Universitat Internacional de Catalunya
Body Language
Other languages of instruction: Spanish,
Teaching staff
- Face-to-face tutoring: half an hour after the practical classes, upon request via email pgelpi@uic.es
- Online tutoring: prior request in the mail pgelpi@uic.es
Introduction
In this subject, the expressive factors of physical activity and the relationship of movement with creativity, art, aesthetics and human development are addressed. