Public University of Navarre



Academic year: 2022/2023 | Previous academic years:  2021/2022  |  2020/2021  |  2019/2020  |  2018/2019 
Bachelor's degree in Primary Education at the Universidad Pública de Navarra
Course code: 312402 Subject title: ART EDUCATION I
Credits: 6 Type of subject: Mandatory Year: 2 Period: 2º S
Department: Ciencias Humanas y de la Educación
Lecturers
CALVELHE PANIZO, LANDER (Resp)   [Mentoring] GIL SAENZ, REBECA   [Mentoring]

Partes de este texto:

 

Module/Subject matter

Didactic and disciplinary Module / Plastic, musical and corporal expression and its didactics.

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General proficiencies

Basic Proficiencies

BP1 - Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level that albeit with the support of advanced textbooks, also includes some aspects that imply knowledge of the latest developments in their field of study.

BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills that are usually demonstrated by developing and defending arguments and resolving problems in their area of study.

General Proficiencies

GP1 - To be familiar with the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge involved in the respective teaching and learning procedures.

GP2 - To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.

GP4 - To design and regulate learning spaces in contexts characterized by diversity that attend to the gender equality, fairness and respect for human rights that underpin the values of education in citizenship.

GP7 - To collaborate with the different sectors of the educational community and social environment. To accept the educational dimension of the teaching profession and promote democratic education for active citizenship.

GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.

GP11 -To be familiar with Information and Communication Technology, and apply it in the classroom. To distinguish the audiovisual information which contributes to learning, civic education and cultural richness in a selective manner.

GP12 - To understand the function, possibilities and limits of education in today's society and the core competences that affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centers.

Transverse Proficiencies

TP1 - To demonstrate a level of competence in English, French, German or Italian equivalent to the B1 level of the Council of Europe¿s Common European Framework of Reference for Languages.

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Specific proficiencies

SP1 - To be familiar with the objectives, curricular content, meaning of the areas and organization, methodology and evaluation criteria of Primary Education.

SP2 - To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.

SP4 - To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.

SP7 - To encourage cooperation, the motivation and desire to learn, and to participate actively in the school¿s projects.

SP8 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP10 - To reflect on classroom practices in order to innovate and improve teaching, and associate them with the basic psychological processes, pedagogical models and disciplinary criteria of the stage of education.

SP11 - To be familiar with the educational implications of Information and Communication Technology.

SP12 - To organize actively the processes of teaching and learning the contents of Primary Education from a perspective of skills development. To be familiar with quality improvement models.

SP14 - To contextualise teaching work in the face of political, social and pedagogical changes, and to foster democratic education and the development of active citizenship to achieve a sustainable future.

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Learning outcomes

The learning outcomes are the concretion of the competences that the student will acquire in the subject. Three levels are established:

-Optimum: acquisition of 100% of the competences and mastery in at least 75% of them.

-Medium: acquisition of the majority of the intended competences in the subject and mastery in those aspects that contribute to the specific competences of the degree.

-Deficient: insufficient acquisition of the aspects that contribute to the specific competences of the degree.

A student gets an APT rating if the level of learning is optimal or medium.

These learning outcomes are specified in this course as follows:

LO1. To know techniques, materials and processes of the visual arts as well as the visual language codes.

LO2. To understand the theoretical arguments in favour of the study of the arts.

LO3. To analyze the images that surround us within the concept of visual culture.

LO4. To apply techniques and theoretical concepts to the realization of an artistic project.

LO5. To apply techniques of interpretation to the arts.

LO6. To understand art pieces and exhibition projects from an educational perspective

LO7. To evaluate educative tools from artistic institutions.

LO8. To understand different strategies of evaluation for learning processes in the teaching of visual arts.

LO9. To understand different theories in relation to art education and heritage.

LO10.To know about the graphic stereotype in art education

LO11. To analyze art education proposals and examples

LO12. To apply the acquired theoretical knowledge in the realization of a educative proposal from the analyses of different contemporary art projects.

LO13. To apply the visual language theory to the production of images.

LO14. To interpret artistic images for their use in the classroom.

LO15. To evaluate specific educative projects.

