The curriculum of the bachelor’s degree in visual arts (LAV) has a duration of nine semesters, a period in which students must take a total of 144 credits, of which 123 are mandatory and 21 are elective. The formative process is structured in two phases of formation: Needs Statement and Advanced courses, which bring together the academic spaces.

Needs Statement Phase

Equivalent to 71 credits and is located between semesters I to V. It provides theoretical and practical tools for the appropriation of pedagogical, didactic, political, scientific, ethical and aesthetic foundations necessary for the formation of a professional in visual arts education. The curricular structure of this first period of the student’s education is based on the construction of basic knowledge that will allow him to critically position himself in visual arts education and their teaching and artistic work, based on four components that are considered essential:

General foundations 

This component creates general meanings in an academic community, contributing to the production of knowledge. This is present in academic spaces related to reading, writing and argumentation, mathematical and quantitative reasoning skills, citizenship, appropriation and pedagogical use of ICT and research. Likewise, second language training is articulated with the “Foreign Language Training Plan” proposed by the university for students to achieve a B1 level (according to the CEFR) as a degree requirement.  

Visual arts 

This component comprises the approach and appropriation of languages, discourses and theories of the visual arts and related interdisciplinary knowledge, based on the relationship between theory and practice. It provides the necessary foundation that places the teacher’s information in a correct performance, through the appropriation of languages and discourses, the mastery of forms of research-creation and the epistemological appropriation of the field of art and the critical review of the history of visual arts. The component has an offer of elective academic spaces of the program that allows the acquisition of tools and technical procedures of the artistic tradition.

Visual Arts Pedagogy 

The pedagogy of the visual arts. This component provides, through recognition, that the students can make themselves and their peers as educators of the arts, and from there go into those topics that correspond to the knowledge that makes them professionals. The objective is that each student assumes the role of arts educator based on the reading and understanding of some coordinates: identity and teaching role, the study of education from a contemporary perspective, discourses on pedagogy and education, arts education policies and their relationship with cultural projects. This effort to situate oneself in the understanding of visual art education, curriculum design and evaluation in visual arts, and with special emphasis on learning to problematize in visual art education.

Didactics of visual arts 

This component focuses on the disciplinary knowledge of the visual arts from the perspective of the teacher who deals with who are the learners, how to transform disciplinary knowledge into teachable knowledge, what relationships can be established between didactics and the evaluation of learning, how to build problems from concrete didactic situations and finally, what are the possibilities of using ICT to promote visual arts learning.

Advanced courses

This phase is located between semesters VI and XIX of the curriculum and seeks the expansion, through theoretical and practical activities, of specific references of the specific field, area, level or population on which the training is focused and the strengthening of the integral formation. This phase has a transition semester that connects the knowledge acquired in the foundation phase, organized by components, with the training processes of semesters VII to XIX. Furthermore, this phase is united by the lines of deepening, which come from the lines and investigation groups of the program and for which the students will decide; students will mark there the development of their teaching practice and their degree work. These lines are:

CURRICULUM