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

• Introduction: What is the aesthetic experience?
• Phases of the aesthetic experience
• Aesthetic attitude and the aesthetic object
• Aesthetic education. Aesthetic intelligence. Phases of the aesthetic experience
• Bibliography

Unit 4. Artistic and aesthetic education in museums, centres of contemporary art, and heritage sites

• A review of some trends in museum-based education
• Education and Cultural Action departments in museums
• Educators as guides for artistic and heritage education
• Bibliography

Unit 5.Visuality and plasticity in Primary Education Introduction to grammar in images

• Introduction: visuality and plasticity
• Importance of educating through images
• Introduction to visual grammar
• Elements of visual communication
• The visual and the psychomotor
• Bibliography

Unit 6. Learning to communicate ideas, emotions and experiences with images

• Types of images and uses: from artistic to informative and commercial
• Iconic modelling of reality
• From iconicity to abstraction
• Images as a vehicle for ideas, emotions and experiences
• Bibliography

Unit 7. From perception to visual thinking

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

Unit 8.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 9. 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
• While children are drawing

Unit 10. Organising lesson plans for Arts Education

• Introduction to the design of a curriculum for arts
• The lesson plan as an accretion of artistic learning
• Basic sections integrated by the art lesson plan
• Activities and their timing
• Bibliography
  

Unit 11. Evaluation in arts education: create, perceive, depict, examine

• Functions and use of evaluation
• Learning evaluation. Reviewing Bloom's taxonomy
• 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 12. Teaching methodology in Primary Education applied to art

• Introduction Teaching methodology concept
• General methodological guidelines
• Motivation and how to foster it using art
• General teaching methods: from expository to establishing autonomy
• Workshop methodology
• Self-expression and free expression in the classroom
• Bibliography
  

Unit 13. Resources, materials and tools for working with art

• Introduction From the information society to the imaginative society
• 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 14. Fundamentals of creativity

• Research on creativity
• The creative process
• Types of thinking and creativity styles
• Types of creativity
• Creative subjects and artistic talent in childhood
• Bibliography

Unit 15. 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:

ASSIGNMENTS	HOURS
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 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%

Alberto Torres Pérez

Formación académica: Licenciado en Bellas Artes por la Universidad Politécnica de Valencia, donde ha impartido además seminarios sobre tratamiento digital del la imagen en movimiento y ha sido profesor PDI. Máster en e-Learning por la UNIR y Máster en Formación del profesorado Universitario en la UMH.

Experiencia: Ha sido profesor de la Unidad Docente del Dibujo del Movimiento en la Facultad de Bellas Artes de San Carlos. Responsable del área de diseño en Levante, profesor titular y profesor de la Carrera de Diseño homologada por Cambridge en System Centros de Formación Valencia, así como profesor en varios cursos de diseño gráfico y web organizados por diversas instituciones gubernamentales, como el Ministerio de Asuntos Exteriores, Servef, o empresas y asociaciones privadas como Temasa, ComunitAD (Empresas de Comunicación Publicitaria de la Comunidad Valenciana) y otras. Ha compaginado su actividad docente con el trabajo creativo, desarrollando la identidad de instituciones, como el Colegio Oficial de Médicos de Burgos y de varias empresas privadas.

Líneas de investigación: Es coautor de varios libros enfocados en la Didáctica de las artes plásticas y visuales en la Educación Primaria e Infantil, así como también ha llevado a cabo el material didáctico de varias asignaturas de Educación Plástica y Visual tanto en los grados de infantil como de Primaria. Ha sido ponente en varios Congresos sobre Educación y ha llevado a cabo publicaciones relacionas con la Educación Artística en e-learning.

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.