Artistic expression allows younger students to develop their creativity through drawing and painting, a fundamental activity for their future development"

Drawing and plastic arts are fundamental for the development of Primary Education students, since it is a subject developed in the curricular program of schools that fosters innovation and creativity in students. In this way, it allows the development of children's expressive and creative abilities, so that they become competent and generate new ideas through the knowledge and practice of the fundamentals of plastic language. 

To teach these lessons, it is necessary to have teachers who know the language and plastic expression in depth, and who are able to apply the latest tools and applications to transmit their knowledge to their students. For this reason, TECH has set out to qualify teachers to be fluent and accurate in the teaching of this educational stage. 

For this purpose, the order and distribution of the subjects and their topics are specially designed to allow each student to decide their dedication and self-manage their time. Additionally, they will have at their disposal theoretical materials presented through enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes and practical cases, where they will be able to evoke in an orderly way the knowledge and train the decision-making that demonstrates their training within the field of teaching. 

This program is distinguished by the fact that it can be taken in a 100% online format, adapting to the needs and obligations of the students, in an asynchronous and completely self-manageable way. Students will be able to choose which days, at what time and how much time to dedicate to the study of the contents of the program. Always in tune with the skills and capabilities dedicated to it. 

TECH provides you with the main educational tools to train you to develop your work in the field of teaching”

This Postgraduate diploma in Plastic Expression in Primary Education contains the most complete and up-to-date educational program on the market. Its most notable features are:

• Practical cases presented in simulated scenarios by experts in the area of knowledge, where the student will demonstrate in an orderly manner the knowledge learned and demonstrate the skills acquired
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• The latest developments on the educational task of the primary school teacher
• Practical exercises where the students undergo the self-assessment process to improve learning, as well as activities at different skill levels
• Special emphasis on innovative methodologies and teaching research
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

In this Postgraduate diploma you will find the most complete information about plastic expression so that you will be able to transmit to your students the passion for art"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities.

Its multimedia content, developed with the latest educational technology, will allow the professional a situated and contextual learning, that is, a simulated environment that will provide an immersive training programmed to train in real situations.

The design of this program focuses on Problem-Based Learning, in which the professional will have to try to solve the different professional practice situations that will arise throughout the academic course. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts. 

You only need a computer or a fixed or mobile device with an internet connection to access the contents of this program"

The program invites you to learn and grow, to develop as teachers, to learn about educational tools and strategies in relation to the most common needs in our classrooms"

The structure of the contents has been designed by top level professionals within the educational panorama, with a wide trajectory and recognized prestige in the profession, endorsed by their experience, and with a wide command of the new technologies applied to teaching. 

The best content to create the best teachers”

Module 1. Development of Creativity and Plastic Expression in Primary Education. 

1.1. Art Education in Primary School 

1.1.1. Awakening Sensations 
1.1.2. The Visual Arts and their Changing Boundaries 
1.1.3. Artistic Languages 
1.1.4. Education through Art 
1.1.5. Bibliographical References 

1.2. Multidimensional Education 

1.2.1. What is Multidimensional Education? 
1.2.2. Concept and Characteristics 
1.2.3. Project-Based Learning 
1.2.4. Different Competencies and Interrelated Areas 
1.2.5. Bibliographical References 

1.3. Formal Expression and Its Basic Elements 

1.3.1. What are the Basic Elements of Formal Expression? 
1.3.2. The Dot, The Line and The Plane 
1.3.3. The Shape 
1.3.4. Color 
1.3.5. Texture, Light and Volume 

1.4. Images The Visual Alphabet and Its Language 

1.4.1. Introduction 
1.4.2. Visual Composition and Composition Schemes 
1.4.3. Visual Literacy 
1.4.4. The Grammar and Rhetoric of The Image 

1.5. Visual Languages and Audiovisual Languages 

1.5.1. Introduction 
1.5.2. Visual Language and their Learning 
1.5.3. Pictographic Language 
1.5.4. Photographic Language 
1.5.5. The Language of Illustration 
1.5.6. Audiovisual Languages and their Learning 
1.5.7. Film, Comic, Photonovela 

1.6. Advertising 

1.6.1. Mass Culture in Today's Society 
1.6.2. Educating with and in the Media 
1.6.3. Advertising, What We See 
1.6.4. Advertising Strategies 
1.6.5. Poster Design 

1.7. Art Genres Today 

1.7.1. Introduction to the Genres of Art 
1.7.2. Plastic and Visual Arts in Genres 
1.7.3. Sculptural Genres 
1.7.4. The Dissolution of Gender 
1.7.5. Relationship between Film and Photography 

