Logo UAB

Teaching Innovation in the Visual Arts

Code: 102034 ECTS Credits: 6
Degree Type Year Semester
2500797 Early Childhood Education OT 4 0
2500798 Primary Education OT 4 0
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.


Mar Morón Velasco

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:


Mar Morón Velasco


To take this subject, it is recommended to have passed the compulsory subjects in the area, the EP Degree and / or the EI Degree:"Music and visual education", EP2; "Music, visual and learning education", EP3; "Visual Arts Education I", EI3 i "Education of the Visual Acts II", EI3.

This subject is part of the mention of PERFORMATIVE ARTS EDUCATION.



Objectives and Contextualisation

Currently, the school as an institution is being transformed according to the social and cultural changes and emerge further discussions on the role of knowledge, identity construction and visuality in training children. In this context of change and once reached the skills related to the practice of art and artistic languages, students should be able to reflect and intervene as educators in accordance with the opportunities and challenges facing the school, from the perspective of innovation through art and visual culture.

This course provides students with the foundation for innovation in teaching visual arts and its application inthe classroom, understanding that changes in art education do not arise from an individual initiative but collaboration among multiple stakeholders in practice (children, educators, artists and cultural workers, mainly). Therefore, the subject is closely linked to the practicum fourth course, and be able to guide the student in planning and educational intervention in this context of change.

Ultimately, in this subject are raised as main objectives:

											. research artistic education projects that are currently being carried out nationally and internationally,
											. design interdisciplinary and inclusive projects to educate in the arts and through the arts, and
											. know institutions and professionals linked to artistic education.



    Early Childhood Education
  • Acquire habits and skills for cooperative and autonomous learning and promote the same in pupils.
  • Analyse and recognize one’s own socio-emotional skills (in terms of strengths, potentials and weaknesses) to develop those necessary for work and professional development.
  • Consider classroom practical work to innovate and improve teaching.
  • Design and regulate learning spaces in diverse contexts which attend to the particular issues of pupils regarding gender equality, equity and respect for human rights.
  • Express other languages and use them for educational purposes: corporal, musical, audiovisual.
  • Promote the autonomy and uniqueness of each pupil as factors of education in emotions, feelings and values in early childhood.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Work in teams and with teams (in the same field or interdisciplinary).
    Primary Education
  • Design, plan and evaluate education and learning processes, both individually and in collaboration with other teachers and professionals at the centre.
  • Maintain a critical and autonomous relationship with respect to knowledge, values and public, social and private institutions.
  • Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Acquire criteria and resources to advise and intervene at the primary education stage.
  2. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
  3. Be open to signs of aesthetic, social and cultural changes that make it possible to avoid aesthetic or didactic stereotypes.
  4. Demonstrate capacity for creation and reflection in carrying out artistic projects.
  5. Demonstrate competence in the comprehension and dissemination of the different artistic manifestations in different communicative and multicultural formats.
  6. Displaying creative and reflective capabilities in the implementation of art projects.
  7. Express critical and objective arguments with respect to the functions and tasks performed by social institutions.
  8. Guide parents regarding family education in the 0-6 period.
  9. Have knowledge of the appropriate digital technology for artistic practice.
  10. Have the capacity to organize both personal and group work to perform the tasks required of the subject.


CULTURAL SKILLS: Contemporary Visions of art education
1.1. Debates and state of education in the visual arts
1.2. Art education curricula in the international context
1.3. Networks and innovation projects in arts education

EDUCATIONAL INTERVENTION: Innovation, curriculum and research in education through visual arts
2.1. Basis for innovation in teaching visual arts and their application in the classroom
2.2. Strategies and processes aimed at building an innovation project through art (planning and development)
2.3 The role of evaluation in arts education
2.4. visual research methodologies

PRODUCTION AREA: Collaboration and dialogic practices in visual arts education
3.1. based on dialogue among educators, artists and cultural workers Projects
3.2. Learning to collaborate: the interpretation in the production of art and visual culture
3.3. Search through art at the Faculty of Education Sciences.



The sessions will be intercalated between:

- exhibitions of innovative projects of artistic education by the teacher,

- proposals for artistic practices for the workshop: individual and in groups,

- tutorials to share the research work being carried out, and final exhibitions in class,

- preparation of an ApS project (Learning and Service) among all students: it will consist of designing, conducting and evaluating artistic interventions for children at the Bellaterrra school.

