Subject Name: Artistic Expression and Creativity in Primary
Study: Grado en Maestro de Educación Infantil (Grupo bilingüe)
ECTS Credits: 6
Year and four month period: Third year, second four month period
Type of subject: Compulsory

Basic competences

  • BC2: Students know how to apply their knowledge to their work or vocation in a professional manner, and possess the skills that they usually demonstrate through the development and defence of arguments, as well as the resolution of problems within their area of study.
  • BC3: Students have the ability to gather and interpret relevant data (usually within their area of study) to make judgements that include a reflection on relevant social, scientific or ethical issues.
  • BC4: Students can transmit information, ideas, problems and solutions to a specialised and non-specialised public.

General competences

  • GC2. Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals in the school.
  • GC7. Stimulate and value the effort, perseverance and personal discipline in the students.
  • GC15. Reflect on classroom practices to innovate and improve teaching.
  • GC16. Acquire habits and skills for autonomous and cooperative learning and promote it among students.
  • CG18. Selectively distinguish audio-visual information that contributes to learning, civic education and cultural richness.

Specific competences

  • SC55. Know the school curriculum of artistic education, in its visual arts, audio-visual and musical aspects.
  • SC56. Acquire resources to encourage participation throughout life in musical and visual arts activities, inside and outside the school.
  • SC57. Develop and evaluate curriculum content through appropriate teaching resources and promote the corresponding competences in students.

Unit 1. Evolution of arts education. History of the visual and fine arts in the school context.

  • The Enlightenment: a new conception of children’s education
  • The Industrial Revolution: the need for arts education
  • Pedagogical movements and arts education
  • Trends in arts education after World War II: from self-expression to visual culture
  • Bibliography

Unit 2. Living education: teaching with art and learning from art

  • Introduction: First principles
  • Models of learning: from subjectivism to cognitivism
  • Developmental psychology. Relations between Piaget, Luquet and Lowenfeld
  • Learning from art
  • Eight conditions of arts education
  • Bibliography

Unit 3. Teaching aesthetic sensitivity from childhood

  • Aesthetic education. Aesthetic intelligence. Phases of the aesthetic experience
  • A review of some trends in museum-based education
  • Education and Cultural Action departments in museums
  • Bibliography

Unit 4.Visuality and plasticity in Primary Education Introduction to grammar in images

  • Introduction: visuality and plasticity
  • Importance of educating through images
  • The three dimensions of the iconosphere
  • Elements of visual communication
  • Bibliography

Unit 5. Learning to communicate ideas, emotions and experiences with images

  • Types of images and uses: from the artistic to the informative and commercial
  • Iconic modelling of reality
  • From iconicity to abstraction
  • Bibliography

Unit 6. From perception to visual thinking

  • Introduction to perception
  • Factors that intervene in visual perception
  • Gestalt and its laws
  • Optical illusions
  • Bibliography

Unit 7.Children's drawing. Evolution and development of graphic-visual language

  • Introduction to children’s artistic expression
  • Scribbling stage
  • Pre-schematic stage
  • Schematic stage
  • Dawning realism
  • Bibliography

Unit 8. Children’s drawings. Guidelines to understanding and analysing them

  • Introduction: starting conditions
  • Guide for the analysis of children’s drawings during the schematic stage
  • Guide for the analysis of children’s drawings during the dawning realism stage

Unit 9. Organising lesson plans for Arts Education

  • Introduction to the design of a curriculum for arts
  • Basic sections integrated by the art lesson plan
  • Activities and their timing
  • Bibliography

Unit 10. Evaluation in arts education: create, perceive, depict, examine

  • Arts education and its evaluation: depict, create, perceive, examine
  • The domains of artistic knowledge to be evaluated according to Eisner
  • With what do we evaluate from art?
  • Bibliography
  • Unit 11. Teaching methodology in Primary Education applied to art

    • Introduction. General methodological guidelines
    • Motivation and how to foster it using art
    • General teaching methods: from expository to establishing autonomy
    • Workshop methodology
    • Bibliography

    Unit 12. Resources, materials and tools for working with art

    • Arts education in the digital world
    • Resources and usual materials in Fine and Visual Arts Education
    • Teaching use of ICT in arts education
    • Digital tools for artistic learning
    • Bibliography

    Unit 13. Fundamentals of creativity

    • Research on creativity
    • The creative process
    • Types of thinking and creativity styles
    • Types of creativity and creative subjects
    • Bibliography

    Unit 14. Practising with creative thinking

    • Requirements for creative learning
    • Creative teachers and creative education
    • How to stimulate creativity in our classes?
    • Graphic organizers and visual thinking for meaningful learning
    • Mind maps
    • Bibliography


    The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.

    The activities included in the subject are:

    • Work. These are activities of different types: reflection, case analysis, practice, etc.
    • Participation in events. Events are scheduled every week of the semester: virtual face-to-face sessions, discussion forums, tests.
    • Reading commentary. This is a very specific type of activity that consists in the analysis of texts of articles by expert authors in different units of the subject.

    In the weekly program you can find the specific tasks you need to complete in this subject.

