Academic management

AREA: Didáctica de la Expresión Plástica/ Didactics of Art Education

DEPARTMENT : Educational Sciences

The subject Plastic Expression and its Didactics belongs to Subject 8, TEACHING AND LEARNING OF MUSIC, ARTS AND VISUAL EDUCATION of the compulsory didactic module of the Degree in Primary Education. It is taught annually, in the second year and has a teaching load of 9 credits.

Primary Education teachers are responsible for teaching the subject of Art and Visual Expression in which the importance of the elaboration and management of visual information is very important. As future teachers, the students' main task will be to ensure that their pupils acquire and develop the appreciative and expressive skills necessary to understand reality visually and to interpret and value, with sensitivity and an aesthetic sense, the images and artistic manifestations that make up the world around them.

In this subject, the main work focuses on the knowledge and use of the resources of traditional plastic languages (drawing, painting, sculpture and engraving) and those related to information and communication technologies (photography, video, film and computer media) which require other skills for their practical application.

It will also be of great importance to foster the development of imagination, creativity, spatial thinking, symbolic thinking, environmental perception, emotional stability and self-esteem; to encourage critical reasoning and cooperative work; to instil respectful and critical attitudes towards the diversity of artistic and cultural manifestations; to provide the necessary skills to use the elements of visual and plastic language as expressive resources; and to predispose students to enjoy the natural, social and cultural environment.

The background profile of teacher training students shows great deficiencies in terms of their expressive abilities and their visual culture, adding to this profile a general lack of motivation towards the subject, mainly due to a low concept of their artistic abilities. This subject aims firstly to reverse this situation as far as possible, in order to make possible an adequate knowledge of the contents and processes on which they will concentrate their educational work.

All teaching planning will necessarily involve key aspects with which teachers must be familiar: the skills to be developed in pupils, the specific characteristics of artistic learning at these ages, the educational references to be proposed in terms of their validity, proximity and effectiveness, the relevant strategies and fundamental methodological approaches, etc.

The aim of this subject is to present each and every one of these questions to the future professional in order to achieve an integrated approach to them in their teaching work.

Prerequisites:

Due to its nature as an annual core subject, the student does not require any prerequisites related to other subjects of the degree.

Competences and Learning Outcomes:

Basic Competences:

CB1.  That students have demonstrated possession and understanding of knowledge in the area of study (Education) which builds on the foundation of general secondary education, and is usually at a level which, while relying on advanced textbooks, also includes some aspects involving knowledge from the cutting edge of their field of study;

CB2.  Students are able to apply their knowledge to their work or vocation in a professional manner and possess the competences usually demonstrated through the development and defence of arguments and problem solving within their field of study (Education);

CB3.  Students have the ability to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues;

CB4.  Students are able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;

CB5.  That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.

CB6.  That students develop an ethical commitment to respect fundamental rights, guaranteeing the effective equality of men and women, equal opportunities, non-discrimination and universal accessibility for people with disabilities, as well as the values of a culture of peace and democratic values.

General competences:

CG4. That students can transmit information, ideas, problems and solutions to both specialised and non-specialised audiences;

GC5.  That students have developed the necessary learning skills to undertake further studies with a high degree of autonomy.

GC6.  That students develop an ethical commitment to respect fundamental rights, guaranteeing the effective equality of men and women, equal opportunities, non-discrimination and universal accessibility for people with disabilities, as well as the values of a culture of peace and democratic values.

In addition to the general and transversal competences, this subject assumes the following Specific Competences: CE1, CE2, CE3, CE4, CE5, CE7, CE8, CE9, CE10 and CE11.

CE1.To know the curricular areas of primary education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge about the respective teaching and learning procedures.

CE 2.Design, plan, develop and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the centre.

CE 3.Effectively deal with language learning situations in multicultural and multilingual contexts. encourage reading and critical commentary on texts from the different scientific and cultural domains contained in the school curriculum.

CE 4.Design and regulate learning spaces in contexts of diversity that address gender equality, equity and respect for human rights that make up the values of citizenship education.

Encourage coexistence in the classroom and outside it, solve discipline problems and contribute to the peaceful resolution of conflicts. stimulate and value effort, perseverance and personal discipline in students.

CE 7.Collaborate with the different sectors of the educational community and the social environment. assume the educational dimension of the teaching function and promote democratic education for active citizenship.

