PRIMARY EDUCATION

YEARS 5 AND 6 3rd CYCLE

CURRICULAR Ministry of Education and PROJECT Science (MEC) ARTS AND CRAFTS EDUCATION KEY ARTS AND CRAFTS

In compliance with Royal Decree 1513/2006, of 7th December, published in the Official State Gazette (B.O.E.) on 08/12/2006. CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

CURRICULAR PROJECT FOR PRIMARY EDUCATION

Primary education is a key level in pupils’ training. During this age bracket they will make the transition from pre-logical thinking to that of constructing and consolidating logical- concrete thought. This involves some forms of reasoning characterised by reversibility and flexibility, by significant progress in their capacity for analysis and synthesis (of specific data), their interest for expanding their knowledge and a significant increase in their data retention capacity. During this period interpersonal networks broaden and the importance they attribute to peer relationships increases.

The organisation of this educational phase combines a joint level structure within a system which lays psychological and sociological foundations, with an internal cycle and year structure, which gradually facilitates their adaptation to the major learning objectives with the necessary attention to the differences that pupils show in their different levels of development. The most significant assumptions of this stage laid out under the Spanish Organic Law on Education (hereinafter referred to by its initials in Spanish, LOE) are:

▪ It is structured into three cycles each lasting two academic years. Together with Compulsory Secondary Education, it makes up what is termed Basic Education. ▪ The areas considered instrumental for acquiring other knowledge will receive special attention. ▪ It will provide an education that enhances development and personal wellbeing and the acquisition of basic cultural skills to do with oral expression and comprehension, reading, writing, arithmetic as well as fostering social skills, work and study habits, artistic appreciation, creativity and sensitivity. ▪ The tutor’s role will be to guide the pupils’ individual and group education process. ▪ Attention to pupils’ diversity and the prevention of learning difficulties, acting as soon as the latter are discovered. ▪ Fostering reading. A certain time will be devoted to this each day; together with oral expression and ICTs, they will be subjects that are focused on in all the areas. ▪ The key competencies will be a core reference in this level, for the purposes of programming, assessing, promoting and co-ordinating with the Secondary Education level. ▪ Centres offering primary level educational programmes must show three lines of co-ordination with those offering secondary education programmes. ▪ Special emphasis will be placed on attention to diversity among the pupils. ▪ The evaluation of the pupils’ learning processes will be continuous and global.

The fulfilment of such ambitious assumptions requires commitments be assumed in keeping with the principles of common education and with attention to pupils’ diversity. The educational authorities will regulate measures to attend diversity, organisational and curricular measures, which will enable centres to employ a flexible teaching set-up in

2 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE exercising their autonomy. Article 19.1 of the Law, which deals with pedagogical principles, establishes that special emphasis will be placed at each stage on attending the diversity in the body of pupils, on individualised attention, on preventing learning difficulties, on putting back-up mechanisms into practice as soon as difficulties are detected.

THE EDUCATIONAL PROJECT AND TEACHING TEAMS

Pursuant to the Organic laws (LODE and LOE) and the Rules Governing Organisation and Functioning, teaching centres possess autonomy to define their organisational and pedagogy management model. Article 2.2 of the LOE defines teamwork and pedagogical autonomy as factors that foster quality in education.

The educational project is the document that lays out the decision-making process that defines a centre’s identity and that of the levels that it delivers. The curricular project offers different teaching co-ordination options to the teaching staff involved in a level to locate the specifications of the official curriculum for the different areas, i.e. the agreements on the targets, strategies, means and contents of their teaching input to be used. Such measures will respond to the features and needs of the context and will assure the coherence and quality of their teaching activity.

Hence the specifications of the primary education curriculum that will form part of the education programme develop and contextualise the official prescriptions, taking each centre’s particulars into account. These are the second level of specification of the curriculum. The basic elements include:

 General guidelines and decisions. These include the adaptation of the general aims to the level, teaching principles, guidelines on common-transversal contents and criteria for organising attention to pupil diversity.  The tutor’s action plan.  Programmes for the teaching teams that will include for each area: - The learning objectives for the cycles. - The contents, key competencies and evaluation criteria for each year. - The way in which the common-transversal contents are built in. - The teaching-learning methodology to be applied. - The materials and other teaching-learning resources, including books, to be used by the pupils. - The evaluation procedures for this learning. - The measures for attending to diversity.

The opening and flexibility of the curriculum has a dual implication: On the one hand, it must respond to the reality of the education centre as neither the pupils nor the teaching staff nor, in short, no two school contexts will be the same; on the other, the adjective flexible applied to

3 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE a curriculum implies the idea of being under permanent review, as the school, social and scientific contexts do not remain the same over time.

This document and its programmes, therefore, award more autonomy to the centres and they should mirror the set of decisions that are going to define the training model to be adopted by each one. The responsibility for these decisions lies with the teaching team and requires prior reflection to evaluate the different options and criteria presented to us. We are therefore before what we could classify as a transcendental document for the life of the centre.

The functions of curricular programmes with respect to defining curricula

The Curricular Programme sets out the decisions and agreements reached by a centre’s teaching team and, more specifically at a level, on the formulae for educational intervention which is going to be used to assure coherence in teaching-learning practice.

Teamwork considerably enriches educational activity. The exchange of opinions, studies and experiences, reflections on individual and group practice deriving from this joint work are factors that make a decisive contribution to teaching quality.

This all produces the meaning and the functions of the curriculum specifications:

- To contextualise or adapt the Education Authority prescriptions and guidelines to the reality of the centre. - To guarantee agreements that assure coherence of educational practice. This will be feasible through decisions taken that lay out joint solutions for forging the continuity and equilibrium of the curricular elements for the various years. - To train. Delivery and specification of the curriculum contribute to increasing the teaching competencies of the staff, who reflect on their knowledge and on their practices to justify the decisions that will be set out in the document. - To guide work in the classroom. Through one of its elements, the Team teaching programmes and the area teaching programmes therein, curricular specification becomes the most immediate benchmark for guiding the specific decisions concerning classroom teaching-learning programmes.

Drawing up curricular projects and their curricular specifications

The guidelines drawn up by the Authorities to facilitate the task of project design for the centres, warn of the need to consider said projects as a process, which is complicated to perform, in need of periodic review that assures its improvements and constant adaptation to a changing educational reality.

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The configuration of the strategy or action plan will need to take account of the various kinds of resources that may be used:

- Personal and organisation resources, identifying the bodies responsible for configuring the project in its different phases. - Material resources that will facilitate the task of specifying and contextualising/adapting the projects.

Personal resources: Responsible bodies

The LOE defines the bodies responsible for the project in its different phases. The functions for each one of these bodies are specified in the Organic Regulations. We can therefore observe that:

- The Teaching Faculty establishes the criteria, approves and evaluates the curriculum specifications and the educational issues deriving from the projects. It decides any possible subsequent modifications. - The Pedagogical Co-ordination Committee or Expert Team supervises the drawing up and review of the curriculum specifications. - The Teaching Team makes proposals to the Pedagogical Co-ordination Committee concerning the drawing up of the curriculum specifications.

Material resources

In order to define a work strategy or plan, it is also necessary to define the material resources that may be used to draw up the curriculum specifications. These may include, inter alia: - Legislative materials such as the official curriculum and the Organic Regulations for Centres to identify the specific elements that a curricular project must include and those responsible for drawing it up, approving and reviewing it. - Development and/or adaptation proposals.

This document comes under this heading. This publication includes some of the criteria and responses that have guided the drawing up of the materials comprising the SM Primary Education Project. Said criteria are widely developed in the various books containing the programmes and teaching-learning for each of the areas.

This proposal is based on our constant service commitment to teachers and our uptake of the challenge to improve teaching quality and we hope it will prove useful. THE TEACHING-LEARNING PRINCIPLES

The new primary education curricula state that they aim to address and update the programmes from a psychological, scientific, social and teaching-learning perspective.

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By analysing the general focuses of the level and those specific to each area, it is possible to derive a set of framework principles that assure coherence between years and cycles of the curricular project. These principles are: To boost each pupil’s development and the development of his/her key competencies, to foster conveyance between contents and stimulate co-operation.

To consider the capacity level of the student and to stimulate new capacity levels

This principle demands that the characteristic, general psychological features of an age- group be taken into consideration and also the previously constructed knowledge the pupils possess that conditions the assimilation of new contents. Psycho-pedagogical research undertaken in this area has shown that the characteristic capacities of concrete logical thought appear in very different ways depending on the prior knowledge from which pupils kick off.

