TOPIC 12.

The area of Artistic Education in the

Primary Education as an integrated area.

INTRODUCTION
One of the factors that most influences the development of people and society is education, which
in addition to providing knowledge, it also enriches culture, spirit, values, and everything that we
characterizes as human beings.

Primary education is the most suitable stage for the development of knowledge, experiences, and habits.
what constitutes the field of Artistic Education among boys and girls, because they have always existed
different forms of artistic expression in people's lives. From this perspective, the area of
Artistic Education aims to enhance the aesthetic perception and expression of students and of
enable the appropriation of essential content for their general and cultural education.

Art Education incorporates the sensory, the intellectual, the social, the emotional, the affective, and the aesthetic.
thus creating a release mechanism that can develop different and complex skills, and its plan
educational directly impacts the comprehensive training of students. This is because it facilitates the
the development of attention enhances perception, intelligence, and short and long-term memory. Also
promotes imagination and creativity, thus being a way to foster awareness of order,
participation, cooperation, and communication.

Next, during the development of this topic, we will address how the area is currently understood
Artistic Education in primary education, its contribution to the development of basic competencies,
their objectives, contents, and evaluation criteria, and their relationship with other areas of the curriculum.

THE AREA OF ARTISTIC EDUCATION IN THE EP AS AN AREA

INTEGRATED: APPROACH AND CHARACTERISTICS.

1. FOCUS AND CHARACTERISTICS

Art Education is considered one of the areas of the specific subject block proposed.
for the stage of Primary Education, as stated in Organic Law 8/2013 of December 9
for the Improvement of Educational Quality (LOMCE), in Royal Decree 126/2014, of February 28, by which
the basic curriculum of Primary Education is established and, consequently, in Decree 108/2014, of 4 of
July, by which the curriculum is established and the general organization of primary education is developed in the
Valencian Community.

The following is stated in the regulations regarding the subject:

Students must take courses... based on regulations and the scheduling of the educational offer that
establish each educational administration and, where applicable, the offerings of educational institutions, at least one
from the following areas of the specific subjects block:
Art Education.
2. Second Foreign Language.

In Annex II of the Royal Decree, it is clearly stated that the area of Artistic Education has been divided into two.
parts: Plastic Education and Musical Education.
 2. PROPOSALS FOR EDUCATIONAL INTERVENTION.

Teaching to understand the world of art and culture must start from one's own experience.
students and the problems surrounding images, objects, music, and visual representations and
your development environment. This method allows us to examine the purpose of culture and visual, musical art.
and physical, and its influence on our way of thinking and behavior, taking into account the different
social origins and cultural gender differences.

To carry out an adequate educational intervention in the artistic field, we must start from the
following premises:

Exercising pedagogical autonomy allows teachers to complete, plan, and develop.

courses and combine the characteristics of their social and cultural realities and their teaching experience.
Summarize those contributions that are fundamental for the correct ordering of the
contents of the stage based on specific teaching methods in the artistic field.
Including those contributions from different fields of social knowledge that are not
strictly thematic or scientific, or contributions of new social requirements, these facts have
proven to be the foundation for its adoption in modern educational methods.
Consider the characteristics of child development at this stage.

Regarding the aforementioned, the following principles of educational intervention will be addressed:

Starting from the previous experiences that students have about the different subjects they have
this area, both intuitively and through school education, aimed at development
from graph-writing as aimed at developing creativity and appreciation values
aesthetics.
Sequentially organize the contents and objectives, taking into account their cyclical nature.
It involves the expansion in each course of the most important content addressed in the courses.
previous ones.
Promote the expressive-communicative dimension of artistic languages and their relationship with the rest.
of the languages.
Encourage student participation when selecting the content with the aim
to create a favorable disposition and a high degree of motivation among them.

The methodology that should be used in Artistic Education must be approached from the perspective of
"knowing how to do", that is to say, the learning processes must be carried out from one's own experience,
acting autonomously, launching initiatives, considering various possibilities and solutions;
being the interpreter in the process of awareness, appreciation, and artistic creation.