- dialogic practices on topics related to "the didactic innovation of the visual arts", from texts, audiovisual documentaries or visits to exhibitions.

- visit exhibition.


Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19





Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Expositions by teachers 45 1.8 8, 1, 2, 10, 9, 3, 7, 6, 4, 5
Type: Supervised      
Seminars on research, analysis and production. 30 1.2 8, 1, 2, 10, 9, 3, 7, 6, 4, 5
Type: Autonomous      
Research and fieldwork 75 3 8, 1, 2, 10, 9, 3, 7, 6, 4, 5


The evaluation of the subject will realize along all the academic course by means of the activities that show in the table. The student must have passed all the works to be able to pass the subject. Class attendance is mandatory (minimum 80%), as well as active participation in group work. The teacher undertakes to give the necessary instructions to the students so that they can pass the subject and to supervise and tutor the completion of the assignments. Halfway through the course, teachers will give their feeback on the individual and group learning process.
All the work that will be done throughout the course, must be incorporated into a personal website that each student will design.
An ACTIVE, POSITIVE AND RESPONSIBLE ATTITUDE is requested in relation to the area, the attendees, the activities and the spaces.
The recovery will consist of improving those works that have not achieved the requested objectives, the maximum mark of this recovery will be a 5.
There will be a special proposal for those students who want to access an Honors Degree. 

If a mistake is detected in any of the activities, the student will not be able to complete the assignment.




Data avaluació

Data recuperació





. Reflection on texts and audiovisuals (individual)

 . Research work: Innovative Arts Education Projects (group)


1st delivery

 Final delivery



1 week after knowing the final grade


* Delivery of the website with the review of tasks not passed (January 21)



. Learning and Service Project. THE BIG DRAW. ESCOLETA + UAB (group)

. Visit-workshop to the MNAC_relation museum-school (individual)


1st delivery

 Final delivery


. From monotype to literary creation (individual-group)

. Other artistic practice proposals (individual-group)


1st delivery

Final delivery

TO KNOW MORE… (individual)

Final delivery

CONCLUSIONS (individual) Final delivery. 10%

Final delivery

<palign="center">Active and participative attitude. 10%

The whole course


There will be 2 deliveries from the website: 1st delivery, during the subject (November 20, the web link will be delivered) and the final delivery (January 21).

RECOVERY DATE: one week after knowing the final grade, the recovery will be adapted to the shortcomings of each student. The maximum grade for recovery will be a 5.

One of the necessary criteria to pass this subject will be to show, throughout the course, that the student has developed some personal and social skills essential to be "a good teacher": active participation in classes, responsibility and rigor in autonomous work, not judging, arguing, appropriate use of electronic devices (mobile, computer, etc.), critical thinking and behaviors that favor a friendly and positive environment, democratic and where differences are respected. The subject teacher will observe, document the sessions and write down evidence in relation to these personal and social skills of the students; and will be evaluated throughout the course.

It is also necessary that the student shows a good general communicative competence, both orally and in writing, and a good command of the language or languages that appear in the teaching guide.

The assessment will also focus on skills for cooperative and teamwork and will be gender sensitive.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Active participation during the course. INDIVIDUAL 10% 0 0 10, 7, 6
BLOCK I. Reflections on texts and audiovisuals. INDIVIDUAL 10% 0 0 8, 2, 10, 7, 6, 4, 5
BLOCK I. Research work: Innovative Arts Education Projects. GROUP 15% 0 0 8, 1, 2, 10, 3, 6, 4, 5
BLOCK II. Learning and Service Project. THE BIG DRAW. ESCOLETA + UAB. GROUP 25% 0 0 8, 1, 2, 10, 9, 3, 7, 6, 4, 5
BLOCK III. Presentation of the process and results of artistic proposals. INDIVIDUAL 10%, GROUP 10% 20% 0 0 8, 1, 2, 10, 9, 3, 7, 6, 4, 5
Conclusions of the subject. To know more ... Bibliography. INDIVIDUAL 10% 0 0 1, 3, 7, 6
Design and creation of an individual website, collection of work done. INDIVIDUAL 10% 0 0 1, 10, 9, 3, 7, 6, 4, 5


Articles and books:

Álvarez, Morón, Gastín (2019). Educar a través de las artes. Proyectos interdisciplinares e inclusivos en una escuela multicultural. Aula de innovación educativa. N. 287, p. 31.35. Barcelona: Graó

Bamford, A. (2009). El factor ¡Wuau!. El papel de las artes en la educación. Barcelona: Octaedro.