Hence, the stimulation of a pupil’s development demands a matching of the psychological and epistemological sense or meaning. The aim is to harmonise the capacity levels, basic knowledge and logic structure of each discipline. Contents must therefore be relevant and be presented in an organised manner.

To foster the development of key and specific competencies

In a society in which knowledge is in a state of permanent transformation, the best legacy that we can give our pupils is to endow them with the necessary mechanisms to enable them to effectively and constructively join the society they live in, in order for them to eventually even co-operate personally in these transformations.

In the general objectives of the level, in the area objectives and in the evaluation criteria today’s curricula, although emphasising the conceptual aspect in their content, underline the importance of acquiring work tools (analysis, schematic outlines, search and selection of meaningful information, etc.) which come together to build autonomous learning strategies. This leads to one of the dimensions in education linked to performance of the tutor and guidance counsellor function through teaching: Teaching to think and work and teaching to undertake tasks, to show initiative and make decisions.

The LOE already defines the key competencies in the components of the curriculum. The official curricula have been defined in keeping with educational assumptions promoted from the European Union and international bodies. Competencies are going to be a benchmark in pupils capacity to know what to do, to function; they will be specified in the different areas and comprise one of the essential guidelines in the teaching-learning process and in the evaluation process.

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To stimulate transfer and connections between contents by means of an overall, globalising approach.

In primary education, the area is the basic mode of structuring contents. This way of curriculum organisation enables it to be dealt with in a thorough manner and contributes to developing pupils’ capacity for analysis. Nevertheless, knowledge fragmentation may impede comprehension and practical application. Therefore it is beneficial to show how contents are interrelated from an overall and globalising perspective. This may be done by taking the development of key competencies referred to previously as a benchmark; also and more specifically by means of common-transversal contents, building common key concepts and highlighting the aim of some work techniques which offer shared solutions to certain problems of knowledge.

To contribute to forging a climate of mutual acceptance and co-operation

Research on learning underlines the role of the social, natural, cultural and school environments in pupils’ development. The teacher’s role in this process as a mediator between contents and pupils’ activity is essential. Pupils’ interaction has a decisive influence on the socialisation process, in showing points of view as being relative, in increasing their aspirations and academic performance.

Level and area objectives and evaluation criteria place great importance on this aspect. It will be necessary to design teaching-learning experiences aimed at creating and maintaining a climate of mutual acceptance and co-operation, fostering the organisation of work teams and the distribution of tasks and responsibilities among them.

ASSESSMENT IN PRIMARY EDUCATION

The LOE, curriculum decrees and evaluation orders form a compulsory frame of reference for undertaking the evaluation process in primary education centres and classrooms. This framework determines that evaluation should broach both the teaching and learning activity and should be a continuous, systematic, flexible and integrating process. The aims of said process are:

- To discover the initial point from which the components begin and which affect the process at the time chosen for evaluation. - To facilitate the formulation of an appropriate model of action adapted to the context, in view of the aforementioned data. - To monitor how pupils’ development and learning evolves. - To take the necessary decisions to adapt the design and performance of our educating activities to the needs and achievements observed in pupils in their learning processes.

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ASSESSMENT OF THE LEARNING PROCESS

Assessment Criteria The official curriculum defines certain criteria in the form of headings indicating what should be assessed for each area. It is the centres that must specify and adapt these criteria in their curriculum specifications. This document includes a proposal. Said proposal includes a list of the criteria and the specific competencies proposed both together.

Assessment criteria are necessary for educational activities because they enable the teaching-learning processes to be monitored, correcting the itineraries taken according to the expected objectives. This is its principal purpose or formative function.

Assessment procedures and instruments If evaluation is a flexible process, the procedures employed will have to be varied. In order to collect data we will have to employ different evaluation procedures:

* Observation of behaviour * Interviews * Tests configured as a synthesis of the most significant contents worked on in the teaching- learning process. * Oral and written questionnaires.

Data is collected using a variety of evaluation instruments. These may be divided into official instruments, the format of which is defined by the Authorities, or personal instruments, formats freely selected or constructed by the teacher or team of teachers.

The following documents should form part of the official register: the individual report, the pupils academic transcript, the academic history, personal reports for transfer and evaluation minutes.

The registry instruments available to the teacher or team may include evaluation scales (for contents of an attitudinal or procedural nature) and control lists (for objectives and contents linked to the command or mastery of concepts).

ASSESSMENT OF THE TEACHING PROCESS

The rules governing evaluation in primary education stipulate that teachers will assess their own teaching processes and practices with regard to the achievement of the learning objectives of the curriculum. This evaluation should also be of a continuous and formative nature and will include references to aspects such as:

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* Classroom organisation. * Full usage of the centre’s resources. * The relationship between teachers and pupils. * The relations between teachers. * Community living with the pupils.

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SIGNIFICANT ELEMENTS IN CURRICULUM SPECIFICATION

The different elements comprising the SM Publications curriculum specifications for primary education are laid out and explained in detail in the Programme and Teaching books for each of the educational cycles and areas to be delivered.

Following is the most relevant information from said books aimed to serve as a guide for teaching teams that are at this time undertaking the drawing up of their curricular projects in keeping with the new legislation.

The adaptation of the curriculum to the social and cultural environment is a task wholly pertaining to the centres. Nevertheless, we have included some points for teaching teams to reflect on.

1. THE GENERAL OBJECTIVES OF PRIMARY EDUCATION

These are the headings that define, in terms of capacities, the kind of development we expect pupils to have achieved at the end of the level. These capacities will guide and dictate educational activities in all the areas, aiming for an overall evolution of pupils’ personality by attending their intellectual, communicative, aesthetic, social, sensitivity and motor dimensions.

2. SELECTION AND SEQUENCE OF OBJECTIVES AND CONTENTS

The following principles underpin the specification of objectives and contents:

a)Adaptation to pupils’ evolutive development in each of the cycles and years. b)Consideration of the level and area objectives and their relationship to the key competencies. c)Prior learning that these children have by virtue of their past education. d)Coherence with the internal logic of each of the areas to which the teaching-learning contents belong. e)Choice of contents in keeping with the blocks of the official curriculum. f) Balance between specific contents and the cyclical treatment of the most significant ones. g)Partially globalising approach. h)The relevance and consideration of the key competencies and the common-transversal contents according to the features of the areas they comprise.

3. THE IMPORTANCE OF THE KEY COMPETENCIES AND THEIR SPECIFICATION

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As we have previously mentioned, in keeping with the curriculum concept defined in article 6 of the LOE, the programmes drawn up by the Authorities highlight the value of key competencies. Article 20.4 of said law states that key competencies are the benchmark for determining pupils’ evaluation and whether or not they progress or remain in the same year. All of this implies that the teaching stipulated in the official curriculum and its specification in the centres have to assure that pupils develop these key competencies.

Key competencies are defined (Escamilla and Lagares, 2006) as capacities relating in a priority way to knowing what to do; the consideration of the functionality and practicality of the competence do not boil down to something purely mechanical; knowing what to do also includes a theoretical and comprehension dimension (components, keys, ways of resolving) and it also possesses an attitudinal dimension (which allows pupils to hold a pool of knowledge, to mobilise it and evaluate options). By virtue of their complexity, they represent a training component which have to be approached in a convergent manner (from different areas) and gradually (at different learning moments, year, or cycle situations).

The new curricula for secondary and primary education have defined eight key competencies for compulsory education as a whole. They are the following:

1. Linguistic communication 2. Mathematical competence 3. Knowledge and Interaction with the Physical World: 4. Processing of information and digital competence 5. Social and citizen competence 6. Cultural and artistic competence 7. Learning to learn 8. Autonomy and Personal Initiative:

In our specifications of the curriculum, the development of these key competencies is compulsory; however we must materialise them in more concrete headings which, from each area, define the operating resources identifying each area of the curriculum co- responsible for their acquisition and development. Hence we will show some specific competencies as performance elements in certain teaching-learning contexts; these will then depend on the key competencies. In our document we show that dependency relationship by adding the number accompanying said competence in official documents and which we have previously cited herein.

4. DECISIONS CONCERNING EDUCATIONAL METHODOLOGY

The Programming and Teaching books for each area offer a detailed breakdown of the most appropriate strategies and techniques for the teaching-learning process.

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One of the pages in the document covers the general methodological outline for the area.

From a generic viewpoint, the SM Publications Project, together with the teaching programmes, is based on the aforementioned principles of educational intervention, which we can summarise and specify as follows: a)The pupils’ level of development, in its various dimensions, forms the starting point for building other learning that fosters and improves said level of development. b)Emphasis is placed on stimulating the development of general capacities and of key and specific competencies by working on the various areas. c)Priority is given to understanding the contents worked on, as opposed to rote learning. d)Opportunities are fostered which put new knowledge into practice, whereby pupils can see why what they are learning is of interest and useful. e)Pupils are encouraged to personally reflect on what is undertaken and to draw conclusions about what they have learned, enabling them to analyse their progress with regard to their knowledge.

