Guía Docente 2020-21


Id.: 32498
Subject type: OBLIGATORIA
Year: 3 Teaching period: Segundo Cuatrimestre
Credits: 6 Total hours: 150
Classroom activities: 67 Individual study: 83
Main teaching language: Inglés Secondary teaching language: Castellano
Lecturer: Email:


This subject will provide the student with the knowledge of the fundamental theory of teaching Visual Arts and Music in the Early Childhood stage. It will bring the necessary theoretical and methodological foundations in order to recognize and increase the development aspects of these stages related to perception and visual, manual and musical expression. It will help reflect on the Early Childhood artistic possibilities inside a wide conceptual frame, covering social concerns -as they refer to Cultural Heritage- as well as the individual concerns-referred to in the development of Personal Creativity.


This subject will approach the curricular content of Artistic Education. It will help to acquire the resources to promote the child participation in visual, manual and musical activities both inside and out of the school environment.


Students will be expected to produce materials and teaching units appropriate for learners Years 0 - 5, and in accord with the current Educational Legislation in Aragon for children at those key stages.


General programme competences G01 Capacity to analyse and synthesise information from different sources.
G03 Capacity to organise, plan and self-assess the work undertaken.
G04 Capacity to apply information technologies critically and constructively as tools to promote learning.
G07 Capacity for interpersonal communication in English (oral and written) at a minimum B2 level (per the Common European Framework of Reference for Languages) to adapt to the academic and professional requirements of the Degree.
G10 Capacity to generate new ideas through initiative, innovation and creativity for effective adaptation to educational needs and the job market.
G12 Capacity to self-assess, nurturing learning, scientific research, practice based on evidence and scientific and social progress.
Specific programme competences E33 Know the scientific, mathematical and technological foundations of the curriculum at this stage as well as the theories on acquisition and development of the corresponding material learned.
E53 Know the musical, manual and body language foundations of the curriculum at this stage as well as the theories on acquisition and development of the corresponding material learnt.
E54 Know and use songs to favour auditory, rhythmic and vocal learning.
E55 Know how to use play as a didactic resource, and to design learning activities based on recreational principles.
E56 Create didactic proposals that encourage musical perception and expression, motor skills, drawing and creativity.
E57 Analyse the audiovisual languages and their educational implications.
E58 Encourage sensitivity towards manual expression and artistic creation.
Regulated profession competences P01 Know the objectives, curricular content and assessment criteria for Preschool Education.
P02 Promote and enable learning in early childhood - from an overall inclusive perspective - of the various cognitive, emotional, psychomotor and volitional aspects.
P03 Design and regulate learning areas, in the context of diversity, which cleave to the individual educational needs of the pupils, gender equality and respect for human rights.
P05 Know how to systematically observe learning and coexistence in action and reflect on both.
P09 Effectively address language learning situations in multicultural and multilingual situations.
P10 Express oneself orally and in writing and master the use of different expressive techniques.
P11 Know the educational implications of information and communication technologies and, particularly, television in early childhood.
P15 Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career.
P17 Reflect on classroom practices to innovate and improve teaching. Acquire the habits and skills to learn alone or with others and foster this among the pupils.
Learning outcomes R01 Know the Preschool visual, manual and music education curriculum.
R02 Know the theories on the acquisition and development of the learning process with regard to the curricular content.
R03 Recognise that manual, visual, artistic and musical expression is a tool in the holistic development of the child.
R04 Develop didactic initiative which favours creativity, taste and interest in art in its different forms inside and outside the classroom using different expressive techniques and platforms.
R05 Critically assess the didactic material available.
R06 Create their own material for the development of teaching-learning for visual, manual and musical expression.


To be able to follow the course, the student should have at least a B1 level in English. Students should attend general English courses within or outside of the University if the level of the course is too difficult for them.


In the case the student is doing at the same time several subjects that have the same schedule, he or she must attend the new enrolment subject. On the other cases, students have to be up to date with work.


Subject contents:

1 - Visual arts
    1.1 - What is art?
       1.1.1 - The value of creativity and visual education in our visual society.
       1.1.2 - Art practice as a tool to develop human values.
       1.1.3 - Art History from traditional to digital.
    1.2 - Practice makes perfect.
       1.2.1 - Experiencing creativity in art: thinking process to problem solving.
       1.2.2 - Discovering, experiencing, portraying and redesigning the real world.
       1.2.3 - Construction. The main elements of visual language.
       1.2.4 - A creative process to organize the creative steps.
       1.2.5 - Experiencing art materials and techniques.
    1.3 - Designing art lessons.
       1.3.1 - Children secuencial development. What can i expect?
       1.3.2 - Educational Legislation in Aragon as guideline.
       1.3.3 - Digital art and technology at the art class.
2 - Music
    2.1 - Music as a teaching-learning methodology
       2.1.1 - Music in Educational law: Aragon’s currículo
       2.1.2 - Music methodologies
    2.2 - Teaching to listen in early childhood education
       2.2.1 - Listening methodologies: musical audition analysis, teaching-learning about musical instruments and movement in teaching values.
       2.2.2 - History of music genres
    2.3 - Teaching to perform in early childhood education
       2.3.1 - Basics of the musical theory
       2.3.2 - Rythm and signing as essential components of musical language
       2.3.3 - Harmony as the basis of feeling
       2.3.4 - Informatic resources in learning music

Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.


