Faculty of Arts
The Faculty of Arts in Mexicali was established by resolution of the Honorable University Council on January 31, 2024. Its creation stemmed from the division of the Faculty of Arts, which was founded in May 2003 and had its roots in the UABC cultural courses program, initiated in 1983.
Currently, the faculty offers four undergraduate programs: Visual Arts, Dance, Cinematic Arts and Audiovisual Production, and Digital Animation and Visual Effects. Additionally, it supports the academic units of the Mexicali Campus with the Cultural Activities for Credit program.
The Faculty of Arts in Mexicali is home to the Center for Audiovisual Studies and Production, an internal body of the academic unit aimed at disseminating knowledge, supporting the teaching-learning process, and promoting the institution's image through artistic creation.
La Faculty of Arts recognizes the dynamism and evolving nature of artistic practice at the local, national, and international levels. We are a faculty that embraces and connects all artistic disciplines, striving not only to integrate knowledge and stimulate artistic production but also to acknowledge the vitality and importance of the arts in our lives. For this reason, we are committed to nurturing creative individuals with initiative and a critical sensitivity toward the needs of our communities. We also strive to explore and expand the possibilities of the arts, both in their expressive mediums and in the methods and strategies required to disseminate and promote them within our communities.
This faculty aims to train professionals in the field of the arts, understood as creators and creatives who recognize the arts from a dynamic cultural perspective. They value their historical development and expressive possibilities, echoing the concerns and reflections of their time, always seeking strategies to stimulate their creation, appreciation, and dissemination within their community, as well as from a global perspective.
In this sense, the Faculty envisions itself as a nationally and internationally recognized institution in the production and dissemination of the arts, with creators from both the academic staff and our graduates who stand out in their respective disciplines. It aims to be at the forefront of education for and through the arts, as well as to drive the development of scientific knowledge derived from the study and research of the arts. Similarly, it positions itself as an entity that maintains collaborative ties with various cultural institutions and stakeholders in the production and promotion of the arts, always seeking innovative strategies to foster the cultural and artistic development of the region.
El Modelo Educativo de la UABC The Educational Model of the Faculty is based on a vision of education that is aware of the characteristics of the world around us—a world driven by the advancement and social integration of technology in a globalized context. It recognizes the fundamental challenges of our future, including intercultural dialogue, which nourishes and drives the visions and perspectives of artistic creation and dissemination.
The philosophy underlying the model is rooted in a humanistic foundation, establishing guidelines for students to construct their knowledge and recognize that education should be a lifelong process. These two elements have a fundamental impact on art students, as the artistic creator is someone who accumulates the knowledge and experiences of their own life to pour them into their work.
To achieve these objectives, the components of the model establish a student-centered learning approach, focusing on the development of their artistic skills, as well as their ability to craft a critical and socially and aesthetically sensitive discourse about their reality. This learning is directed toward a competency-based approach, derived not only from the mastery of technical fundamentals and historical-cultural knowledge of a discipline but also from constant reflection on their practice as creators. This dynamic recognizes that students can utilize various modalities to acquire these skills and knowledge, as well as the need to extend their activities into social and institutional spheres that currently demand a high level of professionalism in the arts. It also emphasizes the possibility of creating student mobility experiences, allowing them to learn in other geographical and sociocultural contexts.
In this sense, the model represents a turning point for art students to identify the potential of their future as creators, managers, researchers, or promoters of artistic activity in their community. The flexible qualities and the attribute of comprehensive training enable them to envision their professional development in a way that explores all the horizons and possibilities offered by artistic expression as an inherent part of the human experience.
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