The aim of all of these principles is that pupils gradually become able to learn autonomously.

5. DECISIONS CONCERNING EVALUATION

As is indicated in the official curriculum, evaluation criteria define the type and level of learning that pupils are expected to achieve throughout primary education with regard to the key competencies and the capacities indicated in the general objectives. The level to which these objectives are achieved in relation to the evaluation criteria set, must not be measured mechanically, but rather with flexibility, taking each pupil’s situation into account, the year he/she is in as well has his/her own characteristics and possibilities. Assessment largely has a formative function, because it provides teaching staff indicators on how pupils’ successive levels of learning are developing, hence offering the possibility of applying corrective mechanisms if insufficiencies are detected. Likewise, these indicators are a source of information on the very process of teaching itself. Therefore, evaluation criteria, and the specific competencies represent a fundamental point of reference throughout the interactive teaching and learning process.

In order for evaluation criteria to be able to truly fulfil this formative function, it is necessary they be used from the very beginning of the learning process, hence it is fundamental to have the criteria for each year and for each of the teaching units, so that possible learning difficulties be identified as early as possible to allow correction of the pedagogy employed.

6. MEASURES FOR ATTENDING TO DIVERSITY.

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The very definition of the curricular project and its curricular specifications constitute a measure for attending diversity. Alternatively, by broaching this in the teaching programmes and units a series of proposals will be generated that will favour programme adaptation to the interests, capacities and what motivates the pupils, always respecting common ground-work and overall training intent that will enable the key competencies and the objectives for each year in the level to be achieved.

7. COMMON-TRANSVERSAL CONTENTS

The official curriculum recognises the importance of promoting the development of new attitudes and values. It must be sufficiently flexible to include the new training needs that are characteristic of a plural society in a permanent state of flux. It therefore contains a set of teachings, which, built into the area programmes, criss-cross it and permeate it. Their generic name is common or transversal teaching contents. In article 19.2 on pedagogic principles, the LOE defines that notwithstanding that they may be specifically dealt with in some areas in this level, all the areas will work on reading comprehension, written and oral comprehension, audiovisual communication, ICTs and education in values. In order to encourage reading, a certain time will be devoted to this activity on a daily basis.

We can thus see that as far as transversal teaching is concerned referring to education in values of a personal nature, interpersonal-social education (moral, civic, peace and community living, environment, consumer, equal opportunity for both sexes, sexual, health education and road safety) it has been broadened to relate more extensively to what the social and cultural and economic and professional spheres are demanding. This broadening is reflected in contents which are today awarded great value and are instrumental: oral and written comprehension and expression, audiovisual communication and ICTs.

The present document shows how the common-transversal teachings are integrated into the objectives, the competencies, the different content blocks and the evaluation criteria. The methodology guidelines for each area include specific references regarding their link to transversal contents

ARTS AND CRAFTS EDUCATION

AREA DESCRIPTION AND METHODOLOGY

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The aim of arts and crafts education is to foster pupils’ aesthetic perception and expression and to enable them to assimilate content that is essential for their general and cultural education.

Arts and crafts education involves sensory intellectual, emotional, affective and aesthetic aspects, releasing mechanisms that allow them to develop varied and complex capacities with an educational projection that has a direct influence on pupils’ overall training; it fosters the development of their attention capacity, it stimulates their perception, intelligence and short and long-term memory, it encourages their imagination and creativity and is a way of developing their sense of order, participation, co-operation and communication.

The area comprises two languages: visual arts and music. Both are developed together along the two axes of perception and expression. The former includes all those aspects relating to the development of sensorial, visual, auditory and bodily recognition capacities, which help to understand the different manifestations of art, as well as knowing and enjoying visual art and musical productions of varied kinds. The latter refers to the expression of ideas and feeling through the knowledge and use of different artistic codes and techniques.

In this area, perception refers to the observation of visual art elements and listening to music. This observation should concentrate on interpreting, investigating and analysing the natural environment and human activity and creation, understanding the latter as a generator of everyday objects and items and of purely artistic representation. Likewise, listening concentrates on the development of auditory differentiation and comprehension skills during musical interpretation and creation as well as when listening to live or recorded musical pieces.

Expression refers to exploring the elements involved in art and visual language, to the treatment of materials and the variety of possibilities of expressing what is perceived and felt, complying with a planning in the development process. It also involves musical performance and the development of technical skills and capacities relating to vocal and instrumental performances and to corporal expression and dance. The invention and creation of different visual art or musical productions are stimulated through one or other language.

Both visual art and musical languages represent specific artistic spheres, each with its own characteristics; however, given that the production and interpretation of both languages have aspects in common, in this cycle they are included as one area to enable an overall approach contemplating the close relationships between the different kinds of artistic expression and representation. For this same reason, and despite the special mention

14 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE awarded to music and visual art expression within this area, it also includes some dance and theatre content.

THE RELEVANCE OF THE KEY COMPETENCIES IN THE ARTS AND CRAFTS AREA PROJECT

The reference to key competencies made in the official curriculum will prove especially interesting for the development and clarity of this integration perspective. The first aspect we should highlight is the contribution of the cultural and artistic competence. Hence our project studies the different artistic codes, techniques and resources involved in visual art expression, helping pupils to take their first steps in perceiving and understanding the world around them and broadening their possibilities of expression and communication with others. In addition to the possibility of representing an idea in a personal way, employing the resources offered by artistic languages, it fosters initiative, imagination and creativity while at the same time teaching respect for other types of thought and expression.

The stimulus and opportunities the area offers prove highly interesting for broaching the various cultural and artistic manifestations, both from the nearby surroundings and from other countries, provides pupils with instruments to evaluate them, to form increasingly more knowledge-based opinions. They can hence gradually build up valid criteria regarding cultural products and broaden their leisure options.

The Spanish state possesses a cultural and artistic heritage of incalculable value and projection, represented by works of interest both domestically and worldwide. At the same time, the cultural events of today which are held in them (exhibitions, fairs, competitions) make up a medium of great wealth and potential for fostering pupils’ interest for enjoyment and learning through art.

The Arts and Crafts Education area, in it visual arts sphere includes contents directly related to the development of the other competencies.

. Linguistic Competence: It fosters a significant increase in the wealth of specific vocabulary, participation in communicative exchanges concerning visual art observation and expression (discussions, debates, dialogues), the description of work processes, arguments on the solutions given or in the appreciation of a piece of artwork and an approach to a range of text varieties (informative, narrative, descriptive, argumentative).

. Mathematical Competence: The experiences obtained through Arts and Crafts Education are going to enhance concept perception, structuring and representation, procedures and attitude linked to geometric shapes and figures,

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the exploration of distances, routes, the orientation and location of objects and people in space. It likewise enables the study and comparison of materials employed in the area and their relationship with prices and occasional special offers. This involves consumer education, a training area which can also use Arts and Crafts Education as an important stimulus.

. Knowledge and Interaction with the Physical World: it stimulates appreciation of the environment through perceptive and representative work with sounds, shapes, colours, lines, textures, light or movement present in natural spaces and human works and realisations. The environment may be the excuse for artistic creation; the work in Arts and Crafts explores it, manipulates it and incorporates it, recreating it to give it a dimension offering enjoyment and contributing to the enrich of people’s lives. Likewise Art and Craft and Visual Art Education takes another, equally important dimension into account, that which combats the aggressions which impair the quality of life, such as the somewhat inappropriate aesthetic solutions given to spaces, objects or buildings. This helps to raise the children’s awareness of the importance of contributing to the conservation of pleasant and healthy physical environment.

. Processing of Information and Digital Competence: Arts and crafts education boosts basic computer usage to show processes relating to the visual arts (access, observation and expression). It enables artistic productions to be created integrating different languages (visual-art, verbal, musical), the analysis of the image, sound and messages these transmit, the search for information for their knowledge and enjoyment concerning artistic manifestations that close at hand and in the Autonomous Community and also the selection and exchange of information on the cultural spheres past and present of other peoples, cultures and times.

. Social and Citizen Competence: The area fosters co-operation, assumption of responsibilities, compliance with rules and instructions, care and conservation of materials and instruments, application of specific techniques and appropriate use of spaces. In the sphere of arts and crafts education, interpretation and creation in many cases involve teamwork. By following these requirements, pupils are trained in their commitment to the other members of their team, in the demands made of group-working and the satisfaction that comes fruit of a shared endeavour. To plan and undertake artistic productions co-operatively allows them and requires them to take on different functions and to collaborate in solving the problems that arise to achieve a satisfactory end- product.

