Guía Docente 2021-22


Id.: 32498
Subject type: OBLIGATORIA
Year: 3 Teaching period: Segundo Cuatrimestre
Credits: 6 Total hours: 150
Classroom activities: 57 Individual study: 93
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 visual perception, aesthetic 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


Students will be expected to produce materials and teaching units appropriate for learners (from 0 to 5 years old), 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. 





In the area of Visual Arts as we are conscious of how deep and quickly contemporary society is movining in terms of visual digital communication, and those changes are demaning us to train our society with tools not just to communicate visualy efectively and enjoying the aesthetic expressive posibilities but also, to develop a critical thinking process to manage the tsunami of images that we are daily consuming. As the majority of the students doesn’t have an specific deep artistic training, is key to offer clear strategies to make students feel confiance and fascinated to guide kids, into meaningfull artistic experiences, making the focus to enjoy and analyze the creative process and it’s possibilities. This would help them to continue practicing and researching during their long term carrer after the University stage.

By following the specific requirements of this particular stage of development, suported and detailed on the official Curriculum, the class metodologies and activities will converge into a Project (ARTBook) to program meaningful art teaching activities. Students will sketch the Project from the beginning of the course, and progresively discused and gradually adjusted. The goal of this aproach is for them to observe how the quality of activities increases as they adquire new practical artistic experiece and theoretical knowledege. Idealy this metodology will guide the students to be able to cotinue improving and learning by themselves in their future carreer, while visual culture and it´s art is constantly changing.


Regardless the area of music, through the development of this subject we aim to raise awareness of the importance of Music Education due to all that it can contribute to general education. Aspects such as active listening, partnership, emotional intelligence or gestures and movement are key aspects for the development of students. Therefore, with this part of the course we seek to create a base of musical knowledge, as well as basic musical culture, in order to be able to study it in depth when the student considers it appropriate in the future.  For this reason, the music class will be divided into two different parts. One part of theory and basic musical knowledge; and a second part that will include all those musical practices to be carried out.

Finally, it should be noted that we expect students to be interested and willing to learn, as the musical quality of the performances or any previous knowledge of music that they may have will not be assessed, so an initial basis will be provided.


Subject contents:

    1.1 - Music as a teaching-learning methodology
       1.1.1 - Music in Educational law: Aragon’s currículo
       1.1.2 - Music methodologies
    1.2 - Music
    1.3 - Teaching to perform in early childhood education
       1.3.1 - Basics of the musical theory
       1.3.2 - Rythm and signing as essential components of musical language
       1.3.3 - Harmony as the basis of feeling
       1.3.4 - Informatic resources in learning music
    1.4 - Teaching to listen in early childhood education
       1.4.1 - Listening methodologies: musical audition analysis, teaching-learning about musical instruments and movement in teaching values.
       1.4.2 - History of music genres
    2.1 - Introduction to the subject addapted to the infant kid’s perception of the world
       2.1.1 - What is art? complexity of human aspects related.
       2.1.2 - Sintaxis of visual elements, perception, symbols and aesthetical taste.
       2.1.3 - The creative process experience.
       2.1.4 - Analysis of the Official Curriculum compared to infant artistic stages of development.
    2.2 - Proposal or art valuable classes in infant level
       2.2.1 - Strategies to program art clases: Timing, resources and metodology.
       2.2.2 - The use of diferenciated artistic actions/spaces as an art teaching metodology.
       2.2.3 - Programing ideal art clases: competences and goals.
       2.2.4 - Programing detailed art clases: literal instructions and critical practice.
       2.2.5 - Self assesment and adjustment of art teaching programs.
    2.3 - Critical revision of Art Teaching Methods
       2.3.1 - Reflection about art teaching problems, bad practices and researchers. "La educación artística NO son manualidades", (María Acaso).
       2.3.2 - The lag of innovation: Art History compared to History of Art Education.
       2.3.3 - Review of innovative strategies: "El currículum vibrante" (Ricard Huerta)
       2.3.4 - Creativity, solving problem attitude and cognitive skills developed in art practice.
       2.3.5 - Emotional, social and holistic skills developed in art practice.
       2.3.6 - Digital competence and contemporary artistic demanded professions. The future of the Visual Culture

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 parts: 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.

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.

The classroom activitieswill be oriented to promote the active learning, so the masterclass contents will be presented in short capsules and intercaled with dynamic and reflective exercises based on CLIL metodologies and microteaching methods.

If students have to do teamwork, they must follow the health instructions: maintain a safe distance, take care of the maximum capacity allowed, wear masks, keep the place and materiales cleaned and clean their hands.


Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 15
Practical work, exercises, problem-solving etc. 4
Workshops 30
Other practical activities 5
Tutorials 3
Individual study
Individual coursework preparation 25
Group cousework preparation 25
Project work 43
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:

Riaño, M. E. (2013). Fundamentos musicales y didácticos en educación infantil (2a. ed.). Editorial de la Universidad de Cantabria. DISPONIBLE EN: https:/ / es/ ereader/ usj/ 53375?page=1
Giráldez, A. (2014). Didáctica de la música. Ministerio de Educación de España. https:/ / en/ lc/ usj/ titulos/ 49212
EFLAND, A. Arte y cognición: La integración de las artes visuales en el currículum, 2016. EISNER, E. Educar la visión artística, Paidós, 1996.
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.
MARÍN,R. Educación artística para primaria. Pearsons, Ed. Accesible online at: https:/ / elibr es/ ereader/ usj/ 45292?bfpage=4
VALLVÉ COLOMÍ,L. (2010). Tiene que llover al revés: reflexiones de un maestro de plástica. Ediciones Octaedro, S.L. Accesible online at: https:/ / es/ ereader/ usj/ 61953?page=38
Frazee, J. (1987). Discovering Orff: a curriculum for music teachers. New York: Schott.

Recommended bibliography:

de Castro, P. M. (2010). Música: las formas. Firmas Press. https:/ / en/ lc/ usj/ titulos/ 36355
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.
de Castro, P. M. (2010). Música: los instrumentos. Firmas Press. https:/ / en/ ereader/ usj/ 36354?page=1
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.
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.
Aymerich, C. & Busqué i Barceló, M. (1971). La expresión musical, la expresión como auxiliar didáctico. Barcelona: Teide D. L.
Bachman, M. L. (1998). La rítmica Jaques-Dalcroze: una educación por la música y para la música. Madrid: Pirámide.
Lehmann, E. (2012). Canta, toca, brinca y danza: sugerencias para la educación musical de los pequeños. Narcea Ediciones. https:/ / es/ lc/ usj/ titulos/ 46053
Elorriaga, A. (2015). ¡Música, maestros!: manual de conocimiento musical para Educación Infantil y Primaria. Logroño: UNIR Editorial.
Abromont, C. (2019). Teoría de la música: una guía. FCE - Fondo de Cultura Económica. https:/ / en/ lc/ usj/ titulos/ 128265
Frazee, J. (1987). Discovering Orff: a curriculum for music teachers. New York: Schott.
Hoffmann, E. T. A. (2019). Cuentos de música y músicos. Ediciones Akal. https:/ / en/ lc/ usj/ titulos/ 123176
Gaínza, V. & Graetzer, G. (1963). Canten señores cantores. T. I, Infantes, niños [Música notada]: 150 melodías del cancionero tradicional selección, presentación didáctica e indicaciones para el acompañamiento de guitarra y percusión. Buenos Aires: Ricordi Americana.
Gómez Espinosa, J. (2015). Didáctica de la música: manual para maestros de Infantil y Primaria. Logroño: UNIR Editorial.
Herzfeld, F. (1970). Los maravillosos caminos de la música: una introducción para los aficionados al arte musical. Barcelona: Círculo de Lectores.
Martenot, M. (1993). Principios fundamentales de formación musical y su aplicación. Madrid: Rialp, D. L.
Riaño, M. E. (2013). Fundamentos musicales y didácticos en educación infantil (2a. ed.). Editorial de la Universidad de Cantabria. DISPONIBLE EN: https:/ / es/ ereader/ usj/ 53375?page=1
Giráldez, A. (2014). Didáctica de la música. Ministerio de Educación de España. https:/ / en/ lc/ usj/ titulos/ 49212
Willems, E. (1994). El valor humano de la educación musical. Barcelona: Paidos.
Heller, W. (2017). La música en el barroco. Ediciones Akal. https:/ / en/ lc/ usj/ titulos/ 117465
CARRASCAL, S. Didáctica de la expresión plástica y visual en educación infantil, Universitas, 2016.
HUERTA, R. Arte para primaria, Editorial UOC, 2019.
MARÍN, R. Didáctica de la Educación artística para primaria. (y otros autores), Pearsons Educación, 2003.
GILABERT, L. La educación artística y la expresión plástica infantiL: Qué y cómo enseñar. Dykinson,
ACASO, M. Art Thinking, Paidós, 2017.
EISNER, E. Educar la visión artística, Paidós, 1995.
ACASO, M. La educación artística no son manualidades. Nuevas prácticas en la enseñanza de las artes y la cultura visual. Madrid: Catarata, 2009.
Giráldez, A. (2014). Música: complementos de formación disciplinar. Ministerio de Educación de España. https:/ / en/ lc/ usj/ titulos/ 49218

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)
Blogs de música en la revista Educación 3.0
Recursos musicales Mª Jesús Camino Rentería]

* Guía Docente sujeta a modificaciones