The document provides details for an art education program for 4th year students, including objectives to explore visual arts and develop artistic skills, content covering figure drawing, animals, plants, landscapes and more, and an evaluation plan addressing criteria like using basic shapes, color mixing, and participating in group art projects. The methodology recommends explaining techniques, assessing student works, and promoting reading to support the program.

1. Programming a
quarter of art
1
For fourth
year

2. 1.-Objetives:
A.-General objectives from the area of art education:
•Look forward all possibilities related to sound, image and movement as interpretation
and communication elements for expressing ideas and feelings, promoting the affective
equilibrium and the relation with others.

3. A.-General objectives from the area of art education:
•Explore and discover various materials or instruments and
acquire specific techniques of the different artistic languages.
•To apply the artistic knowledge in the observation and the analysis of situations and
objects of the daily reality.

4. A.-General objectives from the area of art education:
•To maintain an attitude of personal and collective research, articulating the perception, the
imagination, the investigation and the sensibility.
•To know some of the possibilities of the audio-visual means and the technologies of the
information and the communication.

5. A.-General objectives from the area of art education:
•
•To know and to value different artistic manifestations of the cultural own heritage and of
other places, collaborating in the conservation and renovation of the local forms of expression
and estimating the enrichment that supposes the exchange with persons of different cultures
who share the same environment.
•To develop a confidence relation with the artistic personal production, respecting the own
creations and the productions of others and being able to receive and express critiques and
opinions.

6. A.-General objectives from the area of art education:
•Being interested for the characteristics of the work of the artists and enjoying as public in the
observation of his productions.

7. B. - Objectives from the area of 4 º
form art education:
Adopt guidelines to follow the procedure of
observation of works of plastic - visual style
To interpret the information that some images
provide as way to express experiences, ideas
and feelings.
To experience the possibilities of the color in contrasts, variations and
combinations, mixing diverse classes of painting as elements of expression and
communication with the others.

8. B. - Objectives from the area of 4 º
form art education:
Organize plastic and artistic activities in group
taking part in an active way
To use digital resources for the
observation, the search of information
and the production of own productions

9. B. - Objectives from the area of 4 º
form art education:
To elaborate images using chromatic spots, tonalities and ranges in
comics, tales, cartels, murals, mosaics, tapestries and impressions.
To enjoy and to respect the principal artistic manifestations of the cultural
own environment and of other cultures

10. 2.- CONTENTS:
Block 1. Art Observation
- Observation to image processing: mapping of the human figure, animals, plants,
objects, landscapes and interior spaces.
- Association images.
- Signs and symbols in visual communication.
- Identification of signals.
- Weather.
- Texture: visual and tactile recognition and application.

11. Block 2. Expression and artistic creation.
-The shape.
- The point.
- The flat and the regular and irregular shapes.
- Geometric shapes.
- The color and use: tones, shade , contrast , mixtures ,
identification, classification criteria
( color wheel, primary colors and blends cool and warm
colors , and objective and subjective colors).
- Coordination of different elements: line- stain, color,
texture and texture - stain.
- The size, proportion and body schema, according to a
canon.
- The composition space.
- The volume and shape.
- The movement in drawing the human figure and
animals.
- Axial symmetry.
- The light in the shape and volume.

12. 3. Evaluation
12
• A. EVALUATION CRITERIA AREA ARTS
EDUCATION FOR 4TH YEAR:
1.Interpret the value of color as expressive
paintings.
2.Combine colors and experimenting with new
mixture.
3.Identify the axis of symmetry of the human
figure.
4.Participate in simple plastic compositions.
5.Recognize the different textures, shapes, sizes
and colors in plastic compositions and objects in
the environment.

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6.Use the grid to create proportional elements.
7.Explore the expressive and aesthetic possibilities of different visual techniques.
8. Prepare drawings, paintings, collages, prints, illustrations, volumes, modeling and
folding forms.

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• B. PROCEDURES FOR EVALUATION AND GRADING CRITERIA.
●
• Monitoring of workbooks, in
these we can observe:
●
●
- Presentation
●- Calligraphy-spelling
●- Illustrations
●- Quality of work
●- Performing all jobs
●
●
• Jobs:
●- Individual.
●- Team or collective
(experiences, observations,
information search, murals,
case etc..)
●
●
●

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• Attitude:
●- Before learning.
●- Participation in common tasks.
●
●
●
-criteria:
●
●
4th Level: Workbook 30%
●
Controls / WORKS 50%
●
Attitude 10%
●
Daily Work 10%
●
●

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4 . METHODOLOGY
• TEACHING GENERAL PRINCIPLES
-Enable students to do meaningful learning alone.
-Encourage situations where students must update their
knowledge.
-Provide learning situations that make sense to students,
in order to make them motivating.
The principles that guide our educational
practice are:
- Active methodology.
- Motivation.
-Autonomy in learning.
-Gradual programming
-Attention to student diversity.
-Sensitivity for values education.
-Evaluation of the educational process.

17. 7 ATTENTION TO DIVERSITY
One aspect that differences the human with the
other person is the differential fact.
The essential heterogeneity of human beings comes from genetic and
environmental factors combined,
provide the elements that create this singularity.
Personal and social differences in the
teaching-learning process, far from being taken
into account cone enrichment factor and mutual
learning are conceived as an element of
differentiation and causes of learning disabilities,
personal and school maladjustment.
Attention to these students is personalized
17

18. 7- TEACHING MATERIALS
AND RESOURCES
18

Criteria for their development and use:
• They are used to guide the learning process .
• They are appropriate in the psycho-evolutional
characteristics of students.
• What are appropriate to the didactic approach
to the topic.
• Have technical and expressive quality.
• Containing a playful and imaginative
component.