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. Learning to Learn Competence: This is boosted thanks to the experience received in handling objects, experimenting with techniques, exploring textures, shapes or spaces with their senses in order for the knowledge the children acquire to be sufficient foundation for use in different situations. To develop their capacity to observe they need to follow guidelines for analysis, so that the observation provides sufficient and relevant information. Therefore, the area provides research protocols and process planning skills that may be imported into other leaning experiences.

. Autonomy and Personal Initiative: Situations of artistic observation and expression foster knowledge of oneself, of one’s interests, emotions and feelings, exploration and investigation of the appropriate mechanisms for defining possibilities, seeking out solutions, acquiring knowledge and drawing up plans. By exploration and investigation of the appropriate mechanisms for defining possibilities, seeking out solutions, acquiring knowledge and drawing up plans, we are significantly promoting autonomy and personal initiative. The process which takes the child from initial exploration to the end product requires previous planning and demands effort to achieve original as opposed to stereotyped results. It also demands resources be chosen, taking into account the expressive aim of the product they are trying to achieve and constant review of what has been done in each stage of the process, with the idea of improving it if this is necessary. Creativity demands acting with autonomy, putting initiatives into action, considering possibilities and varied solutions. The process not only contributes to originality and searching for innovative ways, but it also generates flexibility as there may be different responses to the same project and it can and must be adapted to the conditions that may arise as it evolves.

Especially worthy of mention is the possibility afforded for developing self-confidence and in shaping fundamental personal aesthetic criteria and evaluations; this will allow them to assertively express how they judge other people’s work and to constructively receive evaluations on their own.

GENERAL LEARNING OBJECTIVES FOR THE LEVEL. a) To know and appreciate the values and behavioural norms, to learn to follow and work within them, to get ready to actively exercise their citizenship and to respect human rights, as well as the pluralism of a democratic society. b) To develop individual and team work habits, effort and responsibility in their study activities as well as fostering attitudes of self-confidence, a critical mind, personal initiative,

17 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE curiosity, interest and creativity in their learning. c) To acquire skills for prevention and peaceful resolution of conflicts that enable them to manage autonomously in the family and domestic environment as well as in the social groups they mix with. d) To know, understand and respect different cultures and the differences between people, the equality of rights and opportunities of men and women and the non-discrimination of people with disabilities. e) To know the Castilian Spanish language and to use it appropriately and, if relevant, the co-official language of their Autonomous Community and to develop reading habits. f) To acquire basic communicative competence in at least one foreign language that will enable them to express and understand simple messages and to cope in everyday situations. g) To develop basic mathematical competencies and to begin solving problems that require elementary arithmetical operations, knowledge of geometry and estimates, as well as being able to apply these to everyday, real-life situations. h) To know and appreciate their natural, social and cultural environment, as well as the care it requires and activity options it offers. i) Initiation in the use of ICTs for learning purposes, developing a critical spirit before the messages they receive and draw up. j) To use different artistic representations and expressions and initiation in the construction of visual proposals. k) Appreciation of hygiene and health, each one accepting his/her own body and those of others, to respect the differences and to use PE and sport as a means for fostering personal and social development. l) To know and value the animals closest to man and to behave in the correct way to enhance their care. m) To develop affective capabilities in all spheres of their personality and in their relations with others, as well as an attitude of rejecting violence, prejudices of any kind and sexist stereotypes. n) To foster road sense and attitudes of respect that favour the prevention of road accidents.

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GENERAL LEARNING OBJECTIVES FOR THE AREA ARTS AND CRAFTS EDUCATION

1. To investigate the possibilities of sound, image and movement as representation and communication elements and to use them to express ideas and feelings, to hence contribute to achieving a balanced sensitivity and to their relationships with others. (LLO: b, c, j, m, o) 2. To explore and get to know diverse materials and instruments and to acquire the specific codes and techniques of the different artistic languages to use them for the purposes of expression and communication. (LLO: h, j) 3. To apply artistic knowledge in the observation and analysis of situations and objects from their everyday lives and of different manifestations from the world of art and culture in order to gain a better understanding and to develop their own tastes. (LLO: h, j, p, r) 4. To maintain an attitude of personal and collective search, using perception, imagination, investigation and sensitivity and reflecting when it comes to undertaking and enjoying different artistic productions. (LLO: b, j, m, o, p, q) 5. To get to know some of the possibilities offered by audiovisual media and ICTs involving image and sound and to use them as resources for observation, information searches and creating their own productions, be it on their own or in combination with other media and materials. (LLO: i, j, o) 6. To get to know and to appreciate different artistic manifestations in their own cultural heritage and in those of other peoples, collaborating in the conservation and renewal of local forms of expression and valuing the enrichment involved in exchanges with people from different cultures that share their same environment. (LLO: a, j, p, r) 7. To develop self-confidence in their own personal artistic production, respecting their own creations and those of others and being able to receive and express criticism and opinions. (LLO: b, c, j, m, o) 8. To undertake artistic productions co-operatively, assuming different functions and collaborating in solving the problems that arise to achieve a satisfactory end-product. (LLO: c, j, m, o) 9. To know some of the professions involved in artistic spheres, showing an interest in the features of artists’ work and enjoying their productions as an observer. (LLO: j, p, r) LLO: Level Learning Objectives

19 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

 ARTS AND CRAFTS EDUCATION ARTS AND CRAFTS

CURRICULAR PROJECT OBJECTIVES FOR 3RD CYCLE

1. To observe visual art works following a protocol, highlighting their visual and aesthetic qualities. 2. To apply complementary, opposing colours and tones as elements for expressing themselves and communicating with others. 3. To explore the changes that volumes and spaces undergo under the effect of light. 4. To explore different kinds of materials, techniques, objects and instruments for developing artistic creativity. 5. To apply ICTs for processing images, design and animation and for dissemination of works that have been produced. 6. To make up images using colour dabs, tones and ranges in comics, picture stories, posters, murals, mosaics, tapestries and prints. 7. To use digital resources for planning and organising cultural visits to do with artistic manifestations of their own cultural heritage and that of other cultures. 8. To apply the knowledge acquired about the distribution of visual art elements in a composition to their own compositions. 9. To undertake their own artistic communication documents, such as posters or guidebooks. 10. To use visual and visual art language to represent ideas, actions and situations in a personal way. 11. To develop attitudes fostering co-operation, constancy at work, tidiness, cleanliness and conservation of individual and group materials. 12. To plan art and craft group activities, playing an active part and always showing collaborative and respectful attitudes towards other people’s contributions. 13. To respect the values and rules in communicative processes and to integrate them into the expression of ideas through visual art messages. 14. To apply terms specific to the visual arts to the description of processes and communicative exchanges.

ALO – Area Learning Objectives

20 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

THE KEY COMPETENCIES FROM THE OFFICIAL CURRICULUM

According to Article 6 of the Organic Law (2/2006) on Education, competencies are an essential element in the curriculum. The official programmes for Primary and Compulsory Secondary Education have identified eight competencies, which are linked to the development of the aims identified for the framework of the European Union states. They are the following:

1. Linguistic communication competence

2. Mathematical competence

3. Knowledge and interaction with the physical environment

4. Processing of information and digital competence

5. Social and citizen competence

6. Cultural and artistic competence

7. Learning to learn

8. Autonomy and personal initiative

In our project, key competencies are going to be defined within specific competencies. They will represent the nucleus of the teaching-learning and evaluation processes. In order to show our commitment, we will indicate the relationship between our specific and the key competencies, and also that between the former and the evaluation criteria. Where the specific competence is marked with an asterisk (*), this implies that in its development there is a possibility for forging fundamental links with all the key competencies, and it is therefore an indication and acknowledgement of its value, to emphasize it for preferential development in education projects.

