Interdisciplinary art projects related to the visual and plastic education: students will delve into the interplay of artistic disciplines and productive features cultural knowledge application context.

The classroom will be considered as a creative space. On the one hand they are presented several artistic references (Pictures, videos and visiting art centers) .Moreover individually supervised tutorials and presentations will be in public project status of each student / a.

DYNAMICS WILL CONTINUE EDUCATION METHODOLOGICAL PERFORMATIVE ARTS.

ALL SESSIONS WILL BE ATTENDANCE (review schedule).

Given the current \"climate alarm\", \"lack of natural resources\" and \"economic imbalances\" that are living on the planet, the team of professors of the Plastic Expression Didactics Unit will promote artistic skills from from an eco-social and eco-feminist look. Natural and recycling materials will be prioritized during workshop sessions and individual and/or group artistic creations, which is realitzin. The use of natural materials and the elaboration of others from these, generate environmental awareness among students, which implies developing sensitivity and critical ability to perceive the natural environment and material that ens surrounds, to know i react before attitudes, situations and events that contribute to improving the healing of the planet.

Model 3 – Permitted Use:

In this course, the use of Artificial Intelligence (AI) technologies is allowed as an integral part of the development of coursework, provided that the final outcome reflects a significant contribution by the student in terms of personal analysis and reflection. Students must clearly identify which parts were generated using AI, specify the tools used, and include a critical reflection on how these tools influenced both the process and the final outcome of the task. Lack of transparency in the use of AI will be considered academic dishonesty and may result in a grade penalty or, in severe cases, more serious sanctions.

It should be noted that the use of AI entails considerable energy consumption. Therefore, promoting responsible and efficient use of AI in educational settings is essential—prioritizing applications with a positive impact and avoiding unnecessary use in order to minimize environmental impact.

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

The assessment will be continuous. The work completed in class will be evaluated throughout the entire creative process, as well as the concepts and research that underpin it. Project presentations and discussions, together with reflections and analyses, will also be assessed. Class attendance is recommended due to the teaching methodology used.

PROJECT 1. THE SECOND SKIN

Create an artistic project based on the concept of the body. Individual assignment. A 5-minute in-class presentation of the final artwork and a personal reflection on the creative process. Submission at the end of October.

Assessment criteria:

Formal development: 30%

Poetic and discursive coherence: 40%

Quality throughout the entire process: 30%

PROJECT 2. PUBLIC SPACE: A SPACE FOR EXPLORATION AND CREATION

Create an artistic project based on a place to explore, rediscover, and understand. Reflect on and analyze the possibilities of applying this type of work in schools through an interdisciplinary, multidisciplinary, and transdisciplinary project.

Group assignment (approximately 5 students). A 5-minute public presentation of the final artwork. Submission at the end of November.

Assessment criteria:

Interaction and negotiation skills: 30%

Formal development: 20%

Poetic and discursive coherence: 30%

Quality throughout the entire process: 20%

FINAL PORTFOLIO (DUE JUNE 9)

Personal reflections on the two completed projects.

A reflection on the application of this type of project in schools, analyzing the changes it could bring to the schools where teaching placements were carried out.

A critical reflection on the course and the subject.

RESIT DATE: JUNE 23

The student will have to submit all the evaluation evidence again, after having a tutorial with the teacher, and agreeing on what needs to be improved. The maximum grade obtainable in the resit will be 5 out of 10. Students are also expected to demonstrate strong overall communication skills, both oral and written, as well as a good command of the language(s) of instruction specified in the course guide. Assessment will also take into account students' ability to work cooperatively and collaboratively, and it will be gender-sensitive. Students may request single-assessment (final assessment). This assessment will take place on June 9. Students choosing this option will complete the same assessment tasks as those following continuous assessment; however, any group assignments must be completed individually.

The same resit procedure will apply to both continuous and single assessment. The review of the final grade will follow the same procedure in both cases.

A student will be considered not assessed if they do not attend the required assessment activities. Feedback on assessment activities will be provided by the lecturer within a maximum of 20 days after the submission deadline.

Regarding language proficiency, students must demonstrate a level equivalent to Catalan Level 2 (equivalent to CEFR C2) for Early Childhood and Primary Education teacher training.

One of the requirements for passing this course is to demonstrate, throughout the semester, the personal and social competencies considered essential for becoming an effective teacher. These include active participation in class, responsibility and rigor in independent work, respectful attitudes without prejudice, the ability to provide reasoned arguments, appropriate use of electronic devices (mobile phones, computers, etc.), critical thinking, and behaviors that foster a positive, respectful, democratic, and inclusive learning environment. The course instructor will observe and document evidence of these personal and social competencies throughout the semester, and they will form part of the overall assessment.

Given the current context of climate emergency, natural resource scarcity, and economic imbalance affecting the planet, the teaching staff of the Visual Arts Education Unit will promote artistic competencies from an eco-social and eco-feminist perspective. Natural and recycled materials will be prioritized during workshops and in both individual and group artistic projects. The use of natural materials, as well as the creation of new materials from them, aims to foster environmental awareness among students by developing their sensitivity and critical capacity to understand the natural and material environment around them and to respond to attitudes, situations, and events that contribute to better care of the planet.

Total or partial plagiarism in any assessment activity, or cheating in an examination or assessment task, will result in an automatic fail for the course.

The use of Artificial Intelligence (AI) technologies is permitted as part of the development of coursework, provided that the final outcome reflects a significant contribution from the student in terms of analysis and personal reflection. Students must clearly identify which parts of their work have been generated using AI, specify the tools used, and include a critical reflection on how these tools influenced both the process and the final outcome of the assignment. Failure to disclose the use of AI will be considered a breach of academic integrity and may result in a penalty on the assignment grade or more severe disciplinary measures in serious cases.

Students should also be aware that the use of AI involves considerable energy consumption. Therefore, responsible and efficient use of AI in educational contexts is encouraged, prioritizing applications that have a positive impact and avoiding unnecessary use in order to minimize environmental impact while preserving the uniqueness of each student's critical thinking and narrative voice.