Drawing and Plastic Arts Teacher Training in High School Education

By studying this intensive program you will increase your performance level and teaching skills"

The Drawing and Plastic Arts Teacher Training in High School Education program is designed to improve the student's competencies as a future teacher through the most innovative educational technology and in a blended learning regime. 

This degree is distinguished by the fact that its contents can be taken 100% online, adapting to the needs and obligations of the student, in an asynchronous and completely self-manageable manner. The student will be able to choose which days, at what time and for how long to dedicate to the course of the contents of the program. Always in tune with the skills and capabilities dedicated to it. 

The order and distribution of the subjects and their units is specially designed to allow each student to choose their own schedule and self-manage their time. For this purpose, you will have at your disposal theoretical materials presented through enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes and case studies, where you will be able to evoke knowledge in an orderly manner and train decision-making that demonstrates your high level education within this field of teaching. 

This 100% online Professional master’s degree will allow you, to balance your studies with your professional work while increasing your knowledge in this field”

This Professional master’s degree in Drawing and Plastic Arts Teacher Training in High School Education contains the most complete and up-to-date educational program on the market. The most important features include: 

• 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 it is conceived 
  scientific and practical information on those disciplines that are essential for professional practice
• The latest developments on the educational task of the high school teacher
• Practical exercises where to perform the self-assessment process to improve learning, as well as activities at different levels of competence, according to Miller's model
• 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

The program invites you to learn and grow, to develop as a teacher, to learn tools and educational strategies in relation to the most common needs in our classrooms: motivation, individualized attention, attention to diversity, conflict resolution, evaluation, innovation and improvement” 

Its teaching staff includes professionals belonging to the field of Teacher Training, who bring to this program their work experience, as well as recognized specialists from prestigious reference societies and universities. 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive education programmed to learn in real situations. 

This program is designed around Problem-Based Learning, whereby the teacher must try to solve the different professional practice situations that arise throughout the program. 

For this purpose, teachers will have the help of an innovative interactive video system developed by recognized experts in the field of drawing and plastic arts teaching, and with great teaching experience. 

TECH presents the Professional master’s degree in Drawing and Plastic Arts Teacher Training in High School Education with the highest quality in the university market"

Choose your specialty and take the program that will lead you to professional excellence"

The structure of the contents has been designed by the best professionals in the Teacher Training sector, with extensive experience and recognized prestige in the profession, backed by the volume of cases reviewed and studied, and with extensive knowledge of new technologies applied to teaching.

We offer you the most complete and up-to-date educational program on the market. We strive for excellence and for you to achieve it too"

Module 1. Learning and Development of Personalities 

1.1. Introduction: Relationship between Learning and Development, Education and Culture

1.1.1. Introduction
1.1.2. The Common Concept of Psychological Development
1.1.3. An Alternative to the Common Concept of Psychological Development: the Social and Cultural Nature of Development
1.1.4. The Role of Education in Psychological Development
1.1.5. Schooling as an Essential Context for Psychological Development
1.1.6. Essential Social Factors in Learning
1.1.7. Stages of Development
1.1.8. Key Developmental Processes

1.2. Conceptions of Learning and Learner Development

1.2.1. Concept of Learning
1.2.2. Main Theories of Learning and Development

1.2.2.1. Theories of Psychoanalysis 

1.2.2.1.1. Freud’s Theory
1.2.2.1.2. Erikson's Psychosocial Theory

1.2.2.2. Behaviorist Theories

1.2.2.2.1. Pavlov's Classical Conditioning Theory
1.2.2.2.2. Skinner's Operating Conditioning Theory

1.2.2.3. Cognitive Theories

1.2.2.3.1. Information Processing Theory

1.2.2.3.1.1. Robert Gagné's Instructional Theory

1.2.2.3.2. Constructivism

1.2.2.3.2.1. Verbal-Meaningful Learning Theory of Dr. Ausubel
1.2.2.3.2.2. Jean Piagetl's Genetic Epistemology
1.2.2.3.2.3. Lev Vygotsky's Sociocultural Cognitive Theory
1.2.2.3.2.4. Jerome Bruner's Discovery Learning

1.2.2.4. Socio-Cognitive Theories

1.2.2.4.1. Bandura's social-Cognitive Theory

1.3. Characterization of the Adolescence Stage: Physical and Sexual Development

1.3.1. Puberty and Adolescence

1.3.1.1. Puberty
1.3.1.2. Cardiac Catheterization

1.3.2. Psychological Effects of Puberty
1.3.3. Early Developing Adolescents and Late Developing Adolescents

1.3.3.1. Precocious Puberty
1.3.3.2. Delay of Puberty

1.3.4. Changing Patterns of Sexual Behavior
1.3.5. The Context and Timing of Adolescent Sexual Behavior
1.3.6. Love Affair and Intimacy

