C1. See the use of languages creatively, as a tool for understanding, communicating and expressing culture.

C2. Critical analysis of artistic and visual cultural productions, taking into account their contexts and other ways of understanding reality

C3. Acquire resources to participate in plastic and visual cultural initiatives throughout life, both in and out of school, as well as through direct participation and critical reception of activities

TOPIC 1: Visual languages. The presence of the image in today's society and its characteristics, see that languages ​​are in constant contact with human expressions and ways of knowledge.

TOPIC 2. Plastic Arts and Visual Culture. An analysis of different productions of Visual Culture from the point of view of the social and cultural environment: their functions and uses, their symbolic and communicative effect, and their importance in constructing individual and collective identities in different times and cultures. Involvement in Art Education will be addressed.

TOPIC 3. Plastic perception of the environment. Perceptive education. The possibilities of aesthetic experiences with the development of perception and visual thinking, i.e. their ability to achieve a sharper, richer, more complex, sensitive and critical perception of the social and cultural environment, will be explored.

TOPIC 4. Plastic techniques, procedures and resources. Starting from practice, levels of didactic education. It consists of the study of various techniques, procedures and resources of artistic language, with the aim of obtaining both personal expression and adaptation in Early Childhood Education.

Theoretical-practical methodology

In order to pass the whole course, it is necessary to pass all the sections, both theoretical and practical (including Interdisciplinary Work). Also, all results will be saved until the last call of the academic year. Participation in the proposals raised in class will be valued.

In the event that the student is asked to take the final theoretical-practical test, in order to refuse the assessment call, it will be sufficient not to take this test.



The students may refuse the continuous assessment call proposed by the teacher of the subject, as long as they inform the teacher in charge of the subject by writing before the 9th week from the start of teaching the subject. In this case it will pass to the final proof.



Last exam, the student who REFUSED the continuous evaluation:

In these cases, both theoretical and practical tests will be performed. The final grade of the lesson will be the average between the practical section (60%) and the theoretical one (24%). Finally, Modular Interdisciplinary Work accounts for 16% of the final result.

It is necessary to pass all sections of the test. The final grade for the lesson will be the average of the sections;

- Lesson notes
- Texts chosen by the teacher
- Computer: word and image processor and Internet access
- Techniques and materials proposed at all times according to the work
- Moodle platform

Basic bibliography

BELVER, M. H./ ULLÁN A. M. (2007). La creatividad a través del juego. Salamanca: Amarú.



BERROCAL, M. (coord.) (2005). Menús de Educación visual y Plástica. Siete propuestas para desarrollar en el aula. Bartzelona: Graò.



BOSCH, E., COLS, C., NICOLÁS, M., VALLVÉ, L., VILA, G. , SANS, S. (2002). Hacer plástica. Un proceso de diálogos y situaciones. Bartzelona: Octaedro.



CAJA, J. (coord) (2001). La educación visual y plástica hoy. Educar la mirada, la mano y el pensamiento. Bartzelona: Graò.



COLÉN, Mª.T., GINÉ, N. IMBERNON, F. (2006). La carpeta de aprendizaje del alumnado universitario. La autonomía del estudiante en el proceso de aprendizaje. Bartzelona: Octaedro eta ICE-UB.



HERNÁNDEZ, F (2007). Espigadores/as de la Cultura Visual. Otra narrativa para la educación de las artes visuales. Bartzelona: Octaedro.



HOYUELOS, A. (2004). La ética en el pensamiento y obra pedagógica de Loris Malaguzzi. Bartzelona: Octaedro-Rosa Sensat S.L.



DI GRANDIS, L. (1985). Teoría y uso del color. Madril: Cátedra.



MALAGUZZI, L. (2001). La educación infantil en Reggio Emilia. Bartzelona: Octaedro.



MUNARI, B. (1973). Diseño y comunicación visual. Bartzelona: Gustavo Gili.

Journals

- AAVV. (2002). Educación Artística. Nuevas miradas (Dossier). Cuadernos de Pedagogía, 312. 47-76. Barcelona.
- AAVV (2007). Viaje por el Arte. Aprendiendo a mirar. Cuadernos de pedagogía. 371.