    Download the program

    These activities are combined with the following aspects:

    • Personal Study
    • Tutoring. The tutoring class can be implemented through different tools and means. During the course of the subject, the teacher-tutor plans the individual tutoring on specific days for the resolution of academic-oriented doubts through “Consultation sessions”. Supplementing these sessions, students have also available the “Ask your teacher” forum through which they can formulate questions and check the corresponding answers on general aspects of the subject. Due to the very nature of the media used, there are no fixed schedules for the students.
    • Mandatory on-site final exam.

    The hours dedicated to each activity are detailed as follows:

    Attendance to virtual classes 20 hours
    Master classes 12 hours
    Basic material study 50 hours
    Reading the additional resources 14 hours
    Tasks and self-evaluation tests 29 hours
    Tutoring 16 hours
    Collaborative work, forums, debates, etc. 7 hours
    Final exam 2 hours
    Total 150 hours

    Basic bibliography

    The section Basic Bibliography is essential for the course. If any document (reading, article,…) is not available in the virtual classroom, you will have to find it by other means: UNIR bookshop, virtual library…

    The necessary texts for the study of this subject had been elaborated by UNIR and are available in a digital format for consultation, download and print in the virtual classroom.

    • Caeiro, M. (Coord.) (2017). Learn, create, teach. Didactics of the fine and visual arts in Primary Education. Logroño: Editorial UNIR

    Complementary bibliography

    • Aumont, J. (1992). The Image. Barcelona: Paidós. .
    • Batista, E. E. (2007). Lineamientos pedagógicos para la enseñanza y el aprendizaje. Medellín: Editorial Universidad Cooperativa de Colombia.
    • De la Herrán, A. (2008). Metodología didáctica en Educación Secundaria: una perspectiva desde la didáctica general. In De la Herrán, A. and Paredes, J. (Coords.), Didáctica general: la práctica de la enseñanza en Educación Infantil, Primaria y Secundaria (p. 134-150). Madrid: McGraw-Hill España.
    • López-Manrique, I., San Pedro-Veledo, J.C. and González-González, C. (2014). La motivación en el área de expresión plástica. Arte, individuo y sociedad, 26 (2), 55-77.
    • Roldán, J. (2011) Emociones reconocidas. Formación, desarrollo y educación de las experiencias estéticas. In Marín, R. (Coord.) Didáctica de la educación artística (p. 144-179). Madrid. Pearson Prentice Hall.
    • Plazaola, J. (2007). Introducción a la Estética: Historia, Teoría, Textos. Bilbao: Universidad de Deusto.
    • Tamayo, M. (2010). Estrategia metodológica para el desarrollo de actitudes estéticas a través del tratamiento al componente lectura y análisis literario. Santiago de Cuba: UCP.

    The evaluation system is based on the following numerical chart:

    0 - 4, 9 Suspense (SS)
    5,0 - 6,9 Approved (AP)
    7,0 - 8,9 Notable (NT)
    9,0 - 10 Sobresaliente (SB)

    The grade is made up of two components:

    On-site final exam (60%). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject.

    Continuous assessment (40%): this type of assessment will be measured through the different assignments you need to complete during the course:

    Remember that you can check the points (value) of each assignment in the weekly program.

    Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment). In the weekly program, you can find the grade of each assignment.

    Assessment method Min - Max Score
    Participation in forums, classes, etc. 0% - 40%
    Task, practice cases and activities 0% - 40%
    Self-evaluation test 0% - 40%
    On-site final exam 60% - 60%

    Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:

    1. From our online platform you will have access to each of the subjects you are enrolled. Apart from this, the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting). In this section, you have available all the documents on how to use the different tools included in the virtual classroom, how a subject is organized and you will also have the possibility to organize your study plan with the tutor.
    2. Do not forget to check the weekly program. You will see which part of the content of the course you have to work on every week. You will see which part of the content of the course you have to work on every week.
    3. After knowing your work for the week, go to Temas in your virtual classroom. There, you will have access to the study material (theory and practice) from the unit you need to study throughout the week.
    4. Start by reading the Key ideas of each unit, there you will find the specific study material and it will help you understand the most important points of the unit. Afterwards, check out the sections Specially Recommended and More Information where you will find more resources in order to deepen on the topic of the unit.
    5. Devote some time to the practical cases and tasks in the subject (assignments and test). Remember that in your weekly program you find all the information related to the schedule for each assignment and the maximum grade you can obtain in each of them.
    6. We strongly recommend you to participate in the Events of the course (online classes, forums...). To know the precise schedule of the events, you need to check the communications tools in the virtual platform. Your teacher and tutor will inform you on the updates of the course.

    In the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting) you will always find available information on the structure of the units and information on their sections

    Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.

    Please, take into account the following tips…

    • Whatever you study plan is, go often to the virtual classroom so that you are always up to date about the course and you are in contact with your teacher and your tutor.
    • Remember you are not alone: send an email to your tutor if you have any doubt. If you attend the online classes, you can also ask your teacher about the contents of the unit. Also, you can always write your doubts and questions about the contents in the Forum of each subject (Ask the teacher).
    • Be active and participate! Whenever it is possible, attend the online classes and take part in the forums. The exchange of information, opinions, ideas and resources enrich us and the course.
    • And, remember, you are studying online: your effort and perseverance are the key element to obtain good results. Don’t leave everything to the last minute!!!