1.4. Psychological Dimensions related to School Learning: Social and Moral Development 

1.4.1. Main Socializing Agents

1.4.1.1. The Family

1.4.1.1.1. The Concept of Family
1.4.1.1.2. The Adolescent and their Family

1.4.1.2. The Peer Group
1.4.1.3. Educational Centers
1.4.1.4. The media

1.4.2. Risks of Social Media
1.4.3. Development of Moral Concepts. Various Theoretical Models

1.4.3.1. Piaget
1.4.3.2. Kohlberg

1.4.4. Factors Influencing Adolescent Moral Development

1.4.4.1. Differences Between Genders
1.4.4.2. Intelligence
1.4.4.3. At Home
1.4.4.4. Friends

1.5. Psychological Dimensions Related to School Learning: Intelligence

1.5.1. The Advent of Formal Thinking

1.5.1.1. Characteristics of Formal Thinking
1.5.1.2. Hypothetic-Deductive Thinking and Propositional Reasoning

1.5.2. Criticisms to Piaget's View
1.5.3. Cognitive Changes

1.5.3.1. The Development of Memory

1.5.3.1.1. Sensory Memory
1.5.3.1.2. Short-Term Memory (STM)
1.5.3.1.3. Long-Term Memory (LTM)

1.5.3.2. The Development of Memory Strategies
1.5.3.3. The Development of Metacognition

1.5.3.3.1. The Development of Metacognition
1.5.3.3.2. Knowledge and Metacognitive Control

1.5.4. Intelligence

1.5.4.1. Cattell's Fluid and Crystallized Intelligence
1.5.4.2. Sternberg Triarchic Theory
1.5.4.3. Gardner's Multiple Intelligences
1.5.4.4. Goleman's Emotional Intelligence
1.5.4.5. Wechsler Scale

1.6. Psychological Dimensions related to School Learning: Identity, Self-Concept, and Motivation

1.6.1. Self-Concept

1.6.1.1. Definition of Self-Concept
1.6.1.2. Factors Associated with the Development of Self-Concept

1.6.2. Self-esteem
1.6.3. Theoretical Approaches to Identity Development

1.6.3.1. Different Ways of Elaborating Identity

1.6.4. Motivation and Learning

1.7. The Teaching-Learning Process in Adolescence: General Principles

1.7.1. Ausubel's Theory of Meaningful Verbal Learning

1.7.1.1. Types of Learning in the School Context
1.7.1.2. What is Already Known and the Desire to Learn: Conditions for Constructing Meaning
1.7.1.3. The Processes of Assimilation of New Contents
1.7.1.4. A Review of the Theory Thirty Years Later

1.7.2. Processes of Knowledge Construction: The Constructivist Theory of Teaching and Learning

1.7.2.1. School Education: A Social and Socializing Practice
1.7.2.2. The Construction of Knowledge in the School Context: The Interactive Triangle
1.7.2.3. The Processes of Knowledge Construction and the Mechanisms of Educational Influence

1.7.3. Why Do Only Humans Have Teaching?

1.8. The Teaching-Learning Process in Adolescence: Knowledge Construction in the Classroom and Teacher/Student Interaction

1.8.1. Teacher Effectiveness
1.8.2. Teaching Styles
1.8.3. Teaching Models
1.8.4. The Role of the Teacher
1.8.5. Expectations of the Teacher and the Student

1.9. The Teaching-Learning Process in Adolescence. Processes of Knowledge Construction and Peer-to-Peer Interaction

1.9.1. Peer Interaction and Cognitive Development
1.9.2. Cooperative Learning

1.9.2.1. The Use of Cooperative Learning as a Didactic Method

1.10. Attention to Diversity and Educational Needs in the Adolescence Stage

1.10.1. Historical Background
1.10.2. The Warnock Report
1.10.3. The Concept of Special Educational Needs
1.10.4. The Causes of SEN
1.10.5. Classification of SEN
1.10.6. Learning Difficulties derived from Motor, Visual and Hearing Impairment. Educational Intervention
1.10.7. Learning Difficulties Derived from Autism (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Intellectual Disabilities (IDD) and High Abilities. Educational Intervention
1.10.8. Behavioral Disorders in Childhood and Adolescence

1.10.8.1. Epidemiology and Risk Factors for Behavioral Disorders
1.10.8.2. Clinical Features and Forms of Presentation

1.10.9. Main Manifestations of Behavioral Disorders

1.10.9.1. Attention Deficit Hyperactivity Disorder (ADHD)
1.10.9.2. Dissocial Disorder (DD)
1.10.9.3. Oppositional Defiant Disorder (ODD)

1.10.10. An Example of an Instrument to Detect Behavioral Disorders in the Classroom
1.10.11. Proposals for Therapeutic Intervention in the Classroom

1.10.11.1. Attention Deficit Hyperactivity Disorder (ADHD)
1.10.11.2. Oppositional Defiant Disorder (ODD) and Dissocial Disorder (DD)

1.11. Relationships in Adolescence and Conflict Management in the Classroom

1.11.1. What is Mediation?

1.11.1.1. Types of Mediation

1.11.1.1.1. School Mediation
1.11.1.1.2. Family Mediation

1.11.1.2. Insight Theory
1.11.1.3. The Enneagram

1.11.2. Strengths and Weaknesses of Implementing a Mediation Program

1.12. Principle of Personalized Education and Forms of Action

1.12.1. Historical Evolution of Special Education

1.12.1.1. The United Nations (UN)
1.12.1.2. The Universal Declaration of Human Rights (UDHR)

1.12.2. The Localization Dilemma
1.12.3. Educational Inclusion
1.12.4. The Dilemma of Differences
1.12.5. Personalized Education
1.12.6. Personal Learning Design
1.12.7. Conclusions

1.12.7.1. Learning by Doing

Module 2. Society, Family and Education

2.1. The Guidance Function of the Educational Center

2.1.1. Educational Counselling

2.1.1.1. Introduction
2.1.1.2. Concept of Educational Guidance
2.1.1.3. Guidance Functions in the Educational Center
2.1.1.4. Origin of Educational Guidance
2.1.1.5. Areas of Intervention

2.1.1.5.1. Professional Guidance
2.1.1.5.2. Development Guidance
2.1.1.5.3. School Guidance
2.1.1.5.4. Guidance in the Attention to Diversity

