About this paper

Appears in:
Pages: 5890-5893
Publication year: 2014
ISBN: 978-84-617-0557-3
ISSN: 2340-1117

Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain

RECONSIDER ART EDUCATION. DIDACTIC PROPOSALS IN THE ELEMENTARY TEACHING DEGREE, IN EDUCATION

S. Martínez-Gallego, A.M. Botella-Nicolás

University of Valencia (SPAIN)
The following paper reflects the experience in the classroom of Master Degree in Primary Teaching Course Proposals in Art Education through the implementation of the methodology and formative evaluation of the project work.

The main objective has been to improve the perception of the subject using a formative assessment that motivates students to work at their own proposal will significantly optimizing the final results.

In this interdisciplinary project, students gain knowledge of various areas or disciplines during the development process of the research. This one, based on the central interest, is enriched and branched out as we integrate different parts of the curriculum in it. Learning is constructed between teacher and student seeking the participation of all and facing the challenges that are arising. The proposed methodology is project work, with the 40 students who make up the only group in which the subject is taught. This means that students assume a role of active participants in their own learning, after acquiring a strong commitment to design, implementation and evaluation of the subject, the teacher acting as a facilitator in the process.

The results show improved perception of matter by applying a formative evaluation. Motivation and involvement of students is greater when working on its own proposal which greatly optimizes the final results. The experience is very interesting and allows students to work with contents that are not initially used to assess. They learn to see the Art Education from a different prism. They give a creative and innovative approach to their work and how to do it in class results in these aspects. They understand their work differently and assess themselves while acquiring knowledge.
@InProceedings{MARTINEZGALLEGO2014REC,
author = {Mart{\'{i}}nez-Gallego, S. and Botella-Nicol{\'{a}}s, A.M.},
title = {RECONSIDER ART EDUCATION. DIDACTIC PROPOSALS IN THE ELEMENTARY TEACHING DEGREE, IN EDUCATION},
series = {6th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN14 Proceedings},
isbn = {978-84-617-0557-3},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {7-9 July, 2014},
year = {2014},
pages = {5890-5893}}
TY - CONF
AU - S. Martínez-Gallego AU - A.M. Botella-Nicolás
TI - RECONSIDER ART EDUCATION. DIDACTIC PROPOSALS IN THE ELEMENTARY TEACHING DEGREE, IN EDUCATION
SN - 978-84-617-0557-3/2340-1117
PY - 2014
Y1 - 7-9 July, 2014
CI - Barcelona, Spain
JO - 6th International Conference on Education and New Learning Technologies
JA - EDULEARN14 Proceedings
SP - 5890
EP - 5893
ER -
S. Martínez-Gallego, A.M. Botella-Nicolás (2014) RECONSIDER ART EDUCATION. DIDACTIC PROPOSALS IN THE ELEMENTARY TEACHING DEGREE, IN EDUCATION, EDULEARN14 Proceedings, pp. 5890-5893.
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