CE 8.Maintain a critical and autonomous relationship with respect to knowledge, values and public and private social institutions.

CE 9.Value individual and collective responsibility in achieving a sustainable future.

CE 10.Reflect on classroom practices in order to innovate and improve teaching work. Acquire habits and skills for autonomous and cooperative learning and promote it among students.

CE11.Know and apply information and communication technologies in the classroom. selectively discern audiovisual information that contributes to learning, civic education and cultural wealth.

 Based on these competences, we can specify the following learning outcomes:

RA8.1. Know the fundamental concepts related to the didactics of the disciplines integrated in the area of art, their application in the Primary Education classroom and their integration in the curricular development in an open and interdisciplinary way.

RA8.2. Analyse, synthesise and critically assess the contributions of the different conceptions of Art Education, as well as their different forms of use in the design, planning, development and assessment of teaching and learning processes.

RA8.3. Value plastic activities as essential factors in the cultural, personal and social formation of the individual.

Contents

C.1. Expressive and cultural foundations of the visual arts and their theoretical framework.

C.2. The language of the image, basic elements and their characteristics, principles of integration and communication. Particular characteristics of acquisition, use and development.

C.3. Expressive languages, their historical development and their presence in today's media.

C.4. Educational aims and functions of Visual and Performing Arts Education in Primary Education. Integration of the subject in curricular development.

C.5. Didactic development and application. Specific teaching methods.

C.6. Elaboration of educational projects.

These contents will be structured in the following units and workshops.

Unit 1. Definition and delimitation of the disciplinary field and distinctive knowledge in Visual and Arts Education (C1, C4).

Unit 2. The contents to be taught in Art and Visual Education. Visual language and artistic, cultural and visual references. (C1, C2, C3, C4, C5, C6)

Unit 3.Background and educational references. ( C4)

Unit 4.Current concepts and paradigms in Art Education (C2, C4, C5).

Unit 5.Learning and development of expressive and visual language in the Infant and Primary stages. (C1, C2, C3).

Unit 6. Capacities, their characteristics and methodological treatment. Perception, spatial thinking, creativity, symbolization... (C1, C2, C4, C6).

Unit 7. Workshop work, group work and project methodology. Posters, murals and installations. The expressive and pedagogical project. (C4, C5, C6).

Unit 8. Curricular development of the subject. (C4, C5, C6)

Workshop A. Basic tools and materials for art education at school (C2).

Workshop B.  Light and colour. (C2, C3, C5, C6)

Workshop C.  Painting and printing. (C2, C3, C5, C6).

Workshop D. Flat lines, two-dimensional composition. (C1, C3, C5, C6)

Workshop E. Volume and chiaroscuro. (C1, C3, C5, C6) 

Workshop F. Spatial representation. And projects linked to space. (C1, C3, C5, C6)

Workshop G. Representation of shapes. (C1, C3, C5, C6).

Workshop H. The visual image and the different types of visual images. (C, C3, C5, C6)

In all the workshops, the didactic treatment of the topics for the Primary Education classroom will be considered.

Methodology and Work Plan:

Face-to-face training activities: the course is organised in lectures (small groups) and laboratory practices (small groups).

The lectures will be divided into weekly sessions of an hour and a half, in which the topics will be developed.

The laboratory practicals will take the form of workshops and seminars, and will be held weekly, lasting two hours. The objective is to reinforce and complement the lectures by means of individual and group work, and students will develop throughout the course:

A theoretical work consisting of one or more EDUCATIONAL PROJECTS based on a topic and contents previously agreed with the teacher in charge of the theoretical part.

A DOSSIER OF PRACTICAL WORK, expressive and personal, elaborated in the classroom, which develops in a practical way the contents, techniques and procedures of the didactic planning mentioned above.

OBJECTIVE TEST of a format and characteristics to be defined by the corresponding teacher.

SOCIO-ENVIRONMENTAL EDUCATION ACTIONS

We wish to transmit to our pupils a true respect and appreciation of the environment as well as artistic culture. We want them to understand how fortunate they are to be able to enjoy the beauty that surrounds them, to be aware of the resources that the environment offers them and, of course, of the need to conserve what keeps them alive. In this sense, art becomes a pedagogical tool that allows pupils to awaken an emotional response of empathy for the environment that surrounds them and predisposes them to see nature with an aesthetic gaze.