2.1.1.6. Intervention Models

2.1.1.6.1. Counseling Model
2.1.1.6.2. Services Model
2.1.1.6.3. Program Model
2.1.1.6.4. Consultation Model
2.1.1.6.5. Technological Model

2.1.2. Principles of Guiding Action

2.2. The Tutor-Teacher and the Tutorial Action

2.2.1. The Tutor's Profile and Competences
2.2.2. Tutorial Action
2.2.3. The Guidance Department

2.2.3.1. Organization of the Guidance Department
2.2.3.2. Composition of the Guidance Department
2.2.3.3. Functions of the Guidance Department
2.2.3.4. Functions of the Members of the Guidance Department

2.2.3.4.1. Functions of the Head of the Guidance Department
2.2.3.4.2. Functions of the Support Teacher
2.2.3.4.3. Functions of the Therapeutic Pedagogy and Hearing and Language Teachers
2.2.3.4.4. Functions of the Teacher of Career Training and Guidance

2.2.4. Guidance and Tutorial Action in Occupational Training
2.2.5. The Holland Typology’s Model

2.3. Tutorial Action Tools

2.3.1. Introduction
2.3.2. The Tutorial Action Plan (TAP)

2.3.2.1. Modalities of Autonomy

2.3.2.1.1. Pedagogical Autonomy
2.3.2.1.2. Managerial Autonomy
2.3.2.1.3. Organizational Autonomy

2.3.3. Information and Communication Technologies (ICT) in Tutorial Action

2.3.3.1. Social Changes
2.3.3.2. Changes in Education
2.3.3.3. ICT used in Tutorial Action 

2.3.3.3.1. Webquest
2.3.3.3.2. Blogs
2.3.3.3.3. Webinars
2.3.3.3.4. Wikis
2.3.3.3.5. E-mail
2.3.3.3.6. Discussion Forums

2.3.3.4. Advantages of Using ICT in Tutorial Action
2.3.3.5. Disadvantages of the Use of ICT in Tutorial Action

2.4. The Relationship of the Teacher-Tutor with the Student

2.4.1. The Individualized Interview as the Main Tool

2.4.1.1. Importance of Communication
2.4.1.2. Interview between the Tutor Teacher and the Student
2.4.1.3. The Interview in the Aid Relationship
2.4.1.4. Interviewer Skills
2.4.1.5. Types of Interviews

2.4.1.5.1. According to the Number of Participants
2.4.1.5.2. According to the Format
2.4.1.5.3. According to the Mode or Channel

2.4.2. Group Dynamics

2.4.2.1. Group Dynamics: Some Examples of Techniques

2.4.2.1.1. Discussion Groups
2.4.2.1.2. Role-Playing
2.4.2.1.3. Dialogical Pedagogical Discussion
2.4.2.1.4. Cineforum

2.4.2.2. Benefits of Applying Group Dynamics

2.4.3. Techniques for the Management of Coexistence

2.4.3.1. Learning Values and Norms
2.4.3.2. Social Emotional Education and Classroom Climate
2.4.3.3. Strategies that Facilitate School Coexistence
2.4.3.4. Programs to Educate in Coexistence

2.5. Family and School Centers

2.5.1. Introduction
2.5.2. The Evolution of the Family and Society
2.5.3. Demands Made by the Family to the Educational Center and Vice-Versa

2.5.3.1. Demands from the School to the Family
2.5.3.2. Demands from the Family to the School

2.5.4. Family-Educational Center Communication Channels: the School for Parents

2.5.4.1. School for Parents

2.6. The Family Interview

2.6.1. Introduction

2.6.1.1. The Ecological Theory of Bronfenbrenner

2.6.2. The Family Interview

2.6.2.1. Keys to an Effective Interview
2.6.2.2. Emotional Education.
2.6.2.3. Classification of Interviews

2.6.3. Structure of Interviews
2.6.4. Factors Involved in Family Interview
2.6.5. Steps in Family Interview
2.6.6. Interview Techniques

2.6.6.1. Educational Coaching
2.6.6.2. Context
2.6.6.3. Origins of Coaching
2.6.6.4. Principles of Coaching
2.6.6.5. Models of Coaching
2.6.6.6. Agents Involved in the Coaching Process
 2.6.6.7. Benefits of Coaching

Module 3. Complements for the Disciplinary Training in Drawing and Plastic Arts

3.1. Historical Perspective and Contemporary Approaches to Arts Education 

3.1.1. Art and Education
3.1.2. The Academies. The French Academy
3.1.3. The Enlightenment, the Age of Enlightenment or of Education
3.1.4. The Industrial Revolution and Artistic Education
3.1.5. The Influence of Pedagogical Currents on Arts Education
3.1.6. Bauhaus
3.1.7. Art Education after World War II
3.1.8. Creative Self-Expression
3.1.9. Developments in Discipline-Based Art Education (DBAE)
3.1.10. Postmodern Art Education
3.1.11. Visual Studies: Education for Visual Culture

3.2. Historical and Artistic Heritage in the 21st Century. The Role of Museums and Centers of Contemporary Art 

3.2.1. What Do We Understand by Cultural Heritage? 
3.2.2. Who Decides What is Heritage? 
3.2.3. Heritage Education
3.2.4. Construction of Learning in Museums and Contemporary Art Centers

3.3. Introduction to Art Grammar 

3.3.1. Concepts
3.3.2. Approaches between Art and Language
3.3.3. A Grammar of Perception: Literacy
3.3.4. Grammar of Creation
3.3.5. Art in a Communicative Model
3.3.6. The Iconicity-Abstraction Scale

