In recent years, innovative educational methods which ensure active and constructive learning have emerged to outplace pedagogic practices based exclusively on mere knowledge transmission. Arts education has not been left unaffected by these transformations in classroom teaching and the contributions of this innovative pedagogy have been cause for reflection. The present article presents the results of a case study on the application of Project-Based Learning (PBL) in teachers' training. This research aims to respond to the problem identified in a cohort whose memories of the arts education they received are of one that was far from innovative. Among the conclusions drawn, most striking was an improved development of professional skills observed in the group studied and, consequently, a clear improvement in their didactic-disciplinary training as well as a pronounced awareness of the importance of arts and culture in education. © 2020 Grupo de Investigacion FORCE. All rights reserved.
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