Barbe-Gall, F. (2009). Cómo hablar de arte a los niños. Donostia: Nerea.

Barbe-Gall, F. (2010). Cómo mirar un cuadro. Barcelona: Lunwerg.

Bosch, E. (2009). Un lloc anomenat escola. Barcelona: Graó.

Cahnmann-Taylor, M. i Siegesmund, R. (Eds.) (2008). Arts-Based Research in Education. New York i Londres: Routledge.

Carson, R. (2012). El sentido del asombro. Madrid: Ediciones Encuentro SA.

Efland, A. (2004). Arte y cognición. La integración de las artes visuales en el currículum. Barcelona: Octaedro.

Efland, A.; Freedman, K. i Stuhr, P. (2003). La educación en el arte postmoderno. Barcelona: Paidós.

Eisner, E. W. (2004). El arte y la creación de la mente. Barcelona: Paidós.

- (1995). Educar la visión artística. Barcelona: Paidós.

Freedman, K. (2006). Enseñar la cultura visual. Currículum, estética y la vida social del arte. Barcelona: Octaedro.

Freire, H. (2007). Room 13. Un espacio para crear. Cuadernos de Pedagogía, 373, 18-23.

Gardner, H.  (2000). La educación de la mente y el conocimiento de las disciplinas. Barcelona: Paidós

- (1994). Educación artística y desarrollo humano. Barcelona: Paidós.

Garoian, C.R. & Gaudelius Y.M. (2008). Spectacle pedagogy: Art, politics, and visual culture. Albany: State University of New York.

Greene, M. (2005). Liberar la imaginación. Ensayos sobre imaginación, cambio y arte social. Barcelona: Graó.

Hoyuelos, A. (2012). Les imatges fotogràfiques com a documentació narrativa. In-fàn-ci-a, 188, 7-14.

Marín Viadel, R. (2003). (Coord.). Didáctica de la educación artística para primaria. Madrid: Pearson Education.

- (2005) (Coord.). Investigación en educación artística: temas, métodos y técnicas de indagación sobre el aprendizaje y la enseñanza de las artes y culturas visuales. Granada: Universidad de Granada.

- (2005). Investigación en Educación Artística. Granada: Universidad de Granada y Universidad de Sevilla.

Morón, M. (2005). L’art del segle XX a l’escola. Recuperat de: http://www.marmoron.com/lartdelseglexxalescola/html/index.htm

Morón, M. i París, G. (2013). Espacios de creación artística en la escuela. Arte y movimiento, 9, 53-63.

París, G. (2018). Art i joc, processos de creació a la infància. Infància, 225, 37-42.

París, G.i Morón, M. (2019). Quan l’art entra a l’escola la creativitat surt per la finestra. Guix, 453. 41-45.

Rogers, C. (1978). Libertad y creatividad en la educación. Barcelona: Paidós Educador Contemporáneo.

Stern, Arno (2016). Del dibujo infantil a la semiología de la expresión. Valencia: Samaruc.

Vallvé, Ll. (2010). Tiene que llover al revés. Barcelona: Octaedro.

Vecchi, V. (2013). Arte y creatividad en Reggio Emilia. Madrid: Morata

Vigotsky, L. S. (1982). La imaginación y el arte en la infancia. Madrid: Akal.

Vilardebó, C. (1961). Alexander Calder: Le Cirque de Calder. [Vídeo] Recuperat de: http://www.youtube.com/watch?v=MWS96nzFUks

VV.AA. (2010). Transductores. Pedagogías colectivas y políticas espaciales. Granada: Centro de Arte José Guerrero. [Catàleg accessible on-line: http://issuu.com/blogguerrero/docs/transductores]

Other resources:

Unitat de Didàctica de les Arts Plàstiques. Facultat de CCEE. UAB. Recuperat de: http://www.uab.cat/servlet/Satellite/el-departament/didactica-de-les-arts-plastiques-1243492964927.html  Enllaços de interés. Recuperat de: https://www.uab.cat/web/la-docencia/educacio-de-les-arts-visuals-1345742628701.html


Video, audio and image editors.