21 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

ARTS AND CRAFTS EDUCATION ARTS AND CRAFTS

SPECIFIC COMPETENCIES FROM THE CURRICULAR PROJECT FOR YEAR 5 AND THEIR RELATIONSHIP WITH THE KEY COMPETENCIES

1. To express emotions, life experiences and ideas using different materials and textures. (KC 4, 5, 6, 7, 8) 2. To incorporate visual art terms into their normal vocabulary, applying them to communicative exchanges, process descriptions and discussions. (KC 1, 3, 5, 6) 3. To undertake visual art representations, appropriately choosing the materials according to their visual art possibilities. (KC 6, 7, 8) 4. To become familiar with knowledge of spatial aspects of reality, by observing the geometric aspects of objects, being sensitive to their aesthetic and functional qualities. (KC 2, 6, 7, 8) 5. To produce pictures using colour dabs, tones, textures and ranges. (KC 6, 7, 8) 6. To use ICTs as a tool for producing visual creations and as a reference source. (KC 4, 6, 7, 8) 7. To participate in group works, developing attitudes of respect, tolerance, co- operation and flexibility and rejecting discrimination based on personal or social features. (KC 5, 6, 7, 8) 8. To undertake individual and group productions handling different kinds of materials and techniques, valuing other people’s artistic ideas and solutions. (KC 5, 6, 7, 8) 9. To identify different cultural manifestations and artistic features to use these as a source of enrichment and enjoyment. (KC 3, 5, 6, 8)

KC – KEY COMPETENCIES

22 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

ARTS AND CRAFTS EDUCATION ARTS AND CRAFTS

SPECIFIC COMPETENCIES FROM THE CURRICULAR PROJECT FOR YEAR 6 AND THEIR RELATIONSHIP WITH THE KEY COMPETENCIES

1. To express orally and in writing, the characteristics and qualities observed in a visual art composition and the sensations it arouses. (KC 1, 5, 6, 8) 2. To use proportion, dots, lines, texture, light and colour as a means of expression and communication, choosing the most suitable combination according to the production to be attained. (KC 2, 6, 7, 8) 3. To identify different textures, shapes, measurements and colours in objects and in visual art compositions in the proximity, being sensitive to the beauty they generate. (KC 2, 5, 6, 8) 4. To handle the various materials, techniques and objects used for representing objects and figures with ease. (KC 4, 6, 7, 8) 5. To identify the most outstanding art works and manifestations in their own cultural heritage as a source of enrichment and enjoyment. (KC 3, 5, 6, 7, 8) 6. To explore the characteristics, elements, techniques and materials of different works of art, analysing the emotions and feelings they arouse. (KC 3, 5, 6, 7, 8) 7. To use the techniques, materials and resources available (printed, audiovisual and IT) to access basic knowledge on the different artistic languages. (KC 4, 6, 7) 8. To carry out figurative and non-figurative compositions, planning the space and the features of the objects represented. (KC 3, 6, 7, 8) 9. To take part in the group activities proposed in a spontaneous and uninhibited way, showing respect and tolerance towards other people. (KC 5, 6, 7, 8) KC – KEY COMPETENCIES

23 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

ARTS AND CRAFTS EDUCATION

EVALUATION CRITERIA FOR 3RD CYCLE. OFFICIAL CURRICULUM

1. To find, select and organise information about art manifestations belonging to their own cultural heritage and that of other cultures, about events, creators and professionals related to the visual arts and music.

2. To form opinions about artistic manifestations to which they are exposed, showing the knowledge they have on them and a personal inclination for satisfying their enjoyment and filling their free time.

3. To recognise music from their own social and cultural environment and that from other periods and cultures.

4. To adjust their own action to that of other members of the group when performing musical pieces with two or more parts, and dances.

5. To record the music created using different kinds of graphemes.

6. To co-operatively undertake visual art representations which imply spatial organisation, use of varied materials and the application of different techniques.

7. To verify the possibilities of materials, textures, shapes and colours applied on different support media.

8. To use visual and visual art language to represent ideas, actions and situations in a personal way.

9. To make appropriate use of the various ICTs to create simple visual art and musical productions.

24 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

ARTS AND CRAFTS EDUCATION: VISUAL ARTS

CURRICULAR PROJECT EVALUATION CRITERIA FOR YEAR 5

1. To use objects, materials and instruments of different types as a means of personal expression and communication with other people. 2. To represent light and dark areas in compositions depending on the light. 3. To use stroke intensity to give the objects drawn the impression of being closer of further way. 4. To create compositions of the human figure with different expressions and movements. 5. To combine colours, experimenting with colour mixtures and dabs for creative and aesthetic purposes. 6. To give volume to objects using the direction from which the light is coming. 7. To explore space and the elements present in the natural, artificial and artistic environment in a sensorial way in order to express ideas, feelings and experiences. 8. To take part in simple visual art compositions in an uninhibited and pleasurable way showing self-confidence and confidence in others. 9. To identify their own emotions and feelings and those experienced by others as the outcome of observing different visual art representations and showing respect for said works. 10. To make compositions using typographies and illustrations at the same time. 11. To assess the poster as a figurative image that acts as visual communication and represents a known reality. 12. To skilfully handle drawing instruments such as the ruler, compass, and the different kinds of set square. 13. To observe aspects, qualities and features of works of art by following a protocol. 14. To apply metric notions and perspective to building structures and space transformation. 15. To use ICTs for image processing, design and animation. 16. To appreciate artistic manifestations from other cultures, acknowledging the role visual art expression plays in them.

A.C. – Assessment Criteria

25 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

ARTS AND CRAFTS EDUCATION: VISUAL ARTS

CURRICULAR PROJECT EVALUATION CRITERIA FOR YEAR 6

1. To observe pictures, following a protocol, as a means of personal expression and communication with other people. 2. To identify the axis of symmetry in the human figure as an important element in the analysis of said images. 3. Creation of decorative edging from coloured squares. 4. To build an object taking volume into account. 5. To apply complementary colours and tones intentionally. 6. To apply perspective to the study of indoor spaces. 7. To work with a grid and body diagrams to represent the human figure. 8. To complete a story by designing pictures. 9. Production of visual artwork using different resources and techniques. 10. To recognise different textures, shapes, measures and colours in objects and visual art compositions from the environment. 11. To study the elements that make up a comic strip argument. 12. Creation of their own visual artwork using different resources and techniques. 13. To explore the expressive and aesthetic possibilities of different visual art techniques. 14. To use ICTs for image processing, design and animation and for dissemination of works that have been produced. 15. To take part in the group composition of visual art works, showing respect and tolerance towards others, taking each person’s limitations and features into account. 16. To show curiosity for the characteristic art works and cultural manifestations in their surroundings.

A.C. – Assessment Criteria

26 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

ARTS AND CRAFTS EDUCATION

CONTENTS OF THE OFFICIAL CURRICULUM

Block 1. Visual Art Observation

Investigation into the visual art and expressive possibilities of natural elements and geometric structures. Oral and written preparation of protocols for observing the outstanding and the subtle aspects, qualities and features of natural and artificial elements. Exploration of the features, elements, techniques and materials that works of art offer and suggest to enjoy them and create new works. Documentation, recording and appraisal of art and craft forms representing societies’ cultural expression. Appraisal and appreciation of art work as an instrument for personal communication and for transmitting cultural values. Analysis and appraisal of the communicative intent of images in the media and in ICTs. Analysis of the ways of representing volume on the flat, according to the point from which it is viewed or the situation in space. Comparison between the ways space is represented in different areas of spheres.

Block 2. Visual Art Expression and Creation

Experimentation with open and closed shapes and with lines according to their shape, direction and spatial situation. Application of complementary or opposing colours and tones intentionally. Exploration of the changes that volumes and spaces undergo under the effect of light. Handling of materials to decide is they are suitable for the purpose proposed and interest for applying their findings to visual art representations. Use of textures to characterise objects and images. Preparation of works using mixed techniques. Construction of structures and space transformation using metric notions and perspective. Creation of scenes for theatrical performances. Use of ICTs for processing images, design and animation and for dissemination of works that have been produced. Composition of pieces recreating aspects of the works of art that have been analysed. Preparation of their own artistic communication documents, such as posters or guidebooks.

27 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

Open to originality, spontaneity, putting down ideas, feelings and life experiences in a personal and autonomous way in creating a work of art. Constancy and gradually becoming more demanding in the production process, applying creative strategies in the composition, assuming responsibilities in the co-operative work, defining times for review, respecting other people’s contributions and resolving discrepancies with argued reasoning.

Block 3. Listening

Active listening and commentary on different styles of music and cultures, from the past and the present, used in different contexts. Recognition and classification of the most common acoustic and electronic instruments, different voice registers and musical and instrument groups, found when listening to music. Identification of forms of music with repetitions of the same and themes with variations. Recording the music performed in the classroom. Searches on paper and digital media for information about instruments, composers, performers and musical events. Commentary and appreciation of concerts and musical performances. Appraisal and interest in music from different periods and cultures. Identification of sound aggressions and active contribution in decreasing them and in individual and group wellbeing.

Block 4. Musical Performance and Creation

Exploration of the possibilities both for sound and expression of different instruments and electronic devices used for performing music. Performance of vocal and instrumental pieces from different periods and cultures for different kinds of groupings, with and without accompaniment. Undertaking set and invented movements using stimuli ( visual, verbal, sound and music). Performance of dances and group choreographies. Reading and performance of songs and instrumental pieces with a rising degree of difficulty. Assumption of responsibilities in group performances and respect for the contributions of other people and for the person in charge. Vocal, instrumental and bodily improvisation in response to musical and extra-musical stimuli.

28 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

Creation of introductions, interludes and additions and of accompaniments for songs and instrumental pieces. Use of audiovisual media and IT resources to create musical pieces and for putting sound to pictures and to play performances. Invention of choreographies for songs and pieces of music of varied styles. Use of different graphemes (conventional and otherwise) to record and conserve the music invented. Constant and progressively more demanding attitude in undertaking musical productions.

29 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

 CONTENTS OF THE CURRICULAR PROJECT, YEAR 5 ARTS AND CRAFTS EDUCATION ARTS AND CRAFTS

Block 1. Visual Art Observation

Picture reading. (3) The family, school, social, cultural and natural environment in artistic representations. (3, 4) Human expression: Experiences, emotions and feelings. (4) Body diagrams. (3) Proportion. (3) Guidelines for observing pieces of artwork. (3, 4) Textures. (3) The aerial view. (3) Image as a resource of expression. (3, 4) Visual art and expressive possibilities of natural elements and geometric structures. (3, 4) Protocols for observing natural and artificial elements. (2, 3, 4) Communicative intent in pictures, the media and ICTs. (3, 4) The volume of objects (3, 4)

Exploration of visual art and expressive possibilities of natural elements and geometric structures. (3, 4) Construction of objects taking volume into account. (3, 4) Observation of a colour palette. (3, 4) Observation of works of architecture. (3, 4) Observation of the body lay-out in animals. (3, 4) Differentiation between size and proportion. (3, 4) Oral and written preparation of protocols for observing the aspects, qualities and features of natural and artificial elements. (2, 3, 4) Observation of a fresco as an artwork. (3, 4) Creation of a scene from a piece of music. (3, 4) Analysis of the communicative intent of images in the media and in ICTs. (3, 4) Reading of brief literary texts to do with visual art observation. (1) Exploration of visual and tactile textures. (3, 4) Observation of the materials employed in visual art works. (3) Practising with blending colours. (3) Observation of the different variants of colour (tone, shades, contrasts). (3, 4)

30 Related to the core and transversal contents: Reading comprehension (1), oral and written expression (2), audiovisual communication and ICTs (3), personal and social values (4). (*) El The treatment of many of the contents of this area can be carried out by activities that enable them to broach any CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

Verbalisation of the aspects observed in the analysis of a piece of visual art work. (1, 3, 4) Observation of the body lay-out in animals. (3, 4) Experimentation with colour blends. (3) Observation of a fresco as an artwork. (3, 4) Analysis of a cave painting: Elements and materials. (3, 4) Analysis of the ways of representing volumes on the flat. (3, 4) Research about different ways of representing space. (3, 4) Study of the lay-outs of human movement. (3, 4) Analysis of a classical sculpture and a work of architecture. (3, 4) Picture reading on the home and school environments (photographs, drawings, illustrations and so on). (*) Identification of the emotions and feelings experienced by others as the outcome of observing different visual art representations. (*) Production of structured written texts dealing with the observation of pictures and visual art works. (1, 2, 3) Use of strategies to find information from different documentary sources (encyclopaedia, dictionaries, popular works, etc). (*).

Curiosity and interest for exploring and analysing images (4). Enjoyment when contemplating and creating images (*). Respect and care for the works comprising our cultural heritage, for their own productions and those of other people. (*) Willingness to undertake the different classroom activities, both individually and in a group (1, 2, 4). Interest for using image and shape as expressive resources (*). Interest for seeking out information regarding artistic productions and for commenting on them. (*) Appreciation of the importance of visual art communication and expression in the context of interpersonal relations. (*) Appraisal of art and craft forms representing societies’ cultural expression. Acknowledgement of the value of pictures as personal communication instruments. (*) Appreciation of the value of a work of art as a transmitter of cultural values. (*)

Block 2. Visual Art Expression and Creation.

31 Related to the core and transversal contents: Reading comprehension (1), oral and written expression (2), audiovisual communication and ICTs (3), personal and social values (4). (*) El The treatment of many of the contents of this area can be carried out by activities that enable them to broach any CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

Geometric figures. (3, 4) Primary, secondary and complementary colours. (3, 4) Volume in spheres. (3, 4) Body diagrams. (3, 4) Mixing colours. (3, 4) Proportion. (3, 4) The volume of objects (3, 4) The effect of light. (3, 4) The grid. (3, 4) Hieroglyphic writing. (1, 3, 4) Decoration and colour. (3, 4) Symmetry in a portrait. (3, 4) Symmetry in the human figure. (3, 4) Movement diagrams. (3, 4) Textures. (3, 4) Ground plan and elevation. (3, 4) Architecture. (3, 4) The aerial view. (3, 4) Vanishing lines. (3, 4) Half-light and light. (3, 4) Straight lines and curves. (3, 4) Posters. (1, 3, 4)

Reading informative texts on visual art compositions from different cultures and historical periods. (1, 4) Creation of pictures from coloured circles. (3, 4) Experimentation with colour mixtures. (3, 4) Use of the range of warm colours to recreate fire. (3, 4) Creation of a colour grid to imitate a mosaic. (3) Exploration of new ways of organising elements in two-dimensional space, observing the effect produced. (3, 4) Use of different materials to appreciate textures. (3, 4) Construction of an object taking volume into account. (3, 4) Differentiation between size and proportion. (3) Study of shading with the help of a grid. (3, 4) Use of the compass to design objects. (3)

32 Related to the core and transversal contents: Reading comprehension (1), oral and written expression (2), audiovisual communication and ICTs (3), personal and social values (4). (*) El The treatment of many of the contents of this area can be carried out by activities that enable them to broach any CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

Handling a grid to copy objects. (3) Exploration of the changes that volumes and spaces undergo under the effect of light. (3, 4) Use of ICTs for image processing, design and animation and for dissemination of works that have been produced. (*) Composition of different hieroglyphic texts. (3, 4) use of tissue paper to recreate flowers. (3, 4) Creation of a scene from a piece of music. (3, 4) Visual art interpretation starting from a piece of music. (3, 4) Practice in handling set square and compass. (3, 4) Work with the set square for drawing parallel lines. (3, 4) Visual art study of different materials. (3, 4) Making a collage with decorated paper. (3, 4) The study of light beams. (3, 4) Practice of colouring with curving lines. (3, 4) Introduction of proportion created with vanishing lines (3, 4) Use of white wax crayons to create illumination effects. (3, 4) Artistic creation using water colours. (3, 4) Introduction to the design of different images to complete a story. (3, 4) Study of complementary colours on an advertising poster. (3, 4) Creation of a title for a work. (2, 3, 4) Colour combinations and experimenting with new blends and dabs of colour for creative and aesthetic purposes. (3, 4) Making a collage by overlapping coloured papers to appreciate the blend. (3, 4) Understanding relevant information in everyday texts: Leaflets, descriptions, instructions and explanations to do with visual art expression. (*) Making thee-dimensional craftwork. (3, 4) Manipulation and use of a variety of non-conventional materials and those from the environment for carrying out visual art compositions. (4) Exploration of the expressive and aesthetic possibilities of different visual art techniques. (*) Practice of the body lay-out in movement. (3) Study of the lay-outs of human movement. (3, 4) Handling lay-out diagrams to represent figures and faces. (3, 4) Creation of a colour grid to imitate a mosaic. (3, 4) Use of symmetric schemes in representing the human face. (3, 4)

33 Related to the core and transversal contents: Reading comprehension (1), oral and written expression (2), audiovisual communication and ICTs (3), personal and social values (4). (*) El The treatment of many of the contents of this area can be carried out by activities that enable them to broach any CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

Composition of harmonious faces. (3, 4) Analysis of the poster as a work of visual art. (3, 4)

Appropriate use of terms referring to materials, instruments or aspects of the artistic composition. (3) Design of projects that comprise the process of execution, specifying the topic fruit of sensorial perception, imagination, fantasy or real life. (*) Exploration of digital resources for creating artistic works. Drawing and photography. (3) Understanding of general information in texts found in the printed and digital social communications media and internet to do with visual art expression. (1, 2, 3) Identification of emotions and feelings experienced in expression and creation situations. (*) Recognition of emotions and feelings experienced by other people in expression and creation situations. (*)

