Analysis of the curricular development of Plastic and Visual Education in Primary Education: Comparative study of Andalusia and Castilla y León

Abstract

Plastic and Visual Education appears in Primary Education to allow students to create, build, analyze, reflect, communicate and connect through art, developing capacities, skills and attitudes that promote creativity, critical analysis and language in all its aspects. The aim of this work is to analyze and compare the curricular developments of two educational administrations, identifying their strengths and weaknesses, to make improvement proposals for future curricular developments. As a method, a comparative analysis of the curricular regulations has been carried out, defining a common structure and differentiating elements at a quantitative and qualitative level. The results show the existence of significant differences in workload, number and wording of evaluation criteria, as well as number and wording of knowledge or content. It is observed that the educational administration with the highest score in the PISA evaluation presents a more complete development through a simpler curriculum, dedicates more time to the area, evaluates with clearer criteria and establishes more direct references to competencies such as linguistics. In conclusion, the analysis carried out shows that the developments are disparate and that recommendations must be made to unite the Plastic and Visual Education curriculum for its improvement.