Art education will design a plan, program, or project from a creative perspective, it will consider
optimize resources, improve performance, assign responsibilities, formulate standards to verify the
implementation of the plan and constantly seek new ideas to promote the development of the
student skills.

CONTRIBUTION OF THE AREA TO DEVELOPMENT OF THE

BASIC COMPETENCIES.

As stated by Order ECD/65/2015, basic competencies or key competence or competencies are

capabilities that allow for the integrated application of the content specific to each stage to achieve the
full development of various activities and effective solutions to complex problems.
Royal Decree 126/2014, of February 28, which establishes the basic curriculum of Education
Primary education includes seven competencies: linguistic communication, mathematical competence, and competencies
basics in science and technology, digital competence, learning to learn, social and civic competencies
sense of initiative and entrepreneurial spirit, and awareness and cultural expressions.

The inclusion of key competencies in the curriculum has several purposes:

Integrate the different learnings, both formal (incorporated into the different areas or
subjects), such as informal and non-formal.
These learnings should be related to different contents and used effectively.
when they are necessary in different situations and contexts.
To direct teaching by allowing the identification of contents and evaluation criteria in a character
essential and to stimulate the different decisions related to the teaching process and
learning.

For an effective acquisition of competencies, and their effective integration into the curriculum, they must be designed
integrated learning activities that allow students to advance towards the learning outcomes
of more than one competition at the same time.
Regarding the contribution of the area to the development of basic competencies, in Decree 108/2014, of 4
from July, of the Council, by which the curriculum is established and the general organization of Education is developed
Primary education in the Valencian Community, each of the competencies is described one by one. The area of
Art Education contributes to the development of all of them, given its integrative character:

Firstly, regarding the competence of cultural awareness and expression, the area develops the
creative expression of ideas, experiences, and emotions through music or visual arts,
giving importance to aesthetic values and cooperation skills, and the use of various
techniques and resources of artistic languages. The ability to compare is also worked on.
creative and expressive opinions of oneself with those of others with a critical spirit and open attitude
and respectful in the artistic manifestations developed in the classroom, and especially, creativity and
the willingness to cultivate one's own aesthetic capabilities through artistic expression and participation
in the cultural life both inside and outside the school setting. On the other hand, it is very relevant for the area
the discovery of artistic works, their appreciation and enjoyment, the awareness of cultural heritage in
artistic manifestations such as dances, music, and plastic works, and the maintenance of an attitude
open to the diversity of cultural expression that leads us to understand our own culture and to have
sense of identity.

On the other hand, the expression that each student makes in the primary classroom through
different plastic and musical media affect its natural tendency to communication, in a way
that the competence in linguistic communication develops: concepts are expressed,
thoughts, feelings, facts, and opinions in oral and written form; interaction takes place in a way
creative in all contexts; information about artistic facts is sought, collected, and processed
arguments are expressed. The need and interest for interaction with others is also evident.
people, as well as the willingness to dialogue as a tool for coexistence, at the same time critical and
constructive. Moreover, the area contributes a specific musical and plastic vocabulary, develops
capabilities related to speech production (breathing, diction, articulation and the
intonation) and it must combine elements from the three languages of our educational system,
naturally enhancing multilingualism.

When working with measures, metric, rhythms, technical drawing, or measuring instruments, among others, the area
also contributes to the development of mathematical competence and basic science skills
and technology.

The competence of learning to learn contributes as it enhances management of

time, being aware of one's own learning process, perseverance in practice
instrumental and in any plastic work, concentration, reflection, teamwork,
 autonomy and self-discipline. In this area, the abilities of motivation are fundamental.
towards learning, curiosity, planning strategies, supervision, and evaluation in practices
musical and plastic, as well as reflection, self-regulation, and control of one's own learning based on the
observations on your work. Primary Education students develop through the area of
Artistic education capabilities that encourage you to overcome obstacles, conquer fears, and have a positive attitude.
positive towards learning and, above all, generate confidence in their own productions.

The area contributes to developing the sense of initiative and entrepreneurial spirit that is already being put into
game skills to transform ideas into actions, creativity, innovation, skills for
plan and manage projects that can range from the development of a songbook to the creation of
a musical or a joint plastic or audiovisual production.