Enjoyment with artistic activities and command of these (4). Development of basic safe and cautionary habits when using the various tools (scissors, glue, etc.) (4). Interest in exploring the possibilities offered by different techniques and materials for aesthetic purposes. Acknowledgement of visual and visual art production techniques as means of expression and communication. Curiosity about the technical variation produced by the different visual art specialities (*). Satisfaction from a job well done. (4) Interest for following the guidelines indicated in the activities in a neat and tidy way. (4) Appreciation of their own creative work and that of fellow pupils. (4) Appreciation of effort as a means for overcoming difficulties. (4) Respect and tolerance towards others, taking each person’s limitations and features into account. (4) Willing and collaborative attitude in undertaking group compositions (4). Interest for learning and sharing the meaning of the visual art expressions of the cultures of their fellow pupils. (*) Appreciation of the value of a work of art as a transmitter of cultural values. (4) Fostering creativity from an art and craft, literary and technological viewpoint. (1, 3, 4)

34 Related to the core and transversal contents: Reading comprehension (1), oral and written expression (2), audiovisual communication and ICTs (3), personal and social values (4). (*) El The treatment of many of the contents of this area can be carried out by activities that enable them to broach any CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

ARTS AND CRAFTS EDUCATION: VISUAL ARTS

CONTENTS OF THE CURRICULAR PROJECT, YEAR 6

Block 1. Visual Art Observation

Initiation in aesthetic criteria and picture reading. (*) Natural, social and artificial surroundings in artistic representations. (3, 4) The effect of light. (3) Perspective in the landscape. (3) Textures and stamping. (3) Volume: Sensation and perception. (3, 4) Images in immediate contexts: Picture stories, comics, illustrations, photographs, advertising posters, three-fold leaflets and logotypes. (*) The sequence of a story. (3, 4) Visual art and expressive possibilities of natural elements and geometric structures. (3, 4) Protocols for observing natural and artificial elements. (2, 3, 4)

Interpretation of colour as an element of expression in observing paintings. (3, 4) Observation of perspective in a landscape: Depth and the line of the horizon. (3, 4) Observation of different landscape elements from different angles and points of view. (3, 4) Observation of body lay-outs in animals. (3, 4) Analysis of depth in landscapes and the modifications they undergo at different times of the day. (3, 4) Observation of proportion in the human body. (3, 4) Recognition of the body layout in human figures. (3, 4) Recognition of the axis of symmetry in the human figure as an important element in the analysis of said images. (3, 4) Observation of different materials used in visual art works. (3, 4) Observation of works of architecture. (3, 4) Experimentation of different sensations with colour and its blends. (3, 4) Observation of a work of art and verbal expression of the feelings experienced. (2, 3) Production of structured written texts dealing with the observation of the characteristics and qualities of visual art works. (2, 3, 4) Study of the colour expression used in the production of a painting. (3, 4)

35 Related to the core and transversal contents: Reading comprehension (1), oral and written expression (2), audiovisual communication and ICTs (3), personal and social values (4). (*) El The treatment of many of the contents of this area can be carried out by activities that enable them to broach any CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

Observation of textures and tones to create ambiences. (2, 3, 4) Assessment of the poster as a figurative image that acts as visual communication and represents a known reality. (2, 3, 4) Visual art observation of an advertising poster. (2, 3, 4) Use of a comic to analyse the expressive possibilities of the human body, both the face and the different attitudes that this can adopt. (*) Recognition of different textures, shapes, measures and colours in objects and visual art compositions from the environment. (*) Commenting on visual art and visual works present in the environment and in exhibitions and museums. (2). Dialogues based on visual art works observed using ICTs. (2, 3) Participation in group dialogues, respecting other participants turns to speak, to do with interpretation of visual art. (2, 3, 4) Reading of texts which pay special attention to describing elements that characterise different artistic works. (1) Identification of the basic emotions experienced after contemplating visual art works. (4) Recognition and comparison of emotions shown by other people after contemplating visual art works. (4) Putting into practice reading comprehension strategies to analyse the meaning of texts dealing with art. (*).

Acceptance and interest for following specific guidelines for observing works of art. (4). Satisfaction from a job well done. (4). Respect and tolerance towards others, taking each person’s limitations and features into account. (4). Appreciation of a piece of artwork and enjoyment in its contemplation. (4). Development of sensitivity for artistic compositions. (4). Appreciation of interest for observation of the richness of colour found in nature. (4). Appreciation of a piece of artwork and enjoyment in its contemplation. (4). Development of a critical spirit and the wish to the look into the world we live in. (4). Interest for knowing and assessing pieces of contemporary artwork. (4) Development of sensitivity for artistic compositions. (4) Curiosity for discovering the artistic possibilities the local town and Autonomous Community environment have to offer. (4).

36 Related to the core and transversal contents: Reading comprehension (1), oral and written expression (2), audiovisual communication and ICTs (3), personal and social values (4). (*) El The treatment of many of the contents of this area can be carried out by activities that enable them to broach any CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

Block 2. Visual Art Expression and Creation

The horse-shoe arch (3, 4) Shading. (3, 4) Geometric shapes. (3, 4) Introduction to shading. (3, 4) Perspective and vanishing lines. (3, 4) The colour circle. (3, 4) Symmetry. (3, 4) Miniature art. (3, 4) The ogival arch (3, 4) The effect of light. (3, 4) Typography (3, 4) Framing. (3, 4) Comics. (1, 3, 4) Explosion of colour. (3, 4) Line and colour. (3, 4) Textures and stamping. (3, 4) Symmetry. (3, 4) Dots and shading. (3, 4) Kinetic lines. (3, 4) Proportion in the face and the human body. (3, 4) Geometry in objects. (3, 4) Design of objects. (3, 4) The occupation of graphic space. (3, 4) Introduction of proportion created with vanishing lines (3, 4) Image as a resource of expression. (*) Advertising posters. (1, 3, 4) The informative three-fold leaflet. (1, 3, 4) Logotypes. (1, 3, 4)

Reading informative texts on visual art compositions from different cultures and historical periods. (1) Study of geometry for decoration. (3, 4) Creation of decorative edgings from coloured squares. (3, 4)

37 Related to the core and transversal contents: Reading comprehension (1), oral and written expression (2), audiovisual communication and ICTs (3), personal and social values (4). (*) El The treatment of many of the contents of this area can be carried out by activities that enable them to broach any CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

Construction of an object taking volume into account. (3, 4) Initiation in technical drawing. (3, 4) Experimentation with complementary colours and tones intentionally. (3, 4) Analysis of the symmetry in the human figure. (3, 4) Understanding of general information in texts found in the printed and digital social communications media and internet dealing with visual art compositions. (2, 3, 4) Reading of relevant information in everyday texts to with visual art expression. (*) Making a collage. (3, 4) Use of rulers for drawing parallel lines. (3, 4) Making an accurate drawing with colours pencils. (3, 4) Analysis of drawing oblique lines. (3, 4) Study of indoor spaces while taking perspective into account. (3, 4) Use of the compass and rulers. (3, 4) Making a stained-glass window from cellophane. (3, 4) Creation of a scene from a piece of music. (3, 4) Analysis of a grid to copy objects. (3, 4) Introduction to the design of different images to complete a story. (3, 4) Work on a dark background with light colours. (3, 4) Making drawing using templates. (3, 4) Use of speech bubbles and onomatopoeic expressions. (2, 3, 4) Practice of colouring with parallel lines. (3, 4) Application of different textures to represent beings and objects. (3, 4) Doing works with freehand parallel lines. (3, 4) Handling lay-out diagrams to represent animal figures. (3, 4) Creation of a collage using tissue paper and wood shavings. (3, 4) Practice of shading using dots. (3, 4) Initiation in the use of the compass to create architectural works. (3, 4) Work with a grid and body diagrams to represent the human figure. (3, 4) Construction in three dimensions. (3, 4) Analysis of ways of representing volume. (3, 4) Creatively making a design of an object while listening to music. (3, 4) Introduction to the design of different images to express ideas. (3, 4) Study of complementary colours on an advertising poster. (3, 4) Creation of a logotype based on an outline. (3, 4) Manipulation and use of a variety of non-conventional materials and those from the environment for carrying out visual art compositions. (4)

38 Related to the core and transversal contents: Reading comprehension (1), oral and written expression (2), audiovisual communication and ICTs (3), personal and social values (4). (*) El The treatment of many of the contents of this area can be carried out by activities that enable them to broach any CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

