A presentation about the educational programmes for artistic education in Portugal

1. "Organization of the educational processes in
relation to arts education"
February 2016

2. * Aims and objectives covering art education are included in
the preschool core curriculum.
* Aims and objectives concerning art education are included
in the preschool teaching programs.

3. PRE-SCHOOL PORTUGUESE EDUCATION
GENERAL PRINCIPLE
“Pre-school education is the first stage in the
educational process throughout life, this
being complementary to the educational
action of the family and both working in close
relationship, favoring the formation and
development of the child, with a view that
their integration into society as an
autonomous, free and supportive being”

4. CURRICULUM GUIDELINES
FOR PRE-SCHOOL EDUCATION
A set of general principles, pedagogical and
organizational, support an Educator in making
decisions about their practice, such as, the
conduct of the educational process to develop
with the children. As a common reference to
all Educators, not intended to be a program,
but a guidance document, enabling the
Educator to justify the different educational
options.

5. CURRICULUM MAJOR CONTENT AREAS
Personal and Social Development
Expression and Communication
World Knowledge

6. CURRICULUM MAJOR CONTENT AREAS
Personal and Social Development
Cross-sectional area , integrative and
which supports all others, implies a
facilitator process of development of
attitudes and the acquisition of values as
well as promoting the capability of solving
everyday problems.

7. CURRICULUM MAJOR CONTENT AREAS
World Knowledge
Articulation of knowledge area.
Involves all the knowledge and the
relationship with people, objects and the
natural and built world.

8. CURRICULUM MAJOR CONTENT AREAS
Expression and Communication
Basic area of ​​content that focuses on
essential aspects of development and
learning.
Covers the learning related to the symbolic
activity and the progressive mastery of
different forms of language .

9. Arts education in preschool education in
Portugal is present in all areas of the curriculum
and in the teacher programs, therefore this is
worked in the kindergarten classroom.
Greater emphasis is made in the
Expression and Communication area.

10. Expressionand
Communicationdomains
Motor Skills
Dramatics/Theatre
Music/Dance
Plastic Expression
Oral Language and Written
Language approach
ITC’s
Mathematics

11. • Contacts with painting, sculpture , and other domains are privileged
moments of access to art and culture as manifested by an enrichment of
the child, expanding their knowledge of the world and developing the
aesthetic sense. " ( OCEPE , p.63) .
• The domain of the various forms of expression are the means of
communication, that appeal to an aesthetic and creative awareness
requiring the progressive mastery of tools and techniques, requiring an
Educator intervention thus implying an educational dimension.
Expression
domain
• Communication begins immediately with the acquisition of the mother
tongue, the child, through interaction with others, intuitively builds the
linguistic system of their community.
• The acquisition and learning of Oral language is an essential goal in
Preschool therefore the role of the Educator is to create conditions for
children to learn, " intentionally widening the communication situations
in different contexts, with different interlocutors, contents and
intentions that enable children progressively mastering communication
as transmitters and as receivers " ( OCEPE , p.68 ) .
Communication
domain

13. Art Education – Motor Skills
Motor expression relies on existing materials in the room and
outside spaces of the Kindergartens. The exploration of different
forms of movement facilitates the progressive internalization
and awareness of body image from the outside: left, right, up,
down, etc. It is knowing it´s own body that the child perceives
relations in space-related math.
The fine motor skills is part of the everyday life in the
Kindergarten, where children learn to manipulate various
objects: pencil, brush, scissors, ... .
Motion games allow the child to take paths that integrate
various skills such as crawling, jumping, walking, rolling, doing
somersaults, balancing, throwing and receiving a ball, an so on.

14. Art Education – Motor Skills
Motor Skills

15. Art Education – Motor Skills
Motor Skills

16. Art Education – Motor Skills
Motor Skills

17. Art Education – Motor Skills
Motor skills fine development - modeling

18. Art Education – Motor Skills
Motor skills fine development - snip

19. Art Education – Motor Skills
Motor skills fine development - shaded

20. Art Education – Motor Skills
Motor skills fine development - collage

21. Art Education – Oral Communication
Listening to children, talking to them, creating spaces for
dialogue, playing and storytelling, planning orally what the
Educator wants to do and the child telling the Educator what
took place, encourages oral expression and favors the
development of communicative competence, allowing the child
to extend their vocabulary, their ability to understand oral
speech and verbal interaction, phonological awareness and the
manifestation of emergent behaviors of reading and writing. Oral
Communication is developed in our Kindergarten rooms through
several exploration activities, and in a playful language
environment, such as in the rhymes, tongue teasers, proverbs
and riddles that are part of the Portuguese cultural heritage. Also
poetry is a means of discovery of language and aesthetic
awareness .

