Learning Plastic Arts Education in the initial training of primary school teachers

Abstract

The learning of Plastic Arts Education is considered vital in the initial training of primary school teachers. Teaching implies transferring and transforming knowledge of the subject itself into knowledge of the subject for teaching; that is, that students' perceptual, expressive and creative capacities can be developed as a means of representation and communication. The objective of the article is to present the results of a pedagogical experience implemented in the teaching-learning process of the subject Didactics of Music and Plastic Arts Education, taught in the fourth year of the Bachelor's Degree in Primary Education, mostly focused on the plastic arts component. From a qualitative approach, with the use of scientific methods such as document analysis, observation guides, questionnaires and pedagogical tests, the reality was diagnosed. The results pointed to the acquisition of knowledge, skills and values for working with elements of visual language, spatial indicators and laws of perception in their relationship with feelings, emotions and capacities inherent to Plastic Arts Education. It was concluded that the activities, as teaching proposals, fostered the preservice teachers' perception, appreciation, and artistic, visual, motor, and creative expression. The experience is a product of collaborative work within the Ibero-American Network of Leadership and Educational Practices (RILPE).