Teaching and learning methodologies and activities applied:

This subject is organized in two main issues: Visual arts and Music. Each topic has their own resources, activities and assessment criteria. As it can be seen in the learning activities table, they have also a different schedule, except from the first unit, which supports the necessary reflection about the importance of arts in education.


The learning methodology in this course is based on the student’s independence and responsible work (alone and in pairs/ group work), creative thinking, curiosity, research tools, readings and personal effort.

Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 16
Practical exercises 8
Coursework presentations 3
Workshops 40
Individual study
Individual coursework preparation 25
Group cousework preparation 25
Project work 33
Total hours: 150


Calculation of final mark:

Individual work: 30 %
Team work: 30 %
Project: 40 %
TOTAL 100 %

*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.


Basic bibliography:

ELORRIAGA,A. Manual de Conocimiento musical para Educación Infantil y Primaria. La Rioja: UNIR Editorial, 2015.
GÓMEZ-ESPINOSA, J. Didáctica de la música. Manual para maestros de Infantil y Primaria. La Rioja: UNIR Editorial, 2015.
ACASO, M. La educación artística no son manualidades. Nuevas prácticas en la enseñanza de las artes y la cultura visual. Madrid: Catarata, 2009.
EFLAND, A. Arte y cognición: La integración de las artes visuales en el currículum, 2016. EISNER, E. Educar la visión artística, Paidós, 1996.
ARNHEIM, R. Arte y percepción visual: Psicología del ojo creador. Alianza Forma, 2002.
GARDNER, H. Educación artística y desarrollo humano. Paidós, 2013.
EFLAND, A. Una historia de la educación del arte. Tendencias intelectuales y sociales en la enseñanza de las artes visuales. Paidós Ibérica, 2002.
LOWENFELD, V. Desarrollo de la capacidad creadora. Kapelusz. 1975.

Recommended bibliography:

BOOSEY, L. and HAWKES, R. 333 Elementary Exercises. Zoltn Kodly Choral Method. London: Percy M. Young, 2013.
FRAZEE, J. Discovering Orff: A Curriculum for Music Teachers. Mainz: Schott Music Corporation, 1987.
HOGE-MEAD, V.Dalcroze Eurhythmics in today’s music classroom. Mainz: Schott Music Corporation, 1996.
ALSINA, P. La música en la escuela infantil (0-6). Barcelona: Graó, 2008.
COMELLAS, J.L. Historia sencilla de la música. Alcalá, Madrid: RIALP, 2017.
HEMSY DE GAINZA, V. La iniciación musical del niño. Buenos Aires: Ricordi, 2003.
EISNER, E. El arte y la creación de la mente: el papel de las artes visuales en la transformación de la conciencia. Paidós Ibérica, 2004.
GARDNER, H. Arte mente y cerebro. Surcos. 2005.
GOMBRICH, E. La historia del Arte. Phaidon, 2008.
WILSON, B. Evaluación del aprendizaje artístico. En: Bloom, B. Evaluación del aprendizaje. Buenos Aires. 1975.
LIDÓN, C. Situación actual de la enseñanza de las artes visuales en España. 1999.
GARDNER, H. Mentes creativas. Barcelona: Paidós. 2010.
GARDNER, H. Inteligencias múltiples. Barcelona: Paidós. 2012
GARDNER, H. La inteligencia reformulada: Las inteligencias múltiples en el siglo XXI (Biblioteca Howard Gardner) Paidós. 2010.
GOLEMAN, D. Inteligencia emocional. Kairós, 1996
ROBINSON, K. Escuelas creativas: La revolución que está transformando la educación, Grijalbo, 2016.
PIAJET, J. La representación del mundo en el niño. Madrid, Morata, 1984.
DEWEY, J. El Arte como experiencia. Paidós Ibérica, 2008.
KANDINSKY, V. De lo espiritual en el arte. Barcelona: Paidós. 2003
VIGOTSKY, L. S. La imaginación y el arte en la infancia. Madrid: Akal, 2000.
BENJAMIN, B. Características Humanas Y Aprendizaje Escolar, 1976.
AGUIRRE, I. Teorías y prácticas en educación artística. Octaedro/ Universidad pública de Navarra. Barcelona. 2005.

Recommended websites:

Teaching activities - Orff method
ICT resources in music education
Teaching activities in music education
The International Society for Education Through Art
Museo Sorolla
Museo Nacional de arte de Cataluña
Museo Pablo Serrano
Museo Goya (Camón Aznar)

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