Case Study on Competence-based Evaluation in Arts Education: Contributions to Patrimonial Education

Abstract

In this article we present a case study focused on analyzing whether the learning assessment in the area of Artistic Education in Primary Education, reflects the LOE-LOMCE curricular guidelines for the evaluation by competences in the area. The work carried out sheds light on several aspects related to the evaluation of competences in the area of Artistic Education. These include the mismatches that exist in the conception of the evaluation of the professionals of the artistic education, its daily evaluating practice and its connections with the official curriculum. Understanding artistic education as a cornerstone of heritage education (Fontal, 2016), in this work we dare to extrapolate the tensions identified in the methodological praxis of artistic education in primary education, within the scope of the theoretical debates that arise both at the pedagogical and social / sociological levels in the whole of Heritage Education.