Approaching the Curriculum in Developing Elements of Artistic-Aesthetic Culture

The development of artistic-aesthetic culture elements in primary education is not based on teaching-learning-evaluation strategies alone. In order to become essential, they need to be based on a unique curriculum. Approaching the curriculum in this direction involves rethinking not only content and activities, but also assessment. Clear intentions must be outlined for both students and teachers. Our article highlights the ways of interpreting the curriculum in such a way that that artistic-aesthetic thinking becomes a permanent feature in the approach to learning. The clear understanding of the curriculum by teachers as an artistic thinking environment, with the assessment understood as continuous individual and collective evolution, are basic principles. The curriculum as an artistic medium for teachers and students becomes a reconstruction of the experience. Often, teachers find in curricular materials a well-developed source of activities and tasks. But teachers as artists are also curriculum creators, encouraging students to be artists.