3.4. The Image and its Sociological Aspects

3.4.1. Introduction to the Study of the Image
3.4.2. The Importance of Visual Literacy: a Brief History of the Image
3.4.3. What is an Image? 
3.4.4. Language and the Visual Message
3.4.5. The Image and the Construction of Identity

3.5. Cultural and Artistic Competence. Educating in Communication and Audiovisual Culture 

3.5.1. Concept and Characteristics
3.5.2. Dimensions and Processes of Cultural and Artistic Learning
3.5.3. Interrelation with other Competencies and Areas
3.5.4. Cultural and Artistic Competence and the Design of Integrated Tasks
3.5.5. Educating in the Media
3.5.6. Communication and Mass Media
3.5.7. Photography
3.5.8. The Cinema
3.5.9. The Comic Strip or Cartoon
3.5.10. Radio and Television
3.5.11. Advertising
3.5.12. Internet

3.6. The Creation of Images and Objects and their Relation to Design. The Principles of the Graphic-Plastic Language 

3.6.1. Introduction. Design Concepts and Areas
3.6.2. Project Thinking and the Design Process
3.6.3. The Design of Space and Objects
3.6.4. Graphic Design
3.6.5. Basic Elements. Introduction
3.6.6. Point
3.6.7. Line
3.6.8. The Shot
3.6.9. Texture
3.6.10. The Shape
3.6.11. The Composition

3.7. Introduction to Technical Drawing and Descriptive Geometry

3.7.1. Curricular Content for Seconday Education
3.7.2. Curricular Content for Baccalaureate (High School)
3.7.3. Presence of Geometry in Objects and Nature
3.7.4. Dynamic Geometry. ICT Resources

3.8. Drawing and Color in Art Education. The Education of the Third Dimension 

3.8.1. Light and Color Perception
3.8.2. Additive and Subtractive Mixing
3.8.3. Dimensions of Color: Hue, Brightness and Saturation
3.8.4. Color Symbology
3.8.5. Drawing and the Color: Typology of the Drawing
3.8.6. Color in Art
3.8.7. Three-Dimensional Shapes in Space
3.8.8. Factors that Help to Create the Spatial Notion
3.8.9. Representation of Shapes in Space
3.8.10. Perception of Shapes in Space
3.8.11. The Light Creator of Space and Volumes
3.8.12. Sculpture
3.8.13. The Outlook

3.9. From Analog to Digital in the Arts Classroom. Arts Education from the Contemporary Perspective

3.9.1. Previous Concepts
3.9.2. Mediums
3.9.3. Drawing and Painting Procedures, Techniques and Materials
3.9.4. Engraving and Stamping
3.9.5. Digital Technologies
3.9.6. Towards the Confluence of Techniques and Processes
3.9.7. Didactic Possibilities of Contemporary Art and Practice
3.9.8. Art Education after Postmodernity. Arteducation
3.9.9. Other Genres to Practice Art in (or without) the Classroom. Art Installations
3.9.10. The Performance
3.9.11. Expanded Classroom Concepts in the Arts. The Net.Art or Digital Art

3.10. Transdisciplinary Practice from the Art: Creativity, Innovation and Research in High School 

3.10.1. Introduction: Concepts
3.10.2. Transversal Culture: Art, Science and Technology
3.10.3. Creativity and Innovation as Elements of Classroom Research
3.10.4. Arts-Based Research (ABR)
3.10.5. An Example of Research for Education

Module 4. Drawing and Plastic Arts Syllabus Design

4.1. Curriculum and its Structure 

4.1.1. School Curriculum: Concept and Components
4.1.2. Curriculum Design: Concept, Structure and Functioning
4.1.3. Levels of Curriculum Specification
4.1.4. Curriculum’s Model
4.1.5. Educational Programming as a Working Tool in the Classroom.

4.2. Legislation as a Guide to Curriculum Design and Key Competencies

4.2.1. Review of Current National Educational Legislation
4.2.2. What are Competencies?
4.2.3. Types of Skills
4.2.4. Key Competencies
4.2.5. Description and Components of Key Competencies

4.3. The Spanish Education System. BORRAR Teaching Levels and Modalities

4.3.1. Education System: Interaction between Society, Education and the School System
4.3.2. The Educational System: Factors and Elements
4.3.3. General Characteristics of the Spanish Educational System
4.3.4. Configuration of the Spanish Educational System
4.3.5. Secondary Education BORRAR
4.3.6. Baccalaureate
4.3.7. Artistic Education
4.3.8. Language Teaching
4.3.9. Sports Education
4.3.10. Adult Education

4.4. Analysis of the Drawing and Plastic Arts Syllabus

4.4.1. The Artistic Curriculum in Current Legislation and Regulations BORRAR
4.4.2. Structure of the Syllabus Design of the Subject: Plastic, Visual and Audiovisual Education. Content Blocks
4.4.3. Structure of the Curricular Designs of the Baccalaureate of Arts. Content Blocks

4.5. Didactic Programming I

4.5.1. Context
4.5.2. Objectives and Key Competencies
4.5.3. Content Sequencing
4.5.4. Evaluation Criteria and Learning Results
4.5.5. Learning Standards
4.5.6. Methodology

4.6. Didactic Programming II

4.6.1. Introduction to Teaching Resources and Materials
4.6.2. Working Materials and Resources in Art Education
4.6.3. Evaluation: Procedures and Qualification Criteria
4.6.4. Other Sections of the Programming that Should be Considered: Measures of Attention to Diversity and Curricular Adaptations. ICT and Extracurricular Activities