The digital competency area contributes through the use of ICT (information and communication technologies)
and communication), both in its musical aspect and in the visual arts. Additionally, in both subjects
The search, selection, processing, and exchange of information on the web is of great importance.
about present and past artistic manifestations, used in a critical, systematic manner,
reflective, responsible, and self-assured.
In terms of social and civic competencies, the area contributes to appreciating the environment.
artistic that surrounds the students, showing the cultural identity to which they belong. Interact in
in this public sphere, participating in concerts, artistic demonstrations, parades, exhibitions,
etc. will develop in students tolerance, respect for differences, empathy, overcoming
prejudices, commitment, learning of codes of conduct, interest in diversity and the
intercultural communication. All of this generates in the students a sense of belonging to their
community. The pursuit of personal and collective well-being is another of the great contributions of
area for this competition, in addition to constructive communication in the environment, negotiation
to reach agreements, collaboration, participation in civic and development activities
sustainable or self-security.

OBJECTIVES, CONTENTS AND EVALUATION CRITERIA.

1. OBJECTIVES.

The objectives are related to the achievements that students must reach at the end of the process.
educational resulting from the teaching experience planned for this purpose.

The objectives determine the educational intentions, support the design and implementation of activities.
necessary to achieve the main educational purposes. The goal is to guide the elements of the process
of teaching, so that it can help educators in their educational work.

According to Organic Law 8/2013, of December 9, for the improvement of educational quality (LOMCE) and the Royal
Decree 126/2014, of February 28, which establishes the basic curriculum of Primary Education, one
One of the objectives of the Primary Education stage is the following:
Use different artistic representations and expressions and begin to engage in construction.
visual and audiovisual proposals.

2. CONTENTS

What are contents? Contents are the knowledge, skills, abilities, and attitudes that
they help achieve the objectives of each educational level and the acquisition of competencies. In addition to facilitating
all kinds of information about the world, they should also provide children with the tools
necessary for them to understand and explain the world.

The contents can be:

- Conceptual: facts, data of reality, names, characteristics, definitions, etc.
Procedural: skills, techniques, abilities.
-Attitudinal: values, norms, attitude.
In general, the contents of Artistic Education in Primary should allow students to perceive and
interact with the visual and sound elements of the reality that surrounds them. Thus arises the need to
address the concepts, procedures, and attitudes from an integrated and not disjointed perspective.

Both in Royal Decree 126/2014, of February 28, which establishes the basic curriculum of the
Primary Education, as established in Decree 108/2014, of July 4, of the Council, which establishes the
curriculum and develops the general organization of Primary Education in the Valencian Community, is divided
Artistic Education in two parts: Plastic Education and Musical Education. In turn, each of these
parts are subdivided into three blocks, which, although related to each other, maintain certain differences with
the rest:

● Plastic Education, its contents allow to develop in Primary students various

skills and artistic applications favoring their competitive development and providing a perspective
of global artistic education.
Block 1: Audiovisual education. Study of the image in all its manifestations.
Block 2: Artistic expression.
Block 3: Geometric Drawing. Development of the knowledge acquired from the area of
mathematics in the section of geometry.
Musical Education:
Listen, where students will explore the possibilities of sound. Aspects
related to the abilities of observation and auditory recognition that allow
understand and enjoy the different musical manifestations.
Block 2: 'Musical Interpretation' includes the development of skills for the
musical interpretation. It encompasses various expressive and creative processes, such as the
interpretation, improvisation and creation through the voice, musical instruments and others
electronic devices, through the knowledge and use of codes and techniques
specific.
Block 3: "Music, Movement, and Dance", development of expressive abilities
creative from knowledge and practice, from a similar approach regarding the
processes, codes, and techniques.

