Public University of Navarre



Academic year: 2022/2023 | Previous academic years:  2021/2022  |  2020/2021 
Double Bachelor's degree in Early Childhood Education and Primary Education at the Universidad Pública de Navarra
Course code: 316106 Subject title: ARTS AND HISTORICAL HERITAGE
Credits: 6 Type of subject: Mandatory Year: 1 Period: 2º S
Department: Ciencias Humanas y de la Educación
Lecturers
ALMOGUERA MARTON, ARÁNZAZU (Resp)   [Mentoring] ARCOCHA MENDINUETA, ELORRI   [Mentoring]
FERNANDEZ CARCAR, MIGUEL   [Mentoring] ECHAVARRI LOPEZ, MIRARI   [Mentoring]

Partes de este texto:

 

Module/Subject matter

Basic training / History

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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 which, albeit with the support of advanced textbooks, also includes some aspects which imply knowledge of the latest developments in their field of study.

BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.

BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.

 

General proficiencies of "Bachelor's degree in Early Childhood Education"

 

GP2 - To promote and facilitate learning in early childhood from a global perspective, integrating the different cognitive, emotional, psychomotor and volitional dimensions.

GP3 - To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.

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

 

General proficiencies of "Bachelor's degree in Primary Education"

 

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 which attend to the gender equality, fairness and respect for human rights which underpin the values of education in citizenship.

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

GP10 To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning and promote it among schoolchildren.

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 which affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centers.

 

Transverse proficiency

TP1 - To demonstrate a level of competence in English, French, German or Italian equivalent to the C1 level of the Council of Europe's Common European Framework of Reference for Languages.

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Specific proficiencies

Specific proficiencies of "Bachelor's degree in Early Childhood Education"

 

SP2 - To promote learning in early childhood from a global perspective, integrating cognitive, emotional, psychomotor and volitional dimensions.

SP3 - To design learning spaces in contexts characterised by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.

SP11 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP12 - To organise actively the processes of teaching and learning the contents of Early Childhood Education from a perspective of skills development.

 

Specific proficiencies of "Bachelor's degree in Primary Education"

 

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

SP3 To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.

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.

SP9 To acquire autonomous and cooperative learning habits and skills in order to encourage the active involvement of schoolchildren in their social and personal development.

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.

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.

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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 subject as follows:

 

Visual Arts Module

LO1- To know different manifestations of contemporary plastic/visual art, the different uses to which they obey and the relationship between the visual arts and visual culture.

LO2- To understand the educational opportunities that visual art and culture can offer us. To interpret what works of art may be relevant for use in educational contexts based on specific educational objectives.

LO3- To understand the different modes of representation and communication strategies used by artists throughout history and therefore be able to identify, explain, describe and classify them.

LO4- To apply knowledge and understanding about artistic manifestations, their modes of representation and plastic/visual communication strategies for the interpretation of images and the realization of images or aesthetic artifacts of their own.

LO5- To analyze and to compare contemporary artworks to identify and distinguish different modes of representation and communication strategies.


Historical Heritage Module

LO6- To know and understand conceptual aspects related to cultural, natural heritage of world and national rank.

LO7- To learn to distinguish and categorize cultural heritage, natural.

LO8- To apply knowledge of cultural, natural heritage and in the nearest environment of schools (regional and local).

 

Music Module

LO9- To be aware of the different dimensions of the musical phenomenon.

LO10- To have a perspective of cultural and artistic competence in the curriculum of the Education degrees.

LO11- To understand musical heritage as a pedagogical element and as a source of information to gain knowledge of social, economic and cultural processes.

LO12- To know the social functions of music.

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Methodology

Teaching methods

Code Description
TM1 Lecture with full attendance
TM2 Interaction in large group
TM3 Interaction in medium-sized group
TM4 Interaction in small group
TM5 Individualised interaction: tasks and guidelines for autonomous study

Learning activities

Code Description Hours Attendance
LA1 Theory classes (foundation, examples, proven applications and developments) 45 100
LA2 Practical classes or, in the event, practical experience (in the field) 15 100
LA3 Preparation of papers and oral defence 30 10
LA4 Self-study 50 0
LA5 Tutorials 5 100
LA6 Oral or written exams 5 100

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Relationship between formative activities and proficiencies