22. Reading and exploration of a story.

23. Questions and Answers - contest between
several teams.

24. All these forms of speech allow working rhythms ,
so it is closely connected to the Musical
Expression, which "develops in early childhood
education, around five key areas: Listening,
singing, dancing, playing and creating ." ( OCPE,
p.64 )
Art Education – Music and Dance

25. Game achievement: listening to music (playing
with Beethoven).
Art Education – Music and Dance

26. Sound identification in the organ: low/high/
strong /piano and short/long.

27. Organ Keyboard Exploration.

28. The child composes their music and
discovers sounds.

29. Musical instrument exploration.

30. Musical instrument exploration.

31. Through dance, the child expresses itself in a
coordinated manner, acknowledging their body
with the surrounding space, in time and with
different dynamics. This synchronizes with the
rhythm of walking / running and rhythmic
structures .
Art Education – Music and Dance

32. Dance
Art Education – Music and Dance

33. Dance
Art Education – Music and Dance

34. Dance
Art Education – Music and Dance

35. Dance
Art Education – Music and Dance

36. .
Art Education – Music and Dance
Dance

37. Art Education – Dramatic Expression
Symbolic play - spontaneous activity,
interacting with others, and
supported by existing resources that
offer possibilities of "pretend”. The
“Doll house” is one of the prime
locations where the child recreates
experiences of everyday life,
imaginary situations and uses the
objects freely by giving them multiple
meanings .
The intervention of the Educator
allows an extension of symbolic play
by suggestions that expand the child´s
goal, creating new communication
situations, new " roles " and their
characterization. Through the
body/voice may communicate
situations of everyday life, feelings,
attitudes ...
Doll’s house playing.

38. Recreation of everyday life : A picnic

39. Spontaneous play of a group of children.

40. Dramatic play -
involving a chain of
actions, where
children play
different roles, such
as known roles or
invented stories.
Constituting
situations that
develop the
imagination, as well
as verbal and non-
verbal language.Musical story.

41. Dramatization of the story of “Little Red Riding
Hood”.

42. Story time in the “games room”.

43. The child retells a story through
“Puppets”
Puppets - The use
of various types
and shapes of
puppets facilitates
the expression and
communication
through “another”,
also serving as
support for the
creation of small
dialogues, stories
etc...

44. Spontaneous play with “puppets”.

45. Spontaneous play with “puppets”.

46. “Chinese shadows”
Chinese Shadows - This
simplest form of Chinese
shadow, using both body
and hands can be
performed by children.
The most elaborate
forms would require the
support of the Educator,
such as, building
silhouettes, that children
can also use .

47. “Chinese shadows”

48. The plastic expression is illustrative and representative of many of the
child´s feelings. The child is capable of playing plastically in a free and/or
oriented way, such as the representation of the human figure, individual
experiences, stories, landscapes, using different forms of expression:
design, trimming, painting, glueing, shaping and other means of
expression and/or digital media. The role of the Educator is crucial at this
stage of the child´s development, providing and making available different
materials textures, shapes and volumes that allows them to perform
compositions with primary and secondary colors, mixing colors, geometric
shapes.
Guiding children in order to emphasize the creative process, translating
into profitable results and condensing the cognitive, social and
educational level. Providing them privileged moments, such as access to
art and culture, broadening their knowledge of the world, developing
their aesthetic sense, thus contributing to the education of their
sensitivity. The reuse of waste materials is also a key resource in the
creative process and in civic and ecological education of children.
Art Education – Plastic Expression

49. Child exploring “painting”.

50. “Collage”.

51. Painting

52. Drawing

53. Painting

54. Chocolate Digital Ink

55. Modelling.

56. Modelling.

57. Art Education – Written Language approach
Everyday children are in contract with the written code, so when we talk
about this type of code, this is intended to take advantage of what the child
already knows. "This approach to writing lies in a literacy perspective in the
sense of interpretation and processing of information involving "reading "of
reality, of "images“ and knowing the good of writing, even without knowing
how to read formally. (OCEPE.p.96)
The “image” is for the child a form of writing, and the representation of an
object can mean a word. The various registrations that take place in some
activities: going to a show, outings, excursions .... The contact books,
magazines, newspapers, help children understand that what is said can be
written. Through the book the child develops aesthetic sensibility and
discovers the pleasure of reading, so great importance is given to the stories
takin into account the illustration and it’s aesthetics.

58. Monitorization frames

59. Monitorization frames

60. Name reprodution by plasticine

61. Written code immitations

62. Written code immitations

63. Contact with the written code in “retelling a story”

64. Graphic registration of a story.

65. Art Education – ITC’s
Uses the basic features of some digital tools

66. Art Education – ITC’s
Uses the basic features of some digital tools

67. Art Education – ITC’s
Uses the basic features of some digital tools

68. Art Education – Mathematics
Using Mathematics
Also the mathematics
learning are linked to the
language because they
imply the concept of
ownership and it’s name.
When the child tells a story
she/he does a temporal
sequence of events.

69. Art Education – Mathematics
Using Mathematics

70. Art Education – Mathematics
Using Mathematics

71. Art Education – Mathematics
Using Mathematics

73. Personal and
Social
development
Expression and
Comunication
World knowledge
Art Education is an integral part of all areas

74. We want Kindergarten to be a place of
affection and opportunities where
children can find an environment which
catalyses
experiences and meaningful learning,
because…

75. Bibliography
MINISTÉRIO DA EDUCAÇÃO. Direção Geral de Inovação e
Desenvolvimento Curricular (2010). Metas da Aprendizagem.
Disponível no site: http://www.metasdeaprendizagem.min-
edu.pt/educacao-pre-escolar/metas-de-aprendizagem/
MINISTÉRIO DA EDUCAÇÃO. (1997). Orientações Curriculares para a
Educação Pré-escolar.

76. Rosa Lima
Alice Oliveira
Helena Oliveira
Isabel Moreira
Lídia Santos
Lucinda Sousa
Maria Clara Almeida
Maria Clara Conceição
Maria Isabel Lisboa
Marco Martins
February 2016