The course will follow an active and participatory pedagogy, based on the performative education of the arts.

The sessions will alternate between:

• Presentations of innovative art education projects by the professor and other invited professionals.

• Artistic practice proposals to be carried out in the workshop: individually and in groups.

• Tutorials to share the research projects being developed.

• Preparation of a Service-Learning (SL) project involving all students.

• Dialogic practices on topics related to “didactic innovation in visual arts”, based on texts, audiovisual documentaries, or exhibition visits.

• Visits to social, cultural, or educational institutions. Travel will be undertaken individually and at the students’ own expense.

In the current context of climate emergency, scarcity of natural resources, and economic imbalance, the teaching team of the Didactics of Visual Expression Unit will promote artistic competencies from an ecofeminist perspective.

Priority will be given to the use of natural and recycled materials during workshop sessions and in individual and/or collective artistic creations.

Through the use of natural materials and the creation of resources from them, the aim is to raise environmental awareness among students, developing sensitivity and critical thinking to perceive the natural and material environment that surrounds us, and to act in response toattitudes, situations, and events that help improve care for the planet.

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.

Assessment for this course will be continuous. Attendance is strongly recommended due to the active and participatory methodology used in class sessions.

SUBMISSIONS

Throughout the course, students will complete two coursework submissions.

First submission: during the last week of March. The required assignments are:

• Retrofuture Innovation: Pasts for the Futures of Arts Education. I. Cultural Context (group assignment).
• Reflection on Readings and Audiovisual Materials. I. Cultural Context (individual assignment).

Second submission: 4 June. This submission must be accompanied by a laboratory journal, which will be assessed both for its content and presentation.

The required assignments are:

• Experimentation with an Artistic Proposal for an Academic Service-Learning (ApS) Project. II. Educational Intervention (individual assignment).
• Implementation of the Academic Service-Learning Project. II. Educational Intervention (group assignment).
• Laboratory Journal documenting the processes developed throughout the course. III. Productive Context (individual assignment).

RESIT ASSESSMEN. 18 June. The following assignments may be resubmitted:

• Reflection on Readings and Audiovisual Materials. Cultural Context (individual).
• Laboratory Journal documenting the processes developed throughout the course. Productive Context (individual).

The maximum grade obtainable in the resit assessment is 5/10. A student will be considered "Not Assessed" (No Evaluado) if they do not submit all required assessment evidence through the virtual campus. The teaching staff will specify the assignments to be submitted and their required format. Students will receive feedback on assessment activities within a maximum of 20 working days, and a date will be scheduled for the review of grades and the return of assessed work.

To pass this course, students must demonstrate strong general 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 consider students' collaborative and teamwork skills and will be conducted with sensitivity to a gender perspective.

As an essential requirement for passing the course, students must demonstrate attitudes and behaviours compatible with the teaching profession, including: active listening, responsibility, respect, active participation, cooperation, empathy, kindness, punctuality, the ability to avoid making judgments, evidence-based argumentation, appropriate use of electronic devices (mobile phones, computers, etc.), and critical thinking. Students are also expected to contribute to a positive and welcoming classroom environment based on democratic principles in which differences are respected and valued.

SINGLE ASSESSMENT

Students may request single assessment, which will take place on 4 June. The assessment tasks will be the same as those required for continuous assessment; however, assignments originally designed as group work must be completed individually.

The same resit system will apply, and the review of the final grade will follow the same procedure as for continuous assessment.

CHEATING AND PLAGIARISM

Copying or plagiarising materials in coursework, practical assignments, or examinations constitutes serious academic misconduct and will result in a final course grade of 0.

Plagiarism includes presenting another author's work as one's own without properly acknowledging the source, whether in print or digital format. Copying includes the total or partial reproduction of another student's work.

USE OF ARTIFICIAL INTELLIGENCE

The use of Artificial Intelligence (AI) technologies is permitted in this course as an integral part of coursework development, provided that the final submission reflects a substantial 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.

Failure to disclose the use of AI will be considered a breach of academic integrity and may result in penalties or disciplinary measures, depending on the severity of the case.

The use of AI involves considerable energy consumption. Therefore, it is important to encourage the responsible and efficient use of these technologies in educational settings, prioritising applications that have a positive impact while avoiding unnecessary use. This contributes to reducing environmental impact and preserving the uniqueness of each individual's critical thinking and narrative abilities.

Given the current context of climate emergency, natural resource scarcity, and global economic imbalance, the teaching team in the Art Education Didactics Unit will promote artistic competencies from an ecosocial and ecofeminist perspective. The use of natural and recycled materials will be prioritised during workshop sessions and in both individual and group artistic projects. Through the use of natural materials and the creation of new materials derived from them, the course aims to foster environmental awareness among students by developing their sensitivity and critical capacity to understand the natural and material environment around them, as well as to recognise and respond to attitudes, situations, and actions that contribute to better care for the planet.