1.8. Drawing. Dry and Wet Techniques 

1.8.1. Drawing Types 
1.8.2. Techniques and Materials Applied to Drawing 
1.8.3. Dry Techniques 
1.8.4. Classroom Application 
1.8.5. Wet Techniques 
1.8.6. Tempera 
1.8.7. Watercolor 
1.8.8. Inks 
1.8.9. Markers 
1.8.10. Acrylic 
1.8.11. Oil Painting 

1.9. Three-dimensional Techniques and Resources 

1.9.1. Introduction 
1.9.2. Space and Its Representation 
1.9.3. Three-Dimensional Shapes in Space 
1.9.4. Sculpture and Materials 

1.10. Digital Techniques and Resources 

1.10.1. Definition and Concept of Static Image 
1.10.2. Digital Images and Different Files 
1.10.3. Digital Resources 
1.10.4. Creating Digital Images 
1.10.5. Origin of the Movement in the Image 
1.10.6. Video Productions 
1.10.7. Creation of Audiovisual Content. Steps 
1.10.8. Video Editing 

Module 2. Art and Beauty Education

2.1. Key Concepts Related to Aesthetics

2.1.1. What is Aesthetics?
2.1.2. Aesthetics as a Discipline
2.1.3. Perception and Aesthetics, Two Worlds Coming Together
2.1.4. What Articulates the Aesthetic Experience?
2.1.5. Get Excited
2.1.6. Education on the Fine Line between Creation and Perception
2.1.7. Why Study Aesthetics?
2.1.8. Main Differences between Arts and Aesthetic Education
2.1.9. Elements and Contexts to Consider Regarding Aesthetics

2.2. Aesthetic Experience and its Pedagogical Value

2.2.1. Aesthetic Attitude Result
2.2.3. Aesthetic Object and its Qualities
2.2.3. Aesthetic Experience Education
2.2.4. Teaching Strategies

2.3. Heritage Related to Aesthetic Education

2.3.1. Cultural and Artistic Heritage and Aesthetic Education
2.3.2. Natural Heritage and Aesthetic Education
2.3.3. Family and Teacher Influence

2.4. Beauty Standards and Relationship with Art

2.4.1. Do We Know What Is Beautiful?
2.4.2. Beauty Standards and their Evolution
2.4.3. Beyond Beauty: Media and Catwalk Beauty
2.4.4. The Centrality of the Individual in Artistic Creation and Perception
2.4.5. Arts Education as a Basis for a Humanistic Education

2.5. Learning to Perceive Change. Everything Passes

2.5.1. The Unfounded Inheritance of the Sublime
2.5.2. Alternative Aesthetic Categories
2.5.3. Anesthetics
2.5.4. Musical Aesthetic Categories

2.6. Aesthetics in Art, Science and Technology

2.6.1. The Shift from Biological to Technological Vision
2.6.2. Expanding the Human View on Technology
2.6.3. Cyber Lives

2.7. Enjoying a Work of Art

2.7.1. Experience as a Model
2.7.2. Understanding that Cultural and Artistic Education is Paramount.
2.7.3. Art as a Full Change to Humanism
2.7.4. Art as an Open Work and a Window to See the World
2.7.5. Authors and Representative Works

2.8. Contemporary Artworks for a Full Aesthetic Experience

2.8.1. From Anthropocentric Vision to Relational Aesthetics
2.8.2. Early Avant-Garde
2.8.3. Second Avant-Garde
2.8.4. Facilities

2.9. Children as Spectators and Creators of Aesthetics

2.9.1. Children's Aesthetics in a Spectacle Society
2.9.2. Children's Programs as Generators of Aesthetic Ideas
2.9.3. Videogames, Hyperreality and the Sense of Aesthetics
2.9.4. Being or Appearing Famous
2.9.5. The Pose or "Poser"
2.9.6. Moving from Spectator to Creator of Aesthetics through Technology

2.10. Ethics and Aesthetics?

2.10.1. Ethical Forms
2.10.2. Not Everything That Is Beautiful Is Good. Sensitivity and Ethical Creation
2.10.3. Learning to Look Beyond Aesthetics to See Ethics
2.10.4. Legal Limits and Freedom of Expression

Module 3. Children's Drawings

3.1. Children's Art

3.1.1. Scientific and Artistic Knowledge
3.1.2. The Importance of Verbal and Visual Language
3.1.3. Studies on Arts and Arts Education
3.1.4. Children's Art

