, to whose creation we all contribute, arises by spontaneous generation and does not need maintenance or attention. But on the contrary, culture as a social phenomenon, and art, as one of its particular tangible manifestations, requires the contribution of all. It only takes true meaning when there is a conscious exchange between the historical and identity legacy that culture transmits and the new uses and meanings of value that modern societies attribute to it. Well understood, culture does not need many resources to develop, since, as a social phenomenon, it will emerge and grow wherever there are individuals. But what it is necessary to do is "educate" in the importance and value that culture has per se, because without this educational work there is a destruction of the past, a depreciation of the heritage created over centuries and a loss of the close referents which give meaning to our contemporary society.

Image from Educathyssen

Far from what one might think, educating in art and culture is much more than learning history and artistic techniques. Art is an expression that emerges in a specific context, and, as such, transmits a large part of the elements that determine the culture of that particular time and place. It would be difficult to think that the Renaissance creators reflected in their works the concern for climate change, as they now do, or that the new authors capture with the same zeal religious scenes that were the favourite leitmotiv of the painting of yore. For this reason, to accommodate art and culture in the classroom is to channel a collective knowledge developed over the centuries that constitutes the best vestiges of our identity as individuals belonging to a particular context.

Unesco has pointed out that the mastery of culture and the arts is fundamental for the development of people. For this same reason, it encourages designing educational programs that incorporate these branches of knowledge. The benefits are diverse: education in art fosters alternative thinking and the search for creative solutions to problems, favours qualities such as tolerance and sensitivity, helps diversity to be appreciated and to open an intercultural dialogue, as well as developing other intellectual and creative abilities of the individual.

«Each child is an artist. The problem is how to remain an artist once we have grown up»

Pablo Picasso

Why is art still seen as something reserved for a few? In the same way that other disciplines equally necessary for development, such as sports activities, associated with collaborative values ​​and psychomotricity, art and culture, require the same attention. In recent years, several voices have highlighted the benefits associated with training in art from early ages. More than a matter of convenience, it is, in reality, an essential content for the development that will go along the individual in different stages of life. Concepts so demanded in the modern business world as creativity, imagination or innovation, are based on stimuli taught from childhood. Nowadays, intelligence and the use of qualities are not limited exclusively to being proficient with language and mathematics. The promotion of alternative thinking and the solution of ingenious problems, with their well-known applications in the world of entrepreneurship, are intimately associated with art training.

Image from educathyssen

Several studies suggest a change of approach when incorporating arts into education. The benefits are innumerable and alter the preconceived and inherited schemes even today on the permanent search for accuracy in the results, typical of subjects such as mathematics. The unpredictable essence of artistic creation helps to develop critical thinking and generate alternative ways of reasoning. The ideas of right and wrong are blurred, and there is room for means of expression that favour new structures of logical discourse. There is no single form of intelligence, and it is clear that the integration of art and culture in the learning process is necessary. Hopefully, this gradual awareness will translate into the incorporation of new tools and educational resources from childhood. It is only possible to love and understand what is known.

Daniel Barrio. Guest artist of the third edition of OPEN BOOTH. Courtesy of the artist.

DESPIECE. PROTOCOLO DE MUTACIÓN

As part of the Art Madrid’26 Parallel Program, we present the third edition of Open Booth, a space conceived as a platform for artistic creation and contemporary experimentation. The initiative focuses on artists who do not yet have representation within the gallery circuit, offering a high-visibility professional context in which new voices can develop their practice, explore forms of engagement with audiences, and consolidate their presence within the current art scene. On this occasion, the project features artist Daniel Barrio (Cuba, 1988), who presents the site-specific work Despiece. Protocolo de mutación.

Daniel Barrio’s practice focuses on painting as a space for experimentation, from which he explores the commodification of social life and the tyranny of media approval. He works with images drawn from the press and other media, intervening in them pictorially to disrupt their original meaning. Through this process, the artist opens up new readings and questions how meaning is produced, approaching painting as a space of realization, therapy, and catharsis.