Colour combinations and experimenting with new mixtures and dabs of colour for creative and aesthetic purposes. (3, 4) Reading comics to explore the human shapes and expressions that are developed. (*) Expressive use of text bubbles and the use of onomatopoeic expressions. (1, 3, 4) Exploration of the expressive and aesthetic possibilities of different visual art techniques. (3, 4) Creation of visual artwork using different resources and techniques. (3, 4) Progressive and appropriate use of terms referring to materials, instruments or aspects of the artistic composition. (3, 4) Design of projects that comprise the process of execution, specifying the topic fruit of sensorial perception, imagination, fantasy or real life. (3, 4) Exploration of digital resources for creating artistic works. Drawing and photography. (3) Identification of emotions and feelings experienced in expression and creation situations. (*)

Confidence in their own possibilities for artistic creation. (4) Enjoyment in handling and exploring materials and techniques of different kinds. (4) Respect, appreciation and enjoyment of their own productions, those of others and of the artistic manifestations present in cultural heritage. (3, 4) Development of uninhibited and spontaneous expression to express feelings. (3, 4) Opening towards different forms of visual art and artistic expression (2, 3, 4) Fostering creativity from an art and craft, literary and technological viewpoint. (1, 3, 4) Maintaining an ethical attitude of respect and tolerance towards other people. (3, 4) Interest for following the guidelines indicated in the activities in a neat and tidy way. (4) Appreciation of their own creative work and that of other people. (4) Taste for co-operating in maintaining a working atmosphere that fosters artistic creation. (3, 4) Loss of inhibitions in creating their own works. (4) Recognition of emotions and feelings experienced by other people in expression and creation situations. (*) Appreciation of the expressive qualities of visual art manifestations in the cultural heritage of their autonomous community. (*) Recognition of visual art language as a fundamental part of human communication. (*) Enjoyment of the cultural heritage of their autonomous community. (4)

39 Related to the core and transversal contents: Reading comprehension (1), oral and written expression (2), audiovisual communication and ICTs (3), personal and social values (4). (*) El The treatment of many of the contents of this area can be carried out by activities that enable them to broach any CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

THE LINK BETWEEN THE EVALUATION CRITERIA AND THE SPECIFIC COMPETENCIES OF THE CURRICULAR PROJECT. YEAR 5

SPECIFIC COMPETENCIES OF THE CP EVALUATION CRITERIA OF THE CP 1. To express emotions, life 1. To use objects, materials and experiences and ideas using instruments of different types as a different materials and textures. (KC means of personal expression and 4, 5, 6, 7, 8) communication with other people. (S.C. 2. To incorporate visual art terms into 1, 2, 3, 4, 5) their vocabulary, applying them to 2. To represent light and dark areas in a communicative exchanges, process compositions depending on the light. descriptions and discussions. (KC 1, (S.C. 1, 2, 3, 4, 5) 3, 5, 6) 3. To use stroke intensity to give the 3. To undertake visual art objects drawn the impression of being representations, appropriately closer of further way. (S.C. 1, 2, 3, 4, 5) choosing the materials according to 4. To create compositions of the human their visual art possibilities. (KC 6, 7, figure with different expressions and 8) movements. (S.C. 1, 2, 3, 4, 5) 4. To become familiar with knowledge 5. To combine colours, experimenting with of spatial aspects of reality, by colour mixtures and dabs for creative observing the geometric aspects of and aesthetic purposes. (S.C. 1, 2, 3, 4, objects, being sensitive to their 5) aesthetic and functional qualities. 6. To give volume to objects using the (KC 2, 6, 7, 8) direction from which the light is coming. 5. To produce pictures using colour (S.C. 1, 2, 3, 4, 5) dabs, tones, textures and ranges. 7. To explore space and the elements (KC 6, 7, 8) present in the natural, artificial and artistic environment in a sensorial way 6. To use ICTs as a tool for producing in order to express ideas, feelings and visual creations and as a reference experiences. (S.C. 1, 2, 3, 4, 5) source. (KC 4, 6, 7, 8) 8. To take part in simple visual art 7. To participate in group works, compositions in an uninhibited and developing attitudes of respect, pleasurable way showing self- tolerance, co-operation and flexibility confidence and confidence in others. and rejecting discrimination due to (S.C. 1, 2, 3, 4, 5, 7, 8) personal or social features. (KC 5, 6, 9. To identify their own emotions and 7, 8) feelings and those experienced by 8. To undertake individual and group others as the outcome of observing

40 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

productions handling different kinds different visual art representations and of materials and techniques, valuing showing respect for said works. (S.C. 1, other people’s artistic ideas and 2, 3, 4, 5) solutions. (KC 5, 6, 7, 8) 10. To make compositions using 9. To identify different cultural typographies and illustrations at the manifestations and artistic features same time. (S.C. 1, 2, 3, 4, 5) to use these as a source of 11. To assess the poster as a figurative enrichment and enjoyment. (KC 3, 5, image that acts as visual 6, 8) communication and represents a known reality. (S.C. 1, 2, 3, 4, 5) 12. To skilfully handle drawing instruments such as the ruler, compass, and the different kinds of set square. 13. To observe aspects, qualities and features of works of art by following a protocol. (S.C. 1, 2, 3, 4, 5) 14. To apply metric notions and perspective to building structures and space transformation. (S.C. 1, 2, 3, 4, 5) 15. To use ICTs for image processing, design and animation. (S.C. 1, 2, 3, 4, 5, 6) 16. To appreciate artistic manifestations from other cultures, acknowledging the role visual art expression plays in them. (S.C. 1, 2, 3, 4, 9)

41 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

THE LINK BETWEEN THE EVALUATION CRITERIA AND THE SPECIFIC COMPETENCIES OF THE CURRICULAR PROJECT. YEAR 6

SPECIFIC COMPETENCIES OF THE CP EVALUATION CRITERIA OF THE CP 1. To observe pictures, following a 1. To express orally and in writing, the protocol, as a means of personal characteristics and qualities expression and communication with observed in a visual art other people. (A.C. 1, 5, 8) compositions and the sensations it 2. To identify the axis of symmetry in the arouses. (KC 1, 5, 6, 8) human figure as an important element 2. To use proportion, dots, lines, in the analysis of said images. (A.C. 2, texture, light and colour as a means 3, 4, 6) of expression and communication, 3. Creation of decorative edging from choosing the most suitable coloured squares. (A.C. 2, 3, 4, 6) combination according to the 4. To build an object taking volume into production to be attained. (KC 2, 6, account. (A.C. 2, 3, 4, 6) 7, 8) 5. To apply complementary colours and 3. To identify different textures, tones intentionally. (A.C. 2, 3, 4, 6) shapes, measurements and colours 6. To apply perspective to the study of in objects and in visual art indoor spaces. (A.C. 2, 3, 4, 6, 8) compositions in the proximity, being 7. To work with a grid and body diagrams sensitive to the beauty they to represent the human figure. (A.C. 2, generate. (KC 2, 5, 6, 8) 3, 4, 6) 4. To handle the various materials, 8. To complete a story by designing techniques and objects used for pictures. (A.C. 2, 3, 4, 6) representing objects and figures with 9. Production of visual artwork using ease. (KC 4, 6, 7, 8) different resources and techniques. 5. To identify the most outstanding art (A.C. 2, 3, 4, 6) works and manifestations in their 10. To recognise different textures, shapes, own cultural heritage as a source of measures and colours in objects and enrichment and enjoyment. (KC 3, 5, visual art compositions from the 6, 7, 8) environment. (A.C. 2, 3, 4, 6) 6. To explore the characteristics, 11. To study the elements that make up a elements, techniques and materials comic strip argument. (A.C. 2, 3, 4, 6) of different works of art, analysing 12. Creation of their own visual artwork the emotions and feelings they using different resources and arouse. (KC 3, 5, 6, 7, 8) techniques. (A.C. 2, 3, 4, 6) 13. To explore the expressive and

42 CURRICULAR PROJECT KEY ARTS AND CRAFTS YEARS 5 & 6 PRIMARY EDUCATION 3RD CYCLE

7. To use the techniques, materials aesthetic possibilities of different visual and resources available (printed, art techniques. (A.C. 2, 3, 4, 6) audiovisual and IT) to access basic 14. To use ICTs for image processing, knowledge of the different artistic design and animation and for languages. (KC 4, 6, 7) dissemination of works that have been 8. To carry out figurative and non- produced. (A.C. 2, 3, 4, 6, 7) figurative compositions, planning the 15. To take part in the group composition of space and the features of the visual art works, showing respect and objects represented. (KC 3, 6, 7, 8) tolerance towards others, taking each 9. To take part in the group activities person’s limitations and features into proposed in a spontaneous and account. (A.C. 2, 3, 4, 6, 9) uninhibited way, showing respect 16. To show curiosity for the characteristic and tolerance towards other people. art works and cultural manifestations in (KC 5, 6, 7, 8) their surroundings. (A.C. 2, 3, 4, 5, 6)

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