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Methodology

Formative Activity Number of Class Hours Number of None Class Hours  
A-1 Expositive/Participative Classes/Lectures 30  
A-2 Practicum 26  
A-3 Debates, group dialogues, group follow-up meetings 4  
A-4 Elaboration of the assignments   30
A-5 Readings   20
A-6 Individual Study/Reviewing   38
A-7 Exam, evaluative tests 2  
A-8 Individual follow-up meetings    
TOTAL 62 88

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Relationship between formative activities and proficiencies

Competences Formative Activities
CB2, CG8, CT2, CE7, CE10 A-1 Expositive/Participative Classes/Lectures
CB1, CG4, CT2, CE2, CE7 A-2 Practicum
CB2, CG8, CT2, CE7, CE10 A-3 Debates, group dialogues, group follow-up meetings
CB1, CG8, CT2, CE4, CE12 A-4 Elaboration of the assignments
CB2, CG12, CT2, CE10, CE11 A-5 Readings
CB2, CG12, CT2, CE10, CE11 A-6 Individual Study/Reviewing
Cb1, CB2, CG11, CT2, CE1, CE8, CE10, CE12 A-7 Exam, evaluative tests
CB1, CG2, CT2, CE1, CE2, CE14 A-8 Individual follow-up meetings

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Languages

English, Spanish and Basque

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Evaluation

 

Learning
outcome
Assessment
activity
Weight (%) It allows
test resit
Minimum
required grade
Class Participation. ES1. Class Participation. 10 NO  
LO6. To understand art pieces and exhibition projects from an educational perspective LO7. To evaluate educative tools from artistic institutions. LO8. To understand different strategies of evaluation for learning processes in the teaching of visual arts. LO9. To understand different theories in relation to art education and heritage. LO10.To know about the graphic stereotype in art education LO11. To analyze art education proposals and examples LO12. To apply the acquired theoretical knowledge in the realization of a educative proposal from the analyses of different contemporary art projects. LO13. To apply the visual language theory to the production of images. LO14. To interpret artistic images for their use in the classroom. LO15. To evaluate specific educative projects. ES2. Review and Synthesis Assessment. 30 NO   5
LO3. To analyze the images that surround us within the concept of visual culture. LO4. To apply techniques and theoretical concepts to the realization of an artistic project. LO5. To apply techniques of interpretation to the arts. ES3. Practical assessments. Observation, proposals and in the case, evaluation. 30 YES 5
LO1. To know techniques, materials and processes of the visual arts as well as the visual language codes. LO2. To understand the theoretical arguments in favor of the study of the arts. ES4. Oral or written assessment, partial or total. 30 YES 5

 

 

 

 

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Contents

Introduction to basic contents on art education. Lectures and practicum, and the realization of a visual arts project. Realization of a didactic project to work the language and the visual culture. Evaluation processes. Introduction to deeper key concepts.

 

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Agenda

1- Arguments for the study of the arts. Some theoretical currents.

2- Art as a concept. Techniques, materials and processes of visual arts. Visual language.

3- Proposals and examples in art education.

4- Visual Culture. Images in society, childhood, stereotypes and hegemonic message.

5- The graphic stereotype in art education.

6- The evaluation in art education.

7- Art interpretation strategies in educational contexts.

8- The artistic heritage, museums and art exhibitions as an educational tool.

9- Heritage education.

10-  Tools and resources

 

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Bibliography

Access the bibliography that your professor has requested from the Library.


11.1 Basic

Caja, J.- coord.- (2001) La educación visual y plástica hoy. Educar la mirada, la mano y el pensamiento. Barcelona: Grao
Calaf, R. (coord.) (2003). Arte para todos: Miradas para enseñar y aprender el patrimonio. Gijón: Trea s.l.

Eisner, E. (1972) Educating Artistic Vision. Macmillan USA
Gardner, H. (1982). Art, Mind, And Brain: A cognitive approach to creativity. Basic Books USA

Hernández, F. (2000) Educación y cultura visual. Barcelona Octaedro
Padró, C. (1999). ¿Los museos como medios educativos¿, Manual para el profesorado de Educación Visual y Plástica. Barcelona: Praxis, pp. 443-521

11.2 Complementary

Domínguez, G. (2000). Proyectos de trabajo. Una escuela diferente. Barcelona: La Muralla.
Efland, A. (2002) Art and Cognition: Integrating the Visual Arts in the Curriculum. Teachers College Press, New York.

Hargreaves, D.J. (1989). Infancia y educación artística. Madrid. MEC. Morata
Marin, R. (2003). Didáctica de la educación artística. Granada.

VV.AA (2004). Las artes plásticas como fundamento de la educación artística. Madrid: Ministerio de educación y ciencia

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Location

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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