Despiece. Protocolo de mutación is built from urban remnants, industrial materials, and fragments of history, inviting us to reflect on which memories we inherit, which we consume, and which ones we are capable of creating. Floors, walls, and volumes come together to form a landscape under tension, where the sacred coexists with the everyday, and where cracks matter more than perfection.

The constant evolution of art calls for ongoing exchange between artists, institutions, and audiences. In its 21st edition, Art Madrid reaffirms its commitment to acting as a catalyst for this dialogue, expanding the traditional boundaries of the art fair context and opening up new possibilities of visibility for emerging practices.

Despiece. Protocolo de mutación emerges from a critical and affective impulse to dismantle, examine, and reassemble what shapes us culturally and personally. The work is conceived as an inseparable whole: an inner landscape that operates as a device of suspicion, where floors, walls, and volumes configure an ecosystem of remnants. It proposes a reading of history not as a linear continuity, but as a system of forces in permanent friction, articulating space as an altered archive—a surface that presents itself as definitive while remaining in constant transformation.

The work takes shape as a landscape constructed from urban waste, where floors, walls, and objects form a unified body made of lime mortar, PVC from theatrical signage, industrial foam, and offering wax. At the core of the project is an L-shaped structure measuring 5 × 3 meters, which reinterprets the fresco technique on reclaimed industrial supports. The mortar is applied wet over continuous working days, without a pursuit of perfection, allowing the material to reveal its own character. Orbiting this structure are architectural fragments: foam blocks that simulate concrete, a 3D-printed and distorted Belvedere torso, and a wax sculptural element embedded with sandpaper used by anonymous workers and artists, preserving the labor of those other bodies.

A white wax sculptural element functions within the installation as a point of sensory concentration that challenges the gaze. Inside it converge the accumulated faith of offering candles and the industrial residues of the studio, recalling that purity and devotion coexist with the materiality of everyday life. The viewer’s experience thus moves beyond the visual: bending down, smelling, and approaching its vulnerability transforms perception into an intimate, embodied act. Embedded within its density are sanding blocks used by artists, artisans, and laborers, recovered from other contexts, where the sandpaper operates as a trace of the effort of other bodies, following a protocol of registration with no autobiographical intent.

Despiece. Protocolo de mutación addresses us directly, asking: which memory do we value—the one we consume, or the one we construct with rigor? The audience leaves behind a purely contemplative position to become part of the system, as the effort of moving matter, documentary rigor, and immersive materiality form a body of resistance against a mediated reality. The project thus takes shape as an inner landscape, where floor, surface, and volume articulate an anatomy of residues. Adulteration operates as an analytical methodology applied to the layers of urban reality, intervening in history through theatrical and street advertising, architectural remnants, and administrative protocols, proposing that art can restore the capacity to build one’s own memory, even if inevitably fragmented.

ABOUT THE ARTIST

DANIEL BARRIO (1988, Cuba)

Daniel Barrio (Cienfuegos, Cuba, 1988) is a visual artist whose practice articulates space through painting, understanding the environment as an altered archive open to critical intervention. He studied at the Academy of Fine Arts of Cienfuegos (2004–2008), specializing in painting, and later at the Madrid Film School (ECAM, 2012–2015), where he studied Art Direction. His methodology integrates visual thinking with scenographic narrative.

His trajectory includes solo exhibitions such as La levedad en lo cotidiano (Galería María Porto, Madrid, 2023), Interiores ajenos (PlusArtis, Madrid, 2022), and Tribud (Navel Art, Madrid, 2019), as well as significant group exhibitions including Space is the Landscape (Estudio Show, Madrid, 2024), Winterlinch (Espacio Valverde Gallery, Madrid, 2024), Hiberia (Galería María Porto, Lisbon, 2023), and the traveling exhibition of the La Rioja Young Art Exhibition (2022).

A member of the Resiliencia Collective, his work does not pursue the production of objects but rather the articulation of pictorial devices that generate protocols of resistance against the flow of disposable images. In a context saturated with immediate data, his practice produces traces and archives what must endure, questioning not the meaning of the work itself but the memory the viewer constructs through interaction—thus reclaiming sovereignty over the gaze and inhabiting ruins as a method for understanding the present.