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It is structured around three pillars: basic skills in primary education, values education, and art as an educational resource.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which source material guides the program contents?",{"text":67,"@type":63},"The program contents are defined using the selection of Italo Calvino’s “The Invisible Cities,” together with recommendations and classroom experience from the teaching team.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the article link art education to civic competence?",{"text":71,"@type":63},"Art is used as a resource to support the overall development of students, including social and citizenship competence. 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All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com)  \nDEVELOPMENT OF SOCIAL AND CIVIC COMPETENCE IN THE CLASSROOM THROUGH ART  \nCatalina Guerrero Romera1+  \n Maria Angeles Hernnndez Prados2  \n Patricia Lopez Vicent3  \n Ana Carmen Tolino FernandezHenarejos4  \n1,2,3,4 University of Murcia, Spain.  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 16 October 2020  \nRevised: 9 November 2020  \nAccepted: 27 November 2020  \nPublished: 14 December 2020  \nKeywords  \nKey competences Citizen education Values  \nArt  \nHeritage Primary education  \nSocial and citizenship competence.  \nThe competency-based model implies a process of humanization of education that diversifies content, focusing in this case on the development of the civic and artistic competence of the students. This paper presents the CIVABLES Program designed within the framework of teaching and research collaboration between the University and the Primary School. The program is structured around three pillars: the development of basic skills in the primary education curriculum, education in values and art as an educational resource that facilitates the overall development of students. The contents of the program have been defined by the selection of the work of Italo Calvino \"The Invisible Cities\", following the recommendations and experience of the team of teachers who teach in the school. The result has been the design of a totally innovative proposal within the educational field that can contribute not only to the development and conservation of cultural and artistic heritage, but also to address the basic skills through art and education in values to train citizenship.  \nContribution/ Originality: This paper presents the CIVABLES Program designed within the framework of teaching and research collaboration between the University and the Primary School.  \n1. INTRODUCTION: DEVELOPMENT OF BASIC COMPETENCIES IN EDUCATION, ART AND VALUES  \nWe live in a time when political and productive structures are undergoing constant changes that condition culture and lifestyles. These changes demand responses from education that will help prepare the individual within this new society.  \nThe approval of the Spanish Organic Act 8/2013 of December 9 for the improvement of quality in education (Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa, LOMCE) has led to a new organization of Primary Education in which the design of the basic curriculum (aims, competencies, contents, assessment criteria, standards and assessable learning results) corresponds, according to Spanish Royal Decree 126/2014 of February 28, to the Regional Government Department of Education (Real Decreto 126/2014, de 28 de febrero, por el que se  \nestablece el currículo básico de la Educación Primaria) . This new education policy promotes a new conception of the education system which is understood as an educational whole made up of interrelated stages in which the students play an active part in the learning process.  \nThe school plays an essential role in developing the competencies the students need to acquire in order to interact in their social, cultural and work environments. Competencies can be defined as a state or quality of being suitable or well qualified or of possessing a requirement, knowledge or skills in a particular field. In education, these consequences are frequently classified in the results of the learning that involves this knowledge and the skills and attitudes (Kumagai & Lypson, 2009). Broadly speaking, by competence we understand:  \nThe selection, mobilization and synchronized management of knowledge, qualities, capacities and attitudes which, in an interrelated way, allow the individual an intervention which is reflexive, creative, effect","cbCaimBeSQe04mod","https://ap.wps.com/l/cbCaimBeSQe04mod","pdf",251795,11,"English","# Abstract\n## Keywords\n# Introduction: Development of Basic Competencies in Education, Art and Values","[{\"question\":\"What is the CIVABLES Program and how is it structured?\",\"answer\":\"The CIVABLES Program is designed through university–primary school teaching and research collaboration. It is structured around three pillars: basic skills in primary education, values education, and art as an educational resource.\"},{\"question\":\"Which source material guides the program contents?\",\"answer\":\"The program contents are defined using the selection of Italo Calvino’s “The Invisible Cities,” together with recommendations and classroom experience from the teaching team.\"},{\"question\":\"How does the article link art education to civic competence?\",\"answer\":\"Art is used as a resource to support the overall development of students, including social and citizenship competence. Through art and values education, the program aims to train citizenship while contributing to cultural and artistic heritage.\"}]","Development of Social and Civic Competence in the Classroom through Art - Vol. 4 - Abstract and Program Presentation | PDF",1792073172,28]