  Proficiencies
Activity Basis Generals Transversals Specifics
LA1 BP3, BP4 All of them TP2 All of them
LA2 BP3, BP4 All of them TP2 All of them
LA3 BP3, BP4 All of them TP2 All of them
LA4 BP3 All of them TP2 All of them
LA5 BP3, BP4 All of them TP2 All of them
LA6 BP3, BP4 All of them TP2 All of them

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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
LO1, LO2, LO3, LO8, LO11, LO12 ES1 Attendance and participation in class. 0 No No
LO1, LO2, LO3, LO8, LO11, LO12 ES2 Theory review and summary work 30 Yes No
LO1, LO2, LO3, LO8, LO11, LO12 ES3 Practical work: observation, proposal and, where appropriate, evaluation 30 Yes No
LO4, LO5, LO6, LO7, LO9 y LO10 ES4 Complete oral or written assessments
40 Yes 4/10

 

The subject is divided in three modules. Each module has the weight detailed below and is reflected in Final Test of the assessment of the subject, as well as in the number of sessions: Arts 40% (6 weeks), Heritage 40% (6 weeks) and Music 20% (3 weeks). Teaching order will be established at the beginning of the course in each group.

 

 

 

Specifications on evaluation

In general, the evaluation of the subject will be continuous. This type of evaluation has a dual function: to contribute to the final qualification of the students (summary assessment) and to provide information on their scope of the competencies (training assessment). Although, in cases where the student is unable to attend the classes, students will be provided with the completion of the continuous evaluation tests or the completion of a final evaluation in which all the aspects and contents (theoretical and practical) worked in the subject will be collected. Consequently, the evaluation weight will be 100%.

 

Given the modular distribution of the subject and in order to give unity to the process of evaluation and learning of the subject, the final score will be obtained from:

 

-An individual final and recoverable oral or written test (40%) (SE 4) that will take place at the end of the subject. The content of which will integrate in a percentage way each of the modules worked in the subject. It will be essential to have a minimum rating of 4/10 to weight the final score of the subject.

 

-The continuous evaluation score with a weight of 60% and it will correspond to the weighted average from the different tests of evaluation established for each module (depending on its weight in the subject) and will be obligatory the presentation of all the tests of continuous evaluation in the times established for each one of them. 

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Contents

To know different representation strategies in the visual arts in order to enrich the educational processes of early childhood and primary education

To know the most significant elements of heritage, such as historical heritage that integrates and interrelates diverse concepts of history, geography and arts.

To know arts and heritage as a source of information to obtain knowledge of social, economic and cultural processes.

To know how to define and know the scope of the terms: Music, Music and Heritage, Music and Territory, Music and Ideology and Musical Style.

To know the social spaces and social function of music. To approach to the manifestations of musical art and musical culture, as well as its value for education.

To approach to musical manifestations in other times and cultural contexts, as well as their value to education. To know the management of the Spanish musical heritage.

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Agenda

Module: Arts

Theme 1: Art as a representation of reality. Art as mimesis vs. art as story

Theme 2: Abstractions. Art as aesthetic research.

Theme 3: Expressionisms. Art as expression.

Theme 4: Narrations. Art as a transmission and communication of ideas.

Theme 5: Narrations. Art as a commentary on society and culture. Critical discourses.

 

Module: Historical Heritage 

Theme 6: Heritage and identity in a multicultural educational space; cultural heritage as an educational resource for the learning history; the urban landscape from the archaeological perspective to the current urbanism.

Theme 7: Cultural heritage and territory: elements, analysis and protection 

Theme 8: Natural heritage: elements, interpretation and protection.

Theme 9: Teaching activities related to heritage: museums and didactic workshops, itineraries and cultural routes.

 

Module 3: Music

Theme 10: Dimensions of the musical phenomenon: music as an object; music as a process.

Theme 11: Social spaces and social function of music.

Theme 12: Musical Heritage: criteria and definition; management of musical heritage; Navarre' musical heritage; music bibliographic funds from Universidad Pública de Navarra.