-the resources in the classroom, are
easily accessible and identified and
located and the distribution and
cleaning them, as these influences
the level of motivation, commitment
and involvement of student’s
activities.
We must encourage conservation
of materials and responsibility in
caring for them.

19. 19
A. - SELECTION OF MATERIALS AND
RESOURCES
The crite
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20. 20
There are some judgments in the
analysis

• Adaptation to the educational context of the school
• Coherence of the objectives proposed with the
contents.
• Good advance of the contents with the objectives.
• Adaptation to the evaluation criteria of the center.
• The variety of activities,

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Considering all these, we have established a number of specific
guidelines that will guide our selection and are outlined in the
following guidelines for evaluating curriculum materials.
1º Coherence in the Educative Centre Project.
2º Cover all of the objectives of the curriculum.
3º Good organization in the curse’s unit
4º The objectives are clearly stated.
5º The contents have been selected according to the objectives.
6º The selection of content is appropriate to the level of development
7º The progression is adequate.
8º Contributes to the development of basic skills.
9. Part of the background of the students.
10. Ensures the achievement of meaningful learning.

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11. Wake up the motivation to study and learning.
12. Power using the techniques of intellectual work.
13. Present building activities and expansion.
14. The amount of activities is sufficient.
15. Allow for diversity.
16. The activities are distinct from the contents.
17. Information and explanations of concepts are expressed clearly.
18. The language is adapted to the level.

23. THE FIRST QUARTER
BASIC
COMPETITIONS
23

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• Autonomy and personal initiative.

25. 25
• Knowledge and interaction with the physical world.
• Cultural and artistic.
• Information and digital competition.

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AIMS
• To explore visual effects.
• To represent the parts and the corporal schemes of the
human figure and animal vertebrates.
• To reproduce different animal covers with the copy
reference.
• To acquire codes and plastic specific technologies.

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• To use the combination and variation of forms to
produce new and creative plastic effects.
• To investigate mathematical references.
• To enjoy the analysis and alteration of forms and colours.
•

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• To realice artistic productions.
• To initiative the observation of the present laws.
• To imagine objects from essential geometric forms.
•

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-To handle different materials and pigments.
- To collaborate in the set of the classroom.
- To express the ideas and emotions of plastic and verbal
form.
-

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CONTENTS
Figure humanizes: Size and proportion (corporal scheme).
Animals: Drawing of different animals from the same basic forms.
Plants: For example the trees like part of the landscape.
Objects: Geometric composition.
Landscape: Drawing of a landscape estimated from different points of
view.
• Creativity: Like production of a comic.
•
•
•
•
•
•
•

31. CRITERIA OF EVALUATION
31
• Completes corporal corresponding schemes at the age of 9 and 12.
• Use the basic plastic shapes in defining vertebrate animal figures.
• Observes the plastic sequence presented in the landscape models and tries to
reproduce it.
• Use the contour lines.
• Imitates the represented compositions of agreeable visual effect.
• Use the Cartesian references.
• Imitates the forms and colours.
• Explores new forms of plastic representation.
• Cuts the given pieces away with correction and re-compose later a landscape
puzzle.
• Draws human figures.
• Draws sequentially history on prominent figures and animals in movement.
• Expresses the relations between size and distance in his landscape
representations.
• Observes and draws objects with triangular or square form.
• Represents the same landscape with different situation of the line of the
horizon.
•
•

32. MINIMUM REQUIRED
32
• Complete schemes different animals in order to the
defining of each character to be recognized.
• Coloring a tree with two shades of green, corresponding
to light and dark areas.

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• Differentiate the appropriate paths to the covers
animals: feathers, shells, hair and scales.
• Cut out and glue the pieces of a puzzle into place.
•
Birds have feathers
Snails have shells
Puzzle
Snakes have scales
Lions have hair

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• Sequencing at least three bullets in a comic.
• Gradually decrease the size of trees in line to represent
the perspective.
•

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• Draw an everyday object that has a square shape
and one that has a triangular shape.
• Draw and color composition creative nature and
express the feelings associated with the colors
used.
•
Everyday object that
has a square shape
Everyday object that has
a triangular shape

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METHODOLOGY
• Comment on previous knowledge of the reason for plastic representation.
• Dialogue on personal experiences related to the theme: holidays, animals,
decoration...
• Comment on the relationship between reality and artistic representation.
• Explanation of the technical features in each case.
• Sequencing in conducting the activity: steps for drawing, by the cut and
paste parts, the use of line and color.
• Tips on color: shades, hues, chiaroscuro range.
• Exposure and assessment of the work and its various creative personal
manifestations.

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MATERIALS
• Book of drawing, including colored sheets and punched sheets.

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PROMOTING READING
• -Illustrated stories, comics and books and brochures on
art and nature.

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EVALUATION OF VALUES
• Nature care and environment.
• Rate creativity.
• Interest in knowledge.
• Communication.
• Friendship.
• Patience.

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Work realeased by:
Aída Fernández lópez
Nerea Rivas Pérez
Andrea Alaminos Martín
Amanda Heredia Pérez
Tania Pérez Torres