The use of rubrics to evaluate curricula and course syllabuses is a relatively recent line of research. Therefore, it is important to demonstrate their effectiveness and contribution to the sustainability of assessment processes, and to establish reference points for their design and application. More studies on complete rubrics are needed that explain the educational principles underlying their models, comment on the design process, offer clear guidelines for use, corroborate their validity and reliability, and describe the current status of curricula and course syllabuses. This article presents a rubric for assessing course syllabuses, which follows the standard syllabus structure in order to aid the rater in his/her work; the decisions made in the design process are explained, and indications are the rubric's use.
This study is based on the proposal that the current curriculum (both national and regional) includes regarding the use of artistic procedures, techniques and materials in Early Childhood Education (EI). To ascertain the current state of affairs, a review of the literature on the concepts of experimentation and artistic materials for early childhood was conducted. Subsequently, an empirical study was conducted involving 104 teachers from the Basque Autonomous Community (VAC). The results show that, in general, EI classrooms in the VAC comply with the curriculum guidelines in the area of Art Education, with a wide variety of different types of materials available for pupils to experiment freely with, enabling them to learn about artistic techniques through their own motivation and curiosity.
This study takes a firm stance on the need to train future primary school teachers in heritage education. To this end, museum visits are used as a motivating element as an activity to be carried out outside the classroom. Furthermore, artistic practice is emphasized as a long-term pedagogical resource, as it fosters creativity among students and enables them to develop their visual literacy, a key element if we want to develop teachers prepared for a society where hyperbolic images prevail. The methodology is hybrid, based on a case study, having observed several groups of university students. They express their opinions through questionnaires, but also create images, which are analyzed from the perspective of Arts-Based Research. Their texts and photographs are part of the shared experience, based on Project-Based Learning.
This study explores the use of artificial intelligence (AI) as a pedagogical tool to analyze the work of Spanish photographers Alberto Garcia-Alix and Cristina Garcia Rodero in High School. Through a qualitative approach with semi-structured interviews of 134 students from four educational centers, Arts-Based Research (ABR) was used to visually complement the interviews. The main objective was to develop critical analysis skills and artistic sensitivity, identifying stylistic characteristics of Spanish photography from the 70s and 80s. The study sought to foster contextualized interpretation, understand diverse photographic styles, and stimulate reflection on their evolution. The results evidenced significant improvements in students' critical analysis. They demonstrated ability to distinguish styles, interpret works in their historical-social context, and reflect on photographic practice. The use of generative AI facilitated a more immersive and engaging learning experience, enhancing comprehension and critical thinking.
This study examines how Primary Education degree students at the University of Zaragoza incorporate heritage into their didactic proposals through manipulative devices. Using the Project-Based Learning methodology, students designed three-dimensional objects as educational resources for primary school pupils. A qualitative approach based on thematic analysis was employed to explore their prior knowledge, heritage choices, and motivations. The analysis revealed a preference for intangible heritage, particularly related to Aragonese culture, and a limited representation of natural and contemporary artistic heritage. The use of didactic devices enabled students to develop a deeper and more critical understanding of heritage, valuing both its educational and aesthetic dimensions. The results highlight the need to strengthen heritage education training at the university level, and the study proposes extending the research to other contexts to contrast the findings.