 

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Experimental practice program

N/A

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Bibliography

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


MODULE-ARTS

Basic

BERGER, John (1972) Modos de ver. Barcelona: Gustavo Gili (2014)

CHARMAN, Helen, ROSE, K. y G. WILSON (eds.) (2006). The art gallery handbook: a resource for teachers. London: Tate

DE DIEGO, Estrella. (2004). La guía Caja Madrid para el arte ahora mismo. Madrid: Obra Social Caja Madrid

FREELAND, Cynthia, (2003). Pero, ¿es esto arte?, Cátedra, 2003

GOMBRICH, Ernest. (1960) Arte e ilusión. Estudio sobre la psicología de la representación pictórica. Phaidon (2008)

 

Complementary

AGIRRE, Imanol (2000). Teorías y prácticas de la educación artística. Barcelona: Octaedro (2005)

BARROSO, Julia. (2005).  Tema, iconografía y forma de las vanguardias artísticas. Piedras Blancas: Aljimez

CALVO SERRALLER, Francisco. (2001). El arte contemporáneo. Madrid: Taurus

FÓSTER, Hal; Krauss, Rosalind; Bois, Yve-Alain, Benjamin;Buchloh, H.D. (2006). Arte desde 1900. Modernidad, antimodernidad y posmodernidad. Madrid: Akal

HERNÁNDEZ, Fernando (1997). Educación y cultura visual. Barcelona: Octaedro

TATARKIEWICZ, W. (1979). Historia de seis ideas. Madrid: Tecnos (2002)

 

MODULE - HISTORIC HERITAGE

Basic

CALAF MASACHS, R: Didáctica del patrimonio. Epistemología, metodología y estudio de casos. Gijón: Trea, 2009.

ESTEPA, J. (edi.). La educación patrimonial en la escuela y el museo. Investigación y experiencias. Huelva: Universidad de Huelva, 2013.

GONZÁLEZ VARAS, I.: Patrimonio cultural: conceptos, debates y problemas. Madrid: Cátedra,2015.

UNESCO: Patrimonio Mundial en Manos de Jóvenes. Conocer, Atesorar y Actuar. París: Unesco, 2005 (2ª edi.).

OBSERVATORIO DE LA SOSTENIBILIDAD EN ESPAÑA: Patrimonio natural, cultural y paisajístico. Claves para la sostenibilidad territorial. Madrid: Ministerio de Medio Ambiente y Medio Rural y Marino, 2009.

 

Complementary

Theme 6:

CUENCA LÓPEZ, J. Mª: "Patrimonio e identidad para un espacio educativo multicultural. Análisis de concepciones y propuesta didáctica", Investigaciones en la Escuela, nº 56, 2005, pp. 27-42.

TUSELL GÓMEZ, J. (Coor.). Los museos y la conservación del patrimonio. (Debates sobre arte. Encuentros sobre patrimonio, nº11). Madrid: Fundación Argentaria; A. Machado libros, 2001.

VV. AA.: La ciudad y el patrimonio histórico como recursos educativos. ÍBER, nº 59 (monografía) Barcelona: Graó, 2009.

 

Themes 7 and 8:

BENAYAS DEL ÁLAMO, J. [Coor.]: Viviendo el Paisaje. Guía didáctica para interpretar y actuar sobre el paisaje. Madrid: Fundación Natwest, 1994.

LICERAS RUIZ, Á.: "Didáctica del paisaje"Iber, nº 74, 2013, pp.85-93.

MARTÍNEZ DE PISÓN STAMPA, E. [Ed.]: Estudios sobre el paisaje. Madrid: Ediciones de la Universidad Autónoma de Madrid, 2000 

 

Theme 9:

ALBERCH I FUGUERAS, R BOIX LLONCH L NAVARRO SASTRE, N VELA PALOMARES, S: Archivos y cultura. Manual de dinamización. Gijón: Trea, 2001.

CUENCA LÓPEZ, J.Mª ESTEPA GIMÉNEZ, J: "La didáctica de patrimonio en Internet. Análisis de páginas webs elaboradas por centros de interpretación del patrimonio cultural". Proyecto I+D del Ministerio de Ciencia y Tecnología, Simposio Internacional de Didáctica de las Ciencias Sociales, Alicante 2004,

FERNÁNDEZ DE AVILÉS, P: Servicios públicos de lectura para niños y jóvenes. Gijón: Trea, 1998.

FONTAL MERILLAS, O (Coord.). La educación patrimonial: del patrimonio a las personas. Gijón: Eds. Trea, 2013.

