Comparing the study of Spanish and Japanese textbooks, relating to the subject of “Artistic, Plas... more Comparing the study of Spanish and Japanese textbooks, relating to the subject of “Artistic, Plastic and Visual Education”, one reaches the basic conclusion that the Spanish model is focused on the teaching of artistic appreciation, whereas the Japanese model is based on the children’s expressive development. Seeing how both models are complementary in their scope of the subject’s instruction, I have determined, by means of studying the reality of Japanese and Spanish schools, to design a methodological plan of artistic education based on the balance between Japanese expression and Spanish appreciation starting from each model’s strong points and good practices. This is the first in a series of four codependent articles that will endow the investigation with a global sense of improvement of Artistic Education through the importation of good international practices adapted to a new context, with a common benefit for both countries. In this specific article the teaching methodology of...
Through the history of art education in Spain, the current Spanish Educational System,the legisla... more Through the history of art education in Spain, the current Spanish Educational System,the legislative framework in the field of art education, the social reality surrounding Spanish children and the experience of teachers who form them in Art as a compulsory subject: we will approach the reality of the current art education in the country. Taking the assessment as a key theme of our consideration, we will present a study of cases by teachers located in a specific area, in a specific socio-economic, cultural context of high-medium level, describing how they apply in practice, the different methods, of evaluation of Arts Education given by the Spanish government and what are the main tools for evaluating teachers in this field, which in turn is subdivided, in Plastic and Visual Education and Music Education. keywords: Elementary Education. Art Education. Spanish Educational System. Evaluation. Plastic and Visual Education. ratingofbaccalaureateschool(60%)plustheaverage ratingofthePAU(...
By the comparison of Japanese and Spanish Art Education, we found the Spanish model focused on th... more By the comparison of Japanese and Spanish Art Education, we found the Spanish model focused on the teaching of artistic appreciation, whereas the Japanese model is based on the children's expressive development. We support the idea of mixing both models as complementary and necessary methodological change for balance the actual visual education in its scope of instruction of the subject. For instance, through the importation of good school practices adapted to a new context, with a common benefit for both countries. Therefore, this research introduces the Spanish Aesthetic Appreciation teaching methodology model applied to a Japanese Kindergarten as example of the Spanish reality in the realm of Aesthetic Appreciation Teaching Skills and its adaptation possibilities to the Japanese Educational System.
By the comparison of Japanese and Spanish Art Education, we found the Spanish model focused on th... more By the comparison of Japanese and Spanish Art Education, we found the Spanish model focused on the teaching of artistic appreciation, whereas the Japanese model is based on the children's expressive development. We support the idea of mixing both models as complementary and necessary methodological change for balance the actual visual education in its scope of instruction of the subject. For instance, through the importation of good school practices adapted to a new context, with a common benefit for both countries. Therefore, this research introduces the Spanish Aesthetic Appreciation teaching methodology model applied to a Japanese Kindergarten as example of the Spanish reality in the realm of Aesthetic Appreciation Teaching Skills and its adaptation possibilities to the Japanese Educational System.
Common point can be seen in terms of Spain early childhood education and preschool education in J... more Common point can be seen in terms of Spain early childhood education and preschool education in Japan do, teaching through independent activities that basic education through the environment, children and play, attaches importance to respond to the characteristics of each infant. By the way about the environment that recognizes the need for the ability to set an appropriate environment conducive to proactive activities in early childhood as a professional competencies and facilities such as the kindergarten teacher in Japan, planned to encourage proactive activities in early childhood sets the strategic leadership challenge is considered. It has remained, gaining teacher knowledge and rich experience as a measure, not to mention an experienced teacher placement, cited the need to promote faculty personnel exchanges and joint training, but most touching examples of personnel exchanges between Japan and domestic training. Want to program is utilized in the international early childhood education, early childhood education abroad knowledge, taken around the world in this paper can share the fundamentals of kindergarten education in Spain, two countries of the same educational objectives of similarities and differences to reveal. Measures that can lead to an environment that encourages proactive activities in early childhood, to set strategic leadership skills, diverse teaching methods should be considered.