In Decree 108/2014, of July 4th, all the contents of this area and each level are outlined.
examples of course contents are:
Musical Education:
Course 3rd:
Listen.
Classification of musical instruments by families (string, brass wind,
wind, wood, and percussion.
● Auditory recognition of different combinations of the qualities of
sound (loud/short; long/high/weak, etc).
Assessment of silence as an essential element during the hearing
musical.
Musical tempo: fast/slow.
● Listening and recognition of a selection of musical pieces from different
genres, styles, and authors, especially from the 17th and 18th centuries.
Musical interpretation.
 Exercises for controlling breathing and relaxing the muscles
facials.
Interpretation and memorization of canons and songs based on the ternary form
(ABA), individually and in groups.

Expansion of the class songbook including current songs from

environment.
Habit of singing softly and with a natural voice.
Improvisation of rhythmic and melodic accompaniments for texts, songs
or dances while taking care of coordination and synchronization with the group.
Recognition and identification of musical instruments and recordings
through multimedia teaching software.
Music, movement, and dance.
Practice of basic individual movement techniques and motor games: step
jumped, step to three, body posture, control of energy and movement,
etc.
Interpretation of simple choreographies and group dances suitable for the level,
memorizing the sequences of movements.
Identification and body tracking of the rhythm of songs and pieces
instrumental.
Identification and tracking of binary and ternary rhythms.
Application of the musical knowledge acquired in the creation of simple
improvisations of movements for measures of 2, 3, and 4 beats.
Improvisation of movements to represent the basic dynamic nuances
f-p, the fast/slow musical tempo and the musical form based on listening.
Interest and enjoyment in the practice of movement and dance.
Plastic Education.
Course 1st:
Audiovisual education.
Types of visual images: still image and moving image.
The still image as the basic unit of the message: photography, illustration, and comic.
● The illustration of stories. Expressive and communicative value of the image.
● Moving image. Recognition of movies, videos, and animations.
Description of characters, objects, and landscapes in the still images
audiovisuals of the personal, family, and school environment.
• Preparation of photographs and sequenced images to represent characters,
objects and landscapes.
Artistic expression.
Observation and interpretation of natural, artificial, and imaginary environments.
through the exploration of the basic elements of visual language.
Experimentation and games with transparencies.
Visual and tactile textures. Experimentation with different natural materials
and artificial.
Basic concepts of composition. Symmetrical and asymmetrical compositions.
Interpretation of your environment according to your natural and emotional visual perception.
Intuitive perspective.
Organization in different formats (physical and digital) and records.
Geometric drawing.
Observation of basic geometric shapes in nature and in its
environment.
Representations using the circle, the square, and the triangle.
Creation of compositions using dots of different sizes and colors.
Experimentation with some technical drawing tools: ruler,
square, set square and protractor.
Careful use of instruments and materials for geometric drawing.
 3. EVALUATION CRITERIA.

The evaluation criteria are specific guidelines for assessing students' learning.
They represent the knowledge that is intended to be valued and the achievements that the students must reach in
knowledge and skills; respond to the goals to be achieved in each subject.

The LOMCE, in its article 20, refers to the evaluation in Primary education and states that the evaluation of the
The students' learning processes will be continuous and global and will take into account their progress as a whole.
from the areas. The most appropriate measures will be established so that the conditions for carrying out the
evaluations are adapted to the needs of students with special educational needs.

The evaluation criteria are designed to provide relevant information in order to determine the type
and the degree of learning that students have achieved at each moment of the process, related to the
evolution in acquiring the skills established in the curriculum. These must be organized into cycles
or levels to play the role of adjusting teaching strategies according to needs or
imbalances discovered and serve as an indicator of the level of continuous learning.

Royal Decree 126/2014, of February 28, in addition to evaluation criteria, includes standards of
assessable learning. These standards are specifications of the evaluation criteria and can be
use to define learning outcomes and specify the knowledge that students must
to know, understand, and know how to do in each subject. They must be observable, measurable, and evaluable and allow
grading the performance or achievement reached. They should also facilitate the design of standardized tests and
comparables.

Some examples of evaluation criteria found in Decree 108/2014, of July 4, are:

Musical Education.
Course 4º:
Recognize and appreciate varied examples of works from different styles and authors of
our culture, through auditions in the classroom and the center, showing a
appropriate behavior at all times, and express reasoned opinions
verbally and in writing, with an open and respectful attitude towards others' tastes.
Interpret songs and canons for 3 voices that can contain the complete scale in A
to start from their reading on the staff or by imitation, as well as to improvise in a group
various effects with the voice, in a synchronized manner and respecting the contributions of
the person who leads.
Improvise choreography that represents the form, rhythm, and melody of works.
listened to and worked on in the classroom, and interpret traditional Valencian dances
valuing their contribution to cultural heritage.
Plastic Education.
6th grade.
Recognize film productions through media and the Internet
differentiating the performance, duration, genre, theme, and meaning of
message that it intends to convey.
Observe and interpret the elements of the social, cultural, and artistic environment present in
the audiovisual media and the Internet, to represent personally
emotions, ideas, actions, and situations using the elements of visual language.
Recognize in objects and spaces the proportions between the drawing and reality to
make the graphical representation using scales.

RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM

The approach to the teaching and learning process in Primary Education has a character
integrator. This has the requirement that the different aspects found in artistic education
They have an interrelated treatment, both within the area in which they are grouped and with the contents
from other areas as several of them contribute to the development of the same skills.

The area of Artistic Education is related to the other areas of the curriculum:

Area of Spanish Language and Literature. The two areas present a common approach regarding
to communication, expression, and representation. They are parallel in their development of graphics in
writing and the conventional and unconventional notations in musical representation (rhythmic and
melodic), as well as posture and movement as necessary non-linguistic ingredients in the
oral communication and the treatment given to it in music. There is also a relationship
between the graphics of writing and illustration as support for texts.
Learning to read is linked to breathing and sound production, and to the processing of the
voice and vocalization, common aspects of both areas.

Physical Education Area. Both areas have several common elements, such as rhythm,
duration, the sequence... Both use body language, as well as body control in what
it concerns tension and relaxation. Activities of body expression are related to those of
area of Physical Education as it works on motor aspects and body expression.

- Areas of Natural Sciences and Social Sciences. The activity of expression and elaboration
artistic expressions have an important social and cultural component, as every artistic representation has
a meaning that is extracted from its historical-cultural content.
The temporal notions addressed in these curricular areas are closely related to the
contents about individual and relationship time in the area of Musical Education.

- Mathematics area. They are related in the use of types of codes, in the work of forms and
spatial organization, position of objects, etc. There is also an analogy in the application of the
fractions in the study of rhythmic proportions: unit, rhythmic multiples and submultiples.

- Foreign Language Area. They are related through songs, use of comics, vignettes,
Drawings make it easier and more motivating to set and expand idiomatic vocabulary and its phonetics.

Area of Social and Civic Values. In this area, important social aspects will be worked on.
such as respect for others, harmonious coexistence, the value of leisure, organization, and participation
in social life, the contribution to public services and respect for common goods, as well as the
sensitivity towards the cultural manifestations of the environment.

CONCLUSION

Through Music and Visual Arts Education, not only are aspects of strictly usefulness developed
artistic, but a process of transfer occurs to other intellectual, sensory, and
motors.

Moreover, the great difference between learning music and visual arts and other subjects of knowledge lies in
the way in which knowledge is acquired. Art is part of our daily life and exists in all
activities of human culture: games, religious expressions, emotional expressions, etc.

Through artistic education, cognitive function can be improved, interacting with the cerebral hemisphere,
develop the five senses and always respect individual differences.
BIBLIOGRAPHIC REFERENCES

Acaso, M.: Artistic education is not about crafts; new practices in teaching arts and the
visual culture. The waterfall. Madrid, 2014.

Art Education in School

Giráldez, H.: Cultural and Artistic Competence. Alianza. Madrid, 2007.

Lago, P.

LEGAL REGULATION.

Organic Law 2/2006, of May 3, on Education.

Organic Law 8/2013, of December 9, for the Improvement of Educational Quality.

Royal Decree 126/2014, of February 28, which establishes the basic curriculum of Education
Primary.

Decree 108/2014, of July 4, by the Council, which establishes the curriculum and develops the organization
general of primary education in the Valencian Community.

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