4.7. The Didactic Unit I

4.7.1. Introduction. Concepts
4.7.2. Fundamental Phases in the Design Process of the Didactic Unit
4.7.3. Sections that Make Up the Didactic Unit
4.7.4. Deepening in the Fundamental Sections

4.8. The Didactic Unit II

4.8.1. The Didactic Programming in Vocational Training Cycles
4.8.2. The Didactic Unit (Work Unit) in Vocational Training Cycles
4.8.3. General Conditions to be Fulfilled by Didactic Units or Work Units
4.8.4. Validation of Didactic or Work Units
4.8.5. The Design and Development of Didactic/Work Units as the Axis of Educational Research and Innovation

4.9. Programming Teaching Units

4.9.1. The Didactic Unit in Compulsory Secondary Education and Baccalaureate: Designing in the Key of Competence
4.9.2. Formulating Didactics Objectives
4.9.3. Contents
4.9.4. Formulation of Didactic Objectives
4.9.5. Methodology: Didactics Principles
4.9.6. Activities
4.9.7. The Evaluation Criteria and Assessable Learning Standards
4.9.8. Programming a Unit of Work

4.10. Examples of Didactic Unit

4.10.1. Standards Used to Exemplify Didactic Units
4.10.2. Example (Compulsory Secondary Education)
4.10.3. Example (Baccalaureate)
4.10.4. Identification of the Title for which the Didactic Units are Exemplified
4.10.5. The Didactic Unit in VET
4.10.6. Examples:

Module 5. Drawing and Plastic Arts Teaching

5.1. General Didactics and Learning Theories

5.1.1. Introduction to the Concept of Teaching
5.1.2. What Is Learning? How is it Produced?
5.1.3. Introduction to Learning Theories and their Authors
5.1.4. Influence of Cognitivism in Education
5.1.5. The Learner at the Center: Meaningful Learning

5.2. Theories of Learning Applied to Art

5.2.1. Developmental Psychology: Jean Piaget
5.2.2. Luquet and Lowenfeld: Stages of Graph-Plastic Development
5.2.3. Cognitive Models and Art: Eisner, Gardner, Read
5.2.4. Gestalt Theory and its Laws
5.2.5. Perception and Visual Thinking: Rudolf Arheim

5.3. Learning Techniques and Strategies Applied to Art 

5.3.1. Introduction. The Learning-Strategies Relationship
5.3.2. Types of Strategies: Primary, Secondary, Versatile
5.3.3. Techniques for Learning to Learn. Orientation to Study
5.3.4. Tools that Improve the Learning Process
5.3.5. New Contributions to Improve the Learning Process
5.3.6. Theories and Strategies for Fostering Creativity
5.3.7. The Lateral Thinking and its Techniques. Edward de Bono
5.3.8. Techniques and Methods for Creativity Development
5.3.9. Mind Maps as Graphic Organizers 

5.4. Teaching Methodologies

5.4.1. Workshop Methodology
5.4.2. Creative Self-Expression and Free Expression
5.4.3. Developments in Discipline-Based Art Education (DBAE) and Other Initiatives or Approaches
5.4.4. Introduction to Post-Modernism
5.4.5. Postmodern Art Education
5.4.6. Visual Culture
5.4.7. Artistic Methodologies for Research and Innovation in Education

5.5. Learning Difficulties

5.5.1. Difficulties Related to Visuospatial Perception
5.5.2. Visual Impairments
5.5.3. Color Vision Problems

5.6. Activities for the Learning of Drawing and Plastic Arts

5.6.1. Motivation: a Key Factor
5.6.2. Socialization Activities
5.6.3. Activities for Inter- and Transdisciplinarity
5.6.4. Activities for Multiculturalism
5.6.5. Web 2.0. Educational and Social Principles
5.6.6. Activities for High School. Activity Repositories
5.6.7. Project-Based Activities. eTwinning
5.6.8. Working with Educational Apps in Art

5.7. Teaching Resources I

5.7.1. Previous Concepts
5.7.2. Classification
5.7.3. Factors to Take into Consideration in the Selection and/or Development of Resources for Drawing and Plastic Arts
5.7.4. The Textbook
5.7.5. The Still Image
5.7.6. The Blackboard
5.7.7. The School Spaces, Excursions and Outings

5.8. Teaching Resources II: ICT Resources

5.8.1. Educating in and with Technologies
5.8.2. Supports: Interactive Whiteboard, Computers and Mobile Devices
5.8.3. Applications and Useful Programs for the Teaching of Drawing and Plastic Arts
5.8.4. Internet
5.8.5. Cloud Resources
5.8.6. Social and Collaborative Tools: Blog, Wiki, Webquest and Scavenger Hunts
5.8.7. Resources and Teaching Improvement/Innovation
5.8.8. The Artist's Book
5.8.9. The Portfolio and the Electronic Portfolio
5.8.10. Audiovisual and Multimedia
5.8.11. Virtual Reality and Augmented Reality
5.8.12. Video Games and Gamification

5.9. Evaluation. General Principles

5.9.1. Concept of Educational Evaluation. Principles and Functions
5.9.2. When Do We Evaluate? Phases and Processes
5.9.3. What to Evaluate? Bloom's Taxonomy
5.9.4. How to Evaluate? Techniques and Instruments of General Evaluation
5.9.5. Criteria

5.10. Evaluation in Art 

5.10.1. Arts Education and its Evaluation General Considerations
5.10.2. Artistic Knowledge Domains to be Evaluated. Eisner
5.10.3. Strategies and Instruments for Evaluating Artistic Learning
5.10.4. The Rubric and the Item as Tools to Control Learning
5.10.5. Other Aspects to Take into Account in the Evaluation of Works and Exercises

Module 6. Teaching Innovation and Initiation to Educational Research

6.1. Educational Innovation as a Process and School Improvement

6.1.1. Education and the New Scenarios of the Global and Local Context
6.1.2. Key Concepts: Educational Innovation, Change, Reform and Educational Improvement
6.1.3. Educational Paradigms and Innovation Purposes
6.1.4. Why Innovate, the Meaning of Innovation
6.1.5. Process Models to Generate Educational Innovation
6.1.6. The Importance of a Strategic Approach to Incorporate Educational Innovations
6.1.7. Challenges of Educational Innovation: the Need for a Paradigm Shift and the Role of Research for Educational Improvement

6.2. Teaching Innovation: Perspectives, Challenges and Professional Learning

6.2.1. Areas of Innovation in the Educational Context
6.2.2. The Case of Learning Communities
6.2.3. The Obstacles and Challenges of Innovation in the Educational Context
6.2.4. How Do Teachers Learn? From Transmitting Teachers to Inquiring and Creative Teachers
6.2.5. Factors to Promote Learning and Professional Development
6.2.6. From Collective Learning to the Professional Development of the Teaching Staff
6.2.7. Spaces for Meeting and Professional Learning: Congresses, Innovation Conferences, Professional Networks, Communities of Practice and MOOCS

6.3. The Design of a Good Practice of Teaching Innovation

6.3.1. From Professional Learning to Good Teaching Practices
6.3.2. Good Practices and the Necessary Conceptual Change
6.3.3. Aspects to be Taken into Account in the Design of Good Teaching Practice
6.3.4. One More Step: Designing and Self-Evaluating Innovative Projects and Practices

6.4. Innovative Learning-Centered Designs to Promote Learner Ownership: Innovative Strategies and Practices

6.4.1. The Learner is the Protagonist of its Learning
6.4.2. Rationale for Selecting Learning-Centered Teaching Strategies: Situated Cognition
6.4.3. Rationale for Selecting Learning-Centered Teaching Strategies: The Learning Approach
6.4.4. Generalization and Transfer of Learning: Keys to Promote Learner Protagonism
6.4.5. Teaching Strategies to Encourage Students' Engagement with their Learning
6.4.6. Design of Innovative Practices Focused on Learning: Service-Learning

6.5. Innovative Use of Didactic Resources and Means

6.5.1. Paradigm Shift: From Solid Knowledge to Liquid Information
6.5.2. Metaphors on Web 2.0 and their Educational Implications
6.5.3. New Literacies: Educational Visions and Consequences
6.5.4. Digital Literacy and the Development of Competencies
6.5.5. The Meaning and Practices of Digital Literacy in Schools
6.5.6. Literacy and Citizenship: More than ICT Integration
6.5.7. Good Practices in the Innovative Use of Technological Resources

6.6. Learning-Oriented Evaluation: Orientation and Design of Good Practices

6.6.1. Evaluation as a Learning Opportunity
6.6.2. Characteristics of Innovative Evaluation
6.6.3. The Dimensions of Evaluation: the Ethical and the Technical-Methodological Question
6.6.4. Innovative Evaluation: How to Plan the Evaluation to Orient it to Learning
6.6.5. Quality Criteria for Developing a Learning-Oriented Evaluation Process
6.6.6. How to Foster Improvement and Learning from Evaluation Results

6.7. Teacher Self-Assessment and Learning Improvement: The Challenge of Educational Innovation

6.7.1. Educational Improvement Makes it Essential to Self-Evaluate the Teaching Task
6.7.2. The Self-Evaluation of Teaching Practice as a Process of Reflection and Formative Accompaniment
6.7.3. Areas of Self-Evaluation of the Teaching Task
6.7.4. Self-Evaluation of Schools for the Improvement of their Educational Processes from an Inclusive Perspective

6.8. New Technologies and Educational Research: Tools for Educational Improvement

6.8.1. Educational Research has its Own Character
6.8.2. The Research Process and the Educational Researcher's Viewpoint
6.8.3. Educational Research in the Current Context
6.8.4. Technological Tools for the Development of Educational Research

6.8.4.1. Searching and Updating Information on the Internet
6.8.4.2. Organizing Information
6.8.4.3. Collection of Information in the Field Work
6.8.4.4. Analysis of the Information: Quantitative and Qualitative
6.8.4.5. Report Writing and Publication of Information

6.9. From Educational Research to Classroom Research: Improving the Teaching-Learning Process

6.9.1. Educational Research Functions
6.9.2. From Educational Research to Research in the Classroom
6.9.3. Classroom Research and Teachers' Professional Development
6.9.4. Ethical Considerations for the Development of Educational Research

6.10.  Educational Challenges for the Research and Improvement of Teaching Practice of the Specialty

6.10.1. Educational Challenges for the 21st Century
6.10.2. Research, Innovation and Best Practices in the Specialty
6.10.3. Deontological Framework for Teaching Practice

Module 7. Educational Processes and Contexts

7.1. The LODE of 1985 and the LOGSE of 1990

7.1.1. Introduction

7.1.1.1. Early Childhood Education
7.1.1.2. Primary Education
7.1.1.3. High School
7.1.1.4. Baccalaureate
7.1.1.5.Special Education

7.2. The Organic Law on Education (LOE)

7.2.1. Introduction
7.2.2. Organic Law on Education (LOE):Principles
7.2.3. Organic Law on Education (LOE): Teaching

7.2.3.1. Early Childhood Education
7.2.3.2. Primary School Education
7.2.3.3. Baccalaureate

7.2.4. Organic Law on Education (LOE): Itineraries

7.3. The Organic Law for the Improvement of the Quality of Education (LOMCE)

7.3.1. Introduction
7.3.2. LOMCE: Currículum
7.3.3. LOMCE: Baccalaureate
7.3.4. LOMCE: Educational System Itineraries
7.3.5. LOMCE: Key Skills

7.4. The Organization of the Institutions

7.4.1. Concept of School
7.4.2. Components of the School Center
7.4.3. Characteristics of Educational Centers

7.4.3.1. Autonomy of the Centers
7.4.3.2. Functions of The School

7.5. Management and Leadership Applied to the Educational Institution: Management Team

7.5.1. Management of the Educational Institution

7.6.1.1. Conceptions of the Term Management

7.5.2.  Leadership

7.6.2.1. Concept of Leader
7.6.2.2. Gestation of the Leader
7.6.2.3. The Authentic Leader

7.5.3. Leadership in Today's Organizations

7.6.3.1. Importance of Authentic Leadership
7.6.3.2. The Need for Authentic Leadership in Education
7.6.3.3. Types of Leadership

7.5.4. Leadership in the Management of Educational Institutions and Initiatives

7.6.4.1. Leadership of the Management Team
7.6.4.2. Pedagogical Leadership of the Director
7.6.4.3. Leadership of the Head of Studies

7. 6. Management and Leadership Applied to the Educational Institution: Teaching Team

7.6.1. Teaching Team: Functions and Rights of the Teaching Staff
7.6.2. Teachers Organization

7.6.2.1. Teamwork

7.6.2.1.1. Working Groups

7.6.2.2. The Teacher as Tutor

7.6.2.2.1. The Profile of the Tutor
7.6.2.2.2. Duties of the Tutor

7.6.2.3. The Teacher-Coach

7.6.2.3.1. Conceptualization and Characteristics
7.6.2.3.2. The Coach

7.6.2.4. Networking

7.6.3. Leadership of the Teaching Staff

7.6.3.1. The Leadership of the Tutor
7.6.3.2. Teacher Leadership

7.7. The Guidelines of a School Center

7.7.1. School-Based Education Project

7.7.1.1. The Content of School-Based Education Project
7.7.1.2. Development of School-Based Education Project
7.7.1.3. Implementation of School-Based Education Project
7.7.1.4. Evaluation of School-Based Education Project

7.7.2. Internal Rules

7.7.2.1. The Content School-Based Education Project, a Discretionary Matter

7.7.3. Specific Plans

7.7.3.1. Purpose, Typology and Content
7.7.3.2. Another Way of Expressing the School-Based Education Project

7.7.4. Annual Report

7.7.4.1. Guidelines for the Preparation of an Educational Center's Annual Report

7.7.5. Autonomy as a Requirement

7.8. The Organizational Structure of a Center and Communication Instruments

7.8.1. Collegiate Bodies

7.8.1.1. The School Council

7.8.1.1.1. Composition
7.8.1.1.2. Election and Renewal of the School Board
7.8.1.1.3. Competencies

7.8.1.2. The Teaching Staff

7.8.2. Educational Coordination Bodies

7.8.2.1. Teaching Departments
7.8.2.2. Guidance Department in Compulsory Secondary Education
7.8.2.3. Complementary and Extracurricular Activities Department
7.8.2.4. Pedagogical Coordination Commission

7.9. Curriculum Management

7.9.1. The School Space: the Organization of the Classroom
7.9.2. Assessment of the Spatial Design of the Classroom

7.9.2.1. Systematic Observation of Users in the Course of Using the Space
7.9.2.2. Self-Application and Evaluation

7.9.3. The School Space as a Dynamic Creation of the Teacher
7.9.4. School Time
7.9.5. Student Organization

7.9.5.1. Vertical Organization of the Student Body

7.9.5.1.1. Graduate School
7.9.5.1.2. The Ungraded School
7.9.5.1.3. The Multigrade School

7.9.5.2. Horizontal Organization of the Student Body

7.9.5.2.1. The Autonomous Class
7.9.5.2.2. Departmentalization
7.9.5.2.3. Team Teaching by Teachers

7.10. Change and Innovation in the School

7.10.1. Improvement in Education

7.10.1.1. From Change as a Necessity to Change as an Opportunity
7.10.1.2. Global Versus Partial Change
7.10.1.3. Organizational Versus Social Change
7.10.1.4. Towards Successful Change

7.10.2. Institutional Innovation
7.10.3. The Creation and Management of Collective Knowledge

7.10.3.1. Departments and Educational Teams as Structures for Innovation
7.10.3.2. Strategies for Intervention in Collaborative Contexts

7.10.4. Teachers and Managers as Agents of Change

7.11.  Change and Innovation in the School Center: Spatial Context and Didactic Project

7.11.1. The Planning Process for the Improvement of the Spatial Context of Learning
7.11.2. The Imperatives for Change and the School in its Environment
7.11.3. The Traditional Model
7.11.4. Spatial Context and Didactic Project
7.11.5. Infrastructure of the New Learning Contexts
7.11.6. Strategies for the Improvement of the Quality of Life in the School Center

7.11.6.1. Search for Correspondence between the Designs of the Building and the Furniture
7.11.6.2. Development of a New Conception of the Workplace of the Student
7.11.6.3. Redistribution of the Work Areas by Means of the Furniture
7.11.6.4. The Participation of Students in the Appropriation of Space
7.11.6.5. The Urban Planning Dimension

Module 8. Inclusive Education and Attention to Diversity

8.1. Concept of Inclusive Education and its Key Elements

8.1.1. Conceptual Approach
8.1.2. Difference Between Integration and Inclusion

8.1.2.1. Integration Concept
8.1.2.2. Inclusion Concept
8.1.2.3. Difference Between Integration and Inclusion

8.1.3. Key Elements of Educational Inclusion

8.1.3.1. Key Strategic Aspects

8.1.4. The Inclusive School and the Education System

8.1.4.1. The Challenges of the Education System

8.2. Inclusive Education and Attention to Diversity

8.2.1. Concept of Attention to Diversity

8.2.1.1. Types of Diversity

8.2.2. Diversity and Educational Inclusion Measures

8.2.2.1. Methodological guidelines

8.3. Multilevel Teaching and Cooperative Learning

8.3.1. Key Concepts

8.3.1.1. Multilevel Teaching
8.3.1.2. Cooperative Learning

8.3.2. Cooperative Teams

8.3.2.1. Conceptualization of Cooperative Teams
8.3.2.2. Functions and Principles
8.3.2.3. Essential Elements and Advantages

8.3.3. Benefits of Multilevel Teaching and Cooperative Learning

8.3.3.1. Benefits of Multilevel Teaching
8.3.3.2. Benefits of Cooperative Learning

8.3.4. Barriers to the Implementation of Inclusive Schools

8.3.4.1. Political Barriers
8.3.4.2. Cultural Barriers
8.3.4.3. Didactic Barriers
8.3.4.4. Strategies to Overcome Barriers

8.4. Social Inclusion

8.4.1. Inclusion and Social Integration

8.4.1.1. Definition of Integration and Elements
8.4.1.2. Concept of Social Inclusion
8.4.1.3. Inclusion vs. Integration.

8.4.2. Inclusion in Education

8.4.2.1. Social Inclusion at School

8.5. Inclusive School Assessment

8.5.1.  Assessment Parameters

8.6. ICT and UDL in Inclusive Schools

8.6.1. Traditional Teaching Methods
8.6.2. ICT

8.6.2.1. Concept and Definition of ICT
8.6.2.2. Characteristics of ICT
8.6.2.3. Telematics Applications and Resources
8.6.2.4. ICT in the Inclusive School

8.6.3. Universal Design for Learning

8.6.3.1. What is DUA?
8.6.3.2. UDL Principles
8.6.3.3. The Application of the UDL to the Curriculum
8.6.3.4. Digital Resources and UDL

8.6.4. Digital Media to Individualize Classroom Learning

Module 9. Creativity and Emotional Education in the Classroom

9.1. Emotional Intelligence and the Education of Emotions According to the Mayer and Salovey Model
9.2. Other Emotional Intelligence Models and Emotional Transformation

9.2.1. Emotional Competence Models
9.2.2. Social Competence Models
9.2.3. Multiple Models

9.3. Social-Emotional Competencies and Creativity by Level of Intelligence
9.4. Concept of Emotional Quotient, Intelligence and Dyssynchrony Accommodation in High Intellectual Capacities
9.5. Concept of Hyperemotivity
9.6. Current Scientific Studies on Creativity, Emotions, Self-Awareness and Intelligence

9.6.1.  Neuroscientific Studies
9.6.2.  Applied Studies

9.7. Practical Classroom Resources to Prevent Demotivation and Hyperemotivity
9.8. Standardized Tests to Assess Emotions and Creativity

9.8.1.  Creativity Tests and Quizzes
9.8.2.  Assessing Emotions
9.8.3.  Laboratories and Valuation Experiences

9.9. Inclusive Schools: Humanist Model and Emotional Education Interrelation

Module 10. Neuroeducation

10.1. Introduction to Neuroeducation
10.2. Main Neuromyths.
10.3. Attention
10.4. Emotion
10.5. Motivation
10.6. The Learning Process.
10.7. Memory
10.8. Stimulation and Early Interventions.
10.9. Importance of Creativity in Neuroeducation
10.10. Methodologies that Allow the Transformation of Education into Neuroeducation

Module 11. Communication in the Classroom

11.1. Learning to Teach

11.1.1. Communication Processes
11.1.2. Teaching Transmission Processes

11.2. Oral Communication

11.2.1. Voice in the Classroom
11.2.2. Voice Care in the Classroom

11.3. Communication Support Systems

11.3.1. The Use of the Blackboard
11.3.2. The Use of Projectors

11.4. The Use of Images in Teaching

11.4.1. Images and Licenses for Use
11.4.2. Author Images

11.5. The Use of Video in Teaching

11.5.1. Video as a Support Material
11.5.2. Teaching through Videos

11.6. Written Communication

11.6.1. The Reports and Written Assignments
11.6.2. Blogs and Forums

11.7. Communication Difficulties

11.7.1. Teaching Difficulties
11.7.2. Classroom Difficulties

11.8. Collaborative Processes vs. Competition.

11.8.1. Advantages and Disadvantages of Collaborative Learning
11.8.2. Advantages and Disadvantages of Competency-Based Learning

11.9. Development of Support Materials

11.9.1. Classroom Supplies
11.9.2. Consultation Material

11.10. Development of Network Teaching

11.10.1. Teaching Resources on the Internet
11.10.2. Wikis and Reference Material on the Internet

This will provide key education to advance in your career”