Through the history of art education in Spain, the current Spanish Educational System，the legisla... more Through the history of art education in Spain, the current Spanish Educational System，the legislative framework in the field of art education, the social reality surrounding Spanish children and the experience of teachers who form them in Art as a compulsory subject: we will approach the reality of the current art education in the country. Taking the assessment as a key theme of our consideration, we will present a study of cases by teachers located in a specific area, in a specific socio-economic, cultural context of high-medium level, describing how they apply in practice, the different methods, of evaluation of Arts Education given by the Spanish government and what are the main tools for evaluating teachers in this field, which in turn is subdivided, in Plastic and Visual Education and Music Education.
Comparing the study of Spanish and Japanese textbooks, relating to the subject of “Artistic, Plas... more Comparing the study of Spanish and Japanese textbooks, relating to the subject of “Artistic, Plastic and Visual Education”, one reaches the basic conclusion that the Spanish model is focused on the teaching of artistic appreciation, whereas the Japanese model is based on the children’s expressive development. Seeing how both models are complementary in their scope of the subject’s instruction, I have determined, by means of studying the reality of Japanese and Spanish schools, to design a methodological plan of artistic education based on the balance between Japanese expression and Spanish appreciation starting from each model’s strong points and good practices. This is the first in a series of four codependent articles that will endow the investigation with a global sense of improvement of Artistic Education through the importation of good international practices adapted to a new context, with a common benefit for both countries. In this specific article the teaching methodology of Spanish artistic appreciation is analyzed via the study of a global early childhood, through actual Artistic Education on the northern part of the Autonomous Community of Madrid. This “good practice” model will take us closer to the Spanish reality in the realm of artistic appreciation Education.
Comparing the study of Spanish and Japanese textbooks, relating to the subject of “Artistic, Plas... more Comparing the study of Spanish and Japanese textbooks, relating to the subject of “Artistic, Plastic and Visual Education”, one reaches the basic conclusion that the Spanish model is focused on the teaching of artistic appreciation, whereas the Japanese model is based on the children’s expressive development. Seeing how both models are complementary in their scope of the subject’s instruction, I have determined, by means of studying the reality of Japanese and Spanish schools, to design a methodological plan of artistic education based on the balance between Japanese expression and Spanish appreciation starting from each model’s strong points and good practices. This is the first in a series of four codependent articles that will endow the investigation with a global sense of improvement of Artistic Education through the importation of good international practices adapted to a new context, with a common benefit for both countries. In this specific article the teaching methodology of...
Through the history of art education in Spain, the current Spanish Educational System,the legisla... more Through the history of art education in Spain, the current Spanish Educational System,the legislative framework in the field of art education, the social reality surrounding Spanish children and the experience of teachers who form them in Art as a compulsory subject: we will approach the reality of the current art education in the country. Taking the assessment as a key theme of our consideration, we will present a study of cases by teachers located in a specific area, in a specific socio-economic, cultural context of high-medium level, describing how they apply in practice, the different methods, of evaluation of Arts Education given by the Spanish government and what are the main tools for evaluating teachers in this field, which in turn is subdivided, in Plastic and Visual Education and Music Education. keywords: Elementary Education. Art Education. Spanish Educational System. Evaluation. Plastic and Visual Education. ratingofbaccalaureateschool(60%)plustheaverage ratingofthePAU(...
By the comparison of Japanese and Spanish Art Education, we found the Spanish model focused on th... more By the comparison of Japanese and Spanish Art Education, we found the Spanish model focused on the teaching of artistic appreciation, whereas the Japanese model is based on the children's expressive development. We support the idea of mixing both models as complementary and necessary methodological change for balance the actual visual education in its scope of instruction of the subject. For instance, through the importation of good school practices adapted to a new context, with a common benefit for both countries. Therefore, this research introduces the Spanish Aesthetic Appreciation teaching methodology model applied to a Japanese Kindergarten as example of the Spanish reality in the realm of Aesthetic Appreciation Teaching Skills and its adaptation possibilities to the Japanese Educational System.
By the comparison of Japanese and Spanish Art Education, we found the Spanish model focused on th... more By the comparison of Japanese and Spanish Art Education, we found the Spanish model focused on the teaching of artistic appreciation, whereas the Japanese model is based on the children's expressive development. We support the idea of mixing both models as complementary and necessary methodological change for balance the actual visual education in its scope of instruction of the subject. For instance, through the importation of good school practices adapted to a new context, with a common benefit for both countries. Therefore, this research introduces the Spanish Aesthetic Appreciation teaching methodology model applied to a Japanese Kindergarten as example of the Spanish reality in the realm of Aesthetic Appreciation Teaching Skills and its adaptation possibilities to the Japanese Educational System.
Common point can be seen in terms of Spain early childhood education and preschool education in J... more Common point can be seen in terms of Spain early childhood education and preschool education in Japan do, teaching through independent activities that basic education through the environment, children and play, attaches importance to respond to the characteristics of each infant. By the way about the environment that recognizes the need for the ability to set an appropriate environment conducive to proactive activities in early childhood as a professional competencies and facilities such as the kindergarten teacher in Japan, planned to encourage proactive activities in early childhood sets the strategic leadership challenge is considered. It has remained, gaining teacher knowledge and rich experience as a measure, not to mention an experienced teacher placement, cited the need to promote faculty personnel exchanges and joint training, but most touching examples of personnel exchanges between Japan and domestic training. Want to program is utilized in the international early childhood education, early childhood education abroad knowledge, taken around the world in this paper can share the fundamentals of kindergarten education in Spain, two countries of the same educational objectives of similarities and differences to reveal. Measures that can lead to an environment that encourages proactive activities in early childhood, to set strategic leadership skills, diverse teaching methods should be considered.
Through the history of art education in Spain, the current Spanish Educational System，the legisla... more Through the history of art education in Spain, the current Spanish Educational System，the legislative framework in the field of art education, the social reality surrounding Spanish children and the experience of teachers who form them in Art as a compulsory subject: we will approach the reality of the current art education in the country. Taking the assessment as a key theme of our consideration, we will present a study of cases by teachers located in a specific area, in a specific socio-economic, cultural context of high-medium level, describing how they apply in practice, the different methods, of evaluation of Arts Education given by the Spanish government and what are the main tools for evaluating teachers in this field, which in turn is subdivided, in Plastic and Visual Education and Music Education.
Comparing the study of Spanish and Japanese textbooks, relating to the subject of “Artistic, Plas... more Comparing the study of Spanish and Japanese textbooks, relating to the subject of “Artistic, Plastic and Visual Education”, one reaches the basic conclusion that the Spanish model is focused on the teaching of artistic appreciation, whereas the Japanese model is based on the children’s expressive development. Seeing how both models are complementary in their scope of the subject’s instruction, I have determined, by means of studying the reality of Japanese and Spanish schools, to design a methodological plan of artistic education based on the balance between Japanese expression and Spanish appreciation starting from each model’s strong points and good practices. This is the first in a series of four codependent articles that will endow the investigation with a global sense of improvement of Artistic Education through the importation of good international practices adapted to a new context, with a common benefit for both countries. In this specific article the teaching methodology of Spanish artistic appreciation is analyzed via the study of a global early childhood, through actual Artistic Education on the northern part of the Autonomous Community of Madrid. This “good practice” model will take us closer to the Spanish reality in the realm of artistic appreciation Education.
Uploads
Papers by Sofia Pastor-Matamoros
in the field of art education, the social reality surrounding Spanish children and the experience of teachers who form
them in Art as a compulsory subject: we will approach the reality of the current art education in the country. Taking
the assessment as a key theme of our consideration, we will present a study of cases by teachers located in a specific
area, in a specific socio-economic, cultural context of high-medium level, describing how they apply in practice, the
different methods, of evaluation of Arts Education given by the Spanish government and what are the main tools for
evaluating teachers in this field, which in turn is subdivided, in Plastic and Visual Education and Music Education.
in the field of art education, the social reality surrounding Spanish children and the experience of teachers who form
them in Art as a compulsory subject: we will approach the reality of the current art education in the country. Taking
the assessment as a key theme of our consideration, we will present a study of cases by teachers located in a specific
area, in a specific socio-economic, cultural context of high-medium level, describing how they apply in practice, the
different methods, of evaluation of Arts Education given by the Spanish government and what are the main tools for
evaluating teachers in this field, which in turn is subdivided, in Plastic and Visual Education and Music Education.