Given the changing reality of the concept of Art Education that has occurred in recent decades, it is necessary to address the transformation of the perceptions and prejudices acquired about the objectives of this discipline, as well as to renew some pedagogical practices far from the demands of a well-off area of knowledge to the social and cultural reality of the moment. This new perspective, which, how could it be otherwise, should mark the paths to be followed in the initial training of teachers, implies the implementation of observation and reflection processes that systematize the diversity of art functions in schools .
Aware, therefore, of all that has been advanced in the attempt to make visible the potential of the artistic artifact as an educational object, it is intended to present in this work the results of experiences and reflections carried out in the initial training of teachers around the following purposes:

1. Analyze the Art Education curriculum to generate work dynamics typical of a comprehensive training.
2. Encourage learning that allows creating artistic forms, developing capacities for aesthetic perception and valuing art as a social and cultural phenomenon.
3. Establish lines of action for the design of projects of an artistic nature that give way to active, cooperative and interdisciplinary learning in the context of key competences.

Among the conclusions obtained, it is worth highlighting the need to give light in the initial teacher training processes to pedagogical approaches that facilitate the development of cognitive, procedural and attitudinal capacities typical of a multifaceted vision of the role of the arts in education. In this sense, the methodological approach that characterizes learning through strategies and projects of an artistic nature, and that has focused the experiences of this research, has tried to involve the teachers in training in a process of reflection around the purposes of our education. discipline. The knowledge of heritage, the promotion of certain creative abilities and the development of aesthetic taste have become the way for a globalized skills training.