For this reason, we teach to look as an action in which the intelligence and will of the human being intervenes, as opposed to seeing as a passive action. This involves teaching to observe each of the external and internal aspects that are presented to us in reality in a more conscious way and therefore forms the pupil in their judgement of values and sensitivity as well as predisposing them to a greater enjoyment of the environment around them.

General objectives:

  - To provoke in the university student a change of attitude with respect to the recycling of packaging and glass, through artistic participatory actions, which promote awareness and individual and collective action with respect to recycling and the promotion of sustainability.

Specific objectives:

  - To offer a new alternative to waste glass materials and transform them into unique objects for domestic, decorative and artistic use.

VOCATIONAL GUIDANCE ACTIONS

This subject favours the acquisition of specific skills that are required in the following professional opportunities

- Leisure and cultural services, such as toy libraries and children's libraries.

 -Educational support services for schools.

 -Recreational and leisure activity monitors in holiday centres and summer camps.

- Artistic expression workshops in extra-curricular activities.

"Exceptionally, if health conditions so require, non-classroom teaching activities may be included. In this case, students shall be informed of the changes made".

Assessment of Student Learning:

The assessment of this subject is divided into two complementary but differentiated parts, on the one hand an objective test and on the other hand the continuous assessment.

For both the ordinary and extraordinary call, all students are required to include in their virtual campus profile an updated passport photograph that facilitates their identification.

Assessment systems:

OBJECTIVE TEST (30% of the final mark) CEM8.1. CEM8.2. RA8.1 RA8.2 RA8.3.

Continuous assessment consisting of two sections:

Presentation of an individual work of EDUCATIONAL PROJECT/s (20% of the final mark).

Focused on a case of didactic intervention in the field of the subject:: CEM8.2. CEM8.4 RA8.1 RA8.2 RA8.3 RA8.4.

Elaboration and presentation of a PORTFOLIO/ DOSSIER OF WORK (40% of the final grade) developed in the workshops CEM8.3 RA8.3

Active and positive participation towards the work developed in the classes (10% of the final grade) RA8.3

In order to obtain an average mark, the student must obtain in each of the sections a mark equal to or higher than a pass mark.

Assessment criteria:

OBJECTIVE TEST : Examination of short, multiple-choice or essay-type questions, in which the student's mastery of the specific knowledge developed in the subject will be assessed, according to the quality of the monographic work, designed to show that the student has acquired the contents of the subject and the general, transversal and specific competences that the subject proposes. In particular, having acquired: theoretical knowledge of the contents of the programme; the plastic foundations of the curriculum of this stage; and recognising the scope of the same in the teaching-learning process. he acquisition by the student of the concepts handled in the subject, the use of an adequate technical vocabulary and the handling of the basic bibliography recommended, if it is carried out, could reach up to 30% of the mark. Clarity of ideas in written expression and the use of an appropriate academic register will also be assessed, as well as rigour in syntax and spelling.

EDUCATIONAL PROJECT(S) Theoretical work in which the student will propose a proposal for the integration of the knowledge and skills acquired in the subject:

Adequate selection and integration of the contents and proposal of the expected learning outcomes.

Adequate justification of the proposal with respect to the development of learning in the Primary Education stage, in the graphic and aesthetic field.

Adequate integration in the proposal of activities of the contents to be worked on; treatment of the same in their appreciative, productive and expressive dimensions.

Adequate treatment of the skills to be developed.

Adequate expressive enquiry with respect to the didactic approach.

PORTFOLIO/ DOSSIER OF WORK students will be obliged to present the work carried out in the classroom in accordance with the guidelines given by the teacher in the current course.

Work that does not comply with the established format will not be accepted.

General presentation criteria: Mastery of the technique used; Order, cleanliness, presentation and final quality of the exercises; Skill in the application of the contents developed in each workshop, (compositional balance, form and proportions, line and stroke, spatial representation, chiaroscuro, volume, chromatic nuances, ranges, harmonies, contrasts...); Creativity and originality.

"Exceptionally, if health conditions so require, non-attendance assessment methods may be included. In this case, students shall be informed of the changes made".

Resources, Bibliography and Complementary Information

Arnheim, R. (1986). El pensamiento visual. Paidós.

