Universidad Camilo José Cela (SPAIN)
About this paper:
Appears in: INTED2013 Proceedings
Publication year: 2013
Pages: 6733-6741
ISBN: 978-84-616-2661-8
ISSN: 2340-1079
Conference name: 7th International Technology, Education and Development Conference
Dates: 4-5 March, 2013
Location: Valencia, Spain
In an era characterized by an overabundance of messages (Sanchez, 1997), visual illiteracy, caused by ignorance of the code, leaves the consumer in a precarious situation of helplessness to the messages they receive from various media and communication (Ferres, 1996).

The school, in their pedagogical students are taught by traditional linguistic content, is opening a gap that separates it from the most innovative contemporary teaching. These didactics propose a higher level of criticality by students, developing skills and operational skills within what to teach? (From Zubiría, 1994). This is achieved through modern practices and sentimental emotional development of each individual within a "know-how" and "know how to be" in line with the demands of the new knowledge society and information. We need, therefore, contain media literacy in schools, in order to show the importance of this dynamic and its impact on the citizens of today and tomorrow (Beltran and Calderon, 2007).

These and other reasons are why we need to develop in our young people skills that will facilitate the critical reception of media, achieving a better reading of the messages they consume, and therefore can reduce the negative effects that the media produced in their personal and social development and social. This, with the support of the school, starting with the earliest stages of education and continuing progressively throughout the entire education system up to the University, must help educate students with skills and competencies that enable them to play a better role within society. Media literacy is a vehicle for achieving this goal.

Visual Arts in Education (VA.E) is a research project based on the teaching and learning of contemporary visual arts in kindergartens and elementary schools. Its main objective is to analyze the use and implementation in SEK schools in the Community of Madrid, a suitcase teaching created by the General Division Promotion of Fine Arts of the Ministry of Education, Culture and Sports: The KIT E.CO.
This training material is designed as a proposal of visual literacy for children from 4 to 10 years old. Its main objective is to motivate them in a process of analysis and discovery of the pictures throughout the game, understanding, appreciation and apprehension of the visual arts. In this way, they become stakeholders in the process of creating your own visual code. The present paper is part of a parallel investigation to the overall objectives of the project, which aims to evaluate the teaching of it. To analyze the development of cognitive abilities and creative that will occur in the child of this age with the use of KIT and achieving key learning objectives through the image and all, from units of inquiry as part of an international and bilingual education.
Visual Arts, creativity, cognitive, abilities, knowledge.