3.2. Art and Image Grammar

3.2.1. Morphological Elements of the Image
3.2.2. Composition Elements
3.2.3. Image: Concepts and Theories

3.3. Drawing as a Language and Process

3.3.1. What is Drawing?
3.3.2. Drawing Process
3.3.3. Drawing Origin and History
3.3.4. Instruments, Materials and Media
3.3.5. The Importance of Drawing
3.3.6. Lines
3.3.7. Structure
3.3.8. Lace
3.3.9. The Sensitive Line Causing a Drawing
3.3.10. Basic Valuation
3.3.11. Final Valuation

3.4. Luquet's Work

3.4.1. Introduction
3.4.2. Basic and Fundamental Concepts
3.4.3. Luquet's Realism
3.4.4. Luquet's Evolutionary Stages

3.5. Lowenfeld's Work

3.5.1. Introduction
3.5.2. Concept and Approach to the Work
3.5.3. Lowenfeld's Evolutionary Stages

3.6. Stage of Scribbling and Stage of The Beginning of Figuration

3.6.1. Introduction
3.6.2. Doodling Stage (1-2-3)
3.6.3. Doodling Phases
3.6.4. Uncontrolled and Controlled Doodling
3.6.5. Beginning of Figuration Stage (4-5-6)
3.6.6. Human Figure
3.6.7. Theme Variation
3.6.8. Space and Color Awareness

3.7. Schematic and Early Realism Stage

3.7.1. Introduction
3.7.2. Schematic Stage (7-8-9)
3.7.3. Human Figure
3.7.4. Color and Space Use
3.7.5. Early Realism Stage (10-11-12)
3.7.6. Human Figure
3.7.7. Color and Space

3.8. Visual Realism Stage

3.8.1. Introduction 
3.8.2. Visual Realism Stage (12-13-14)
3.8.3. Human Figure
3.8.4. Color and Space

3.9. Different Materials and Painting Techniques

3.9.1. Pastel
3.9.2. Watercolors
3.9.3. Tempera
3.9.4. Acrylics
3.9.5. Oil Paintings
3.9.6. Collages
3.10. Illustrations and Drawings for Children

3.10.1. Book Illustrations

3.10.2. Illustration Genres
3.10.3. Children's Story Illustration
3.10.4. Techniques Used in Illustration

Module 4. Art Education and the Digital World

4.1. Digital Competence and Educational Pedagogies

4.1.1. Art Breaking Through the Digital Age
4.1.2. E-Learning and Artistic Competence
4.1.3. B-Learning and Artistic Competence
4.1.4. M-Learning and Artistic Competence
4.1.5. U-Learning and Artistic Competence

4.2. Educating through Technology

4.2.1. New and Exciting Education
4.2.2. Educating with and in the Media
4.2.3. Tackling Both Online and Offline Experiences 
4.2.4. Static and Dynamic Devices
4.2.5. Virtual Reality vs. Augmented Reality

4.3. Offline Digital Resources: Images and Videos

4.3.1. Editing an Image using Offline Programs
4.3.2. Meet and Work with GIMP
4.3.3. Learn about Krita, Work with Krita
4.3.4. Audiovisual Creation: Phases and Processes
4.3.5. Editing a Video Using Offline Programs
4.3.6. Learn about Shotcut and Work with Shotcut
4.3.7. Image and Video Topics for Elementary Education

4.4. Digital Applications

4.4.1. Apps. Types
4.4.2. Didactics Related to Apps
4.4.3. Apps and Art
4.4.4. Bloom's Taxonomy for the Digital Age

4.5. Virtual Environment Design

4.5.1. What are EVAs?
4.5.2. Talking about Collaborative Walls
4.5.3. Digital Tools
4.5.4. Personal Online Spaces: My Symbaloo

4.6. Apps for Drawing, Painting and Modeling

4.6.1. Finger Paintings and Pencil
4.6.2. Digital Drawing
4.6.3. Digital Painting
4.6.4. Digital Modeling

4.7. Digital Animation Apps

4.7.1. What Is Digital Animation?
4.7.2. Some Animation Programs for Elementary Education
4.7.3. Creating Thaumatropes and Digital Folioscopes

4.8. Apps for Creating Artistic GIFs

4.8.1. What is GIF?
4.8.2. How Many Types of GIFs Are There?
4.8.3. GIF Creation Processes
4.8.4. Apps for GIF Creation
4.8.5. Creating GIFs from Different Contents

4.9. Apps for Mixed Reality and QR Code Creation

4.9.1. Getting Into Augmented Reality and Virtual Reality
4.9.2. QR Codes and their Utility Today
4.9.3. QR Applications in Art Education

4.10. Apps for Virtual Museum Visits

4.10.1. Apps and Museums
4.10.2. Implement Virtual Visits to Museums
4.10.3. Perspective Activity Creation with Art and These Types of Apps

Our goal is to achieve academic excellence and to help you achieve it too"