Arnheim, R.(1993).Consideraciones sobre la educación artística. Paidós.

Balada, M. y Juanola, R. (1987). La educación visual en la escuela. Paidós.

Dondis, D. A. (1976). La sintaxis de la imagen. Introducción al alfabeto visual. Gustavo Gili.

Edwards, B. (1999). Nuevo aprender a dibujar con el lado derecho del cerebro.Urano.

Efland, A.D. (2002). Una historia de la Educación del Arte. Tendencias intelectuales y sociales en la enseñanza de las artes visuales. Paidós.

Eisner, E.W. (1995). Educar la visión artística. Paidós.

Gardner, H. (1997). Arte, mente y cerebro.  Paidós.

Hernández, F., Jódar, A., y Marín, R.  (1991). ¿Qué es la educación artística? Sendai.

Hernández, M. y Sánchez, M. (2000).  Educación artística y arte infantil. Fundamentos.

Hernández, F. (2000). Educación y cultura visual.  Octaedro.

Hernández, M. y Ullan, A. (2007). La creatividad a través del juego. Propuestas del Museo Pedagógico de Arte Infantil, para niños y adolescentes. Amarú.

Huerta, R. (2019). Arte para Primaria. UOC.

Kandinsky, V. (1977). Punto y línea sobre el plano. Seix Barral.

Kellogg, R. (1979). Análisis de la expresión plástica del preescolar. Kapelusz.

Lazotti, L (1981). Comunicación visual y escuela, Aspectos psicopedagógicos del lenguaje visual. Gustavo Gili.

Lazzotti, L. (1994). Educación visual y plástica. El lenguaje visual. Ministerio de Educación y Ciencia.

López,M.A. (2015). Para qué el arte, reflexiones en torno al arte y su educación en tiempos de crisis. Fundamentos.

López, J.L., SAN Pedro, J.C., y López, E.C. (1998). Instrumentos básicos para la iniciación a la investigación descriptiva en la Expresión Plástica. Servicio de Publicaciones de la Universidad de Oviedo.

López, J. L. (1999). Didáctica específica de la Expresión Plástica. Servicio de Publicaciones de la Universidad de Oviedo.

Lowenfeld, V. y Brittain, W. L. (1980). Desarrollo de la capacidad creadora. Kapelusz.

Mesías, J.M. (2019). Educación Artística sensible: Cartografía contemporánea para Arteducadores. Graó.

Marin, R y De la Torre, S (1991). Manual de creatividad. Vicens Vives

Marín, R. (2003). Didáctica de la Educación Artística. Pearson Education.

Martínez, E. y Delgado, J. (1983). El origen de la expresión en niños de 3 a 6 años. Cincel.

Martínez, E. y Delgado, J. (1984). La afirmación de la expresión en niños de 6 a 9 años. Cincel.

Martínez, L.Mª (2004). Arte y símbolo en la infancia. Un cambio de mirada. Octaedro.

Martínez, L. M. y Gutiérrez, R. (2002). Las artes plásticas y su función en la escuela. Aljibe.

Matthews, J. (2002). El arte en la infancia y la adolescencia. La construcción del significado. Paidós.

Muñoz A. (1993). Algunas posibilidades didácticas del arte contemporáneo para la educación artística. Graó.

Saura, A. (2011). Innovación Educativa con TIC en Educación Artística, Plástica y Visual. MAD

Read, H. (2003). Educación por el arte. Paidós.

Roldán,J. y Marín,R. (2012). Metodologías artísticas de investigación. Aljibe

Torres, M. y Juanola, R. (1998). Dibujar: mirar y pensar. Rosa Sensat.

Torres, M. y Juanola, R. (1998). Una manera de enseñar artes plásticas en la escuela. Rosa Sensat.

 Victoroff, D. (1980). La publicidad y la imagen. Gustavo Gili.

Wilson, B., & Hurwitz, A. (2004). La Enseñanza del dibujo a partir del arte. Paidós.

 Wong, W. (1980). Fundamentos del diseño bi- y tridimensional. Gustavo Gili.

SPECIALISED JOURNALS

Arte,Individuo y Sociedad    https://revistas.ucm.es/index.php/ARIS

EARI Educación Artística Revista de Investigación  https://ojs.uv.es/index.php/eari

Art Education Journal  https://www.arteducators.org/research/art-education-journal