Argentina Educación Secundaria Ciclo Básico (1er año) - Educación Artística

This information is based on the Núcleos de Aprendizajes Prioritarios (NAP) defined by the Argentine Ministry of Education for the Basic Cycle of Secondary Education.

General Objectives for Artistic Education (1st/2nd Year)

The Basic Cycle of Secondary Education aims to provide students with opportunities to:

• Actively participate in artistic productions using diverse materials, tools, and procedures specific to each artistic language/discipline. This fosters reflection, autonomous decision-making, and commitment to different roles within artistic practice.
• Include, value, and reflect on youth practices and representations that contribute to the construction of their identity.
• Recognize historical and cultural influences (indigenous peoples, Afro-descendants, diverse migratory currents, among others) that shape Argentina's and the region's artistic diversity.
• Develop skills for understanding contemporary artistic expressions.
• Plan, participate in, and evaluate artistic experiences involving the community.
• Participate in production processes that encourage reflection.
• Understand and appreciate artistic production as a phenomenon situated within a specific temporal, political, economic, social, and cultural context.
• Utilize compositional procedures that allow for meaning-making through the metaphorical, open, and polysemic nature of art, where time and space have specific significance.
• Understand art as a field of knowledge and its unique ways of interpreting and transforming reality through abstraction, synthesis, and symbolization.
• Ensure equal expressive and participatory opportunities for all genders, fostering respect for diversity, rejecting all forms of discrimination, and challenging dominant sociocultural representations of the body, stereotypes, and roles.

Specific Learning Objectives

Visual Arts (1st/2nd Year)

• Practices and Context: Students will explore notions related to the organization of two-and three-dimensional space, including:
• Recognizing spatial dimensions as primary elements for symbolic representation of shapes, light, color, and texture.
• Understanding contemporary visual manifestations, their meaning, and how they emerge and coexist in sociocultural settings.
• Recognizing visual space in its multiple manifestations, aesthetic currents, and trends to promote the exchange of ideas and the construction of individual reflections.
• Understanding the links between visual manifestations and other artistic languages.
• Identifying and challenging aesthetic and visual stereotypes and conventions.
• Exploring the representation of the body through visual arts and mass media.
• Interpreting visual information in productions that intervene in space.
• Analyzing the impact of new technologies on visual perception and production processes.
• Production Practices: Students will engage in visual arts production with an emphasis on exploratory and compositional processes, both individually and in groups, in two and three dimensions, including:
• Investigating different modes of spatial organization (physical and virtual).
• Exploring relationships and transitions between planes, volumes, shapes, space, and viewpoints.
• Characterizing different types of spaces (interior/exterior, real/virtual, public/private) for representation, intervention, and modification.
• Using color and light (natural and artificial) as compositional elements to generate depth, atmosphere, light and shadow, volumes, and their symbolic possibilities.
• Exploring materials, tools, and procedures for two-and three-dimensional organization.

Music (1st/2nd Year)

• Musical Practices and Context: Students will develop an understanding of:
• Musical production modes in Argentina and Latin America, encompassing both cultural industry and diverse circuits.
• Circulation and dissemination of music in mass media from different perspectives (ideological, economic, cultural, social).
• Critical reflection on the uses and functions of musical productions in local, national, and regional contexts, popular and academic settings, and present/past times.
• Analysis of musical productions in relation to their cultures of origin.
• Specific treatments of temporality and spatiality in Latin American music.
• Current youth cultural uses and consumption of music.
• Critical reflection on discriminatory and stigmatizing attitudes related to musical performance (forms of speech and singing, musical execution according to cultures of origin, stereotyped instrumental roles).
• Musical Production: Students will participate in:
• Group arrangements of selected music.
• Performance of music relevant to adolescent and youth cultural consumption, including basic group coordination, tonal relationships, accessible vocal or instrumental performances, ostinatos, and rhythmic claves.
• Improvisation using voice and other sound sources.
• Singing and accompaniment with rhythmic claves and/or harmonic bases.
• Initial mastery of production modes in group musical performances (own and others'), where compositional strategies involve repetition, reappearance, variation, and change in their relationships and aesthetic explorations.
• Understanding the possibilities offered by different instrumental groups in relation to aesthetic proposals.
• Applying strategies in musical performance, such as attentive listening, anticipation of action, group and individual coordination, and interpretation of written codes.

Theatre (1st/2nd Year)

• Theatrical Practices and Context: Students will:
• Value theatre as a form of knowledge and active communication.
• Recognize and appreciate cultural manifestations in their environment.
• Recognize and value natural and cultural heritage, exploring artistic practices and other cultural phenomena that contribute to identity construction.
• Appreciate diverse scenic productions from different cultures, overcoming prejudices and stereotypes.
• Develop individual and group criteria for evaluating scenic productions, considering historical and sociocultural factors.
• Recognize communicational and aesthetic components in theatrical productions.
• Identify diverse forms of theatrical discourse organization, connecting different artistic languages.
• Understand different theatrical professions and their production contexts.
• Link theatrical production with material and symbolic resources and community issues.
• Access local, regional, national, and international productions.
• Production Practices: Students will:
• Explore the expressive and communicative possibilities of body and voice through experience, analysis, and reflection.
• Identify action as a generator of space, time, characters, and theatrical situations in improvised dramatic sequences, collective creations, and different texts.
• Organize elements of dramatic structure in the production of collective and/or authored creations with aesthetic intent.
• Explore different possibilities of scenic construction through improvisation, considering youth contexts.
• Produce collectively with communicative intent, revising and reformulating meanings through rehearsal.
• Develop metaphorical discourse, selecting and applying elements of scenic construction and their symbolic representation possibilities.
• Understand the dramatic-scenic text as a synthesis of visual, verbal, sound, and kinetic language.
• Participate responsibly and cooperatively, valuing creative possibilities and developing autonomy in different theatrical production roles.
• Select and incorporate technical and technological resources in productions.
• Continuously evaluate, revise, and reformulate individual and group processes and productions based on collectively agreed criteria.

Dance (1st/2nd Year)

• Practices and Context: Students will:
• Consider ways of conceiving and producing dance in different political, historical, social, and cultural contexts.
• Observe and analyze the environment as a conditioning factor in dance production.
• Reflect on dance manifestations familiar to students and their possible recreations through abstraction and conceptualization of language elements.
• Access dance productions by local, regional, national, and international choreographers.
• Critically analyze dominant body models and identify underlying stereotypes.
• Production Practices: Students will develop knowledge and experience with the components of dance, focusing on:
• Movement and the body: developing strategies for bodily availability, expanding movement possibilities, working with alignment, muscle tone, support, axes, directionality, breathing, balance, floor work, body weight, and experimenting with body memory and kinetic memory.
• Movement and space: applying spatial notions and elements in interaction with others, understanding space as a generator of meaning, and exploring stage space and social space in dance.
• Movement and time: coordinating movement with external temporal parameters, exploring rhythmic dimension in popular and folk dance, working with rhythmic-corporal coordination, and understanding time as a generator of meaning.
• Movement and dynamics: developing the handling of different movement qualities and contrasts.
• Movement and communication: interacting in individual and group situations.
• Movement and its organization: using improvisation and composition as basic organizational procedures, utilizing tools and procedures for creating short choreographic productions, interpreting and recreating steps and choreographies, and reflecting on and analyzing productions.

This comprehensive overview provides a framework for understanding the key learning objectives and areas of focus within Artistic Education during the first year of the Basic Cycle of Secondary Education in Argentina. It is important to consult the full NAP document and relevant curriculum designs for a complete understanding of the subject.