GONZÁLEZ MONFORT, N: "¿Puede el patrimonio cultural ser un recurso educativo relevante en la enseñanza y el aprendizaje de la historia en educación primaria?", Formar para investigar, investigar para formar en didáctica de las ciencias sociales (Gómez

RODRÍGUEZ, A.E. NÚÑEZ GALIANO, Mª.P. coords.). Málaga: Asociación Universitaria del profesorado de Didáctica de las Ciencias Sociales, 2006, pp. 75-88.

MINISTERIO DE EDUCACIÓN Y CIENCIA: La articulación de los recursos en el funcionamiento de la biblioteca escolar. Madrid: Secretaría de Educación, Instituto Superior de Formación del Profesorado, 2007.

MUSEOS Y PROYECTO EDUCATIVO (PEM). Páginas de Internet de las redes de museos (estatales y de Comunidades autónomas, tanto en su versión real como virtual).

 

MODULE -MUSIC

Basic

Arévalo, A. (2009). Importancia del folklore musical como práctica educativa. LEEME, 23

Andrés Vierge, M. (2009). Usos y debates sobre la gestión del Patrimonio Musical en Navarra. Musiker, Cuadernos de Música Vasca,

Blacking, J. (2006). ¿Hay música en el hombre? Alianza Editorial

Cook, N. (2001). De Madonna al canto gregoriano. Una muy breve introducción a la música. Alianza Editorial.

Gembero, M. (2005). El patrimonio musical español y su gestión. Revista de Musicología, 28 (1), 135-181 

Gembero, M. (Ed.) (2006). Estudios sobre música y músicos de Navarra. Conmemoración del VIII Centenario de la Chantría de la Catedral de Pamplona como dignidad eclesiástica (1206-2006), Año LXVII, Núm. 238, Pamplona, Príncipe de Viana, Gobierno de Navarra

Leroy, J.L. (2016). Les fonctions de la musique et de l¿art: bilan critique et esquisse théorique. Éditions Delatour France

Merriam, A.P. (1980). Antropology of Music. [Pbk.] Northwstern University Press

 

Complementary

Andrés Vierge, M. (2005). Patrimonio Musical de Navarra. Revista de Musicología, 28 (1), 255-256 

Chao Fernández, R., Gisbert Caudeli, V. y Chao Fernández, A. (2020). Contribución a la conservación del patrimonio musical en Educación Primaria. Estudio de caso en Galicia en 2003 y 2019. Revista Electrónica de LEEME, 45, 111-125 DOI: 10.7203/LEEME.45.16880

Díaz, M. y Arriaga, C. (2013). Canciones tradicionales en el aula de Infantil: en busca del patrimonio heredado. Espacio y tiempo, Revista de Ciencias Humanas, 27, 107-122

Díaz-Emparanza, M., Peruarena, J. y Jiménez R. (2017). Actividades de intervención educativa y de difusión del patrimonio organístico en entornos formales y no formales. Estudios Pedagógicos XLIII, 4, 277-292

Fernández de la Cuesta, I. (1993). La Musicología y el Patrimonio Musical en España. Nasarre, Revista de Musicología, 9 (2) 105-111 

Gómez, C. y Fenoy, B. (2016).  La sensorialidad como estrategia para la educación patrimonial en el aula de educación infantil. Educación artística, Revista de investigación, 7, 54-68

Muñoz, J. R. y González, J. (2020). Una década del flamenco como Patrimonio de la Humanidad. Eufonía. Didáctica de la música, 83, 47-55

Oriola, S. y Gustems, J. (2015). Música y adolescencia: usos, funciones y consideraciones educativas. Revista de Ciències de l'Educaciò, 2, 28-45

Pérez Díaz, P. (2004). Una reflexión sobre el uso del concepto de música culta en la actualidad. Revista de Musicología, ejemplar dedicado a: Actas del VI Congreso de la Sociedad Española de Musicología (Oviedo, 17 20 de noviembre de 2004) (1413-1424)

Raynor, H. (1986). Una historia social de la música, desde la Edad Media, hasta Beethoven. Siglo veintiuno de España editores.

Subirats, M.A. (2014). La canción como recurso educativo en la Educación Primaria. En J.L. Aróstegui, La música en educación primaria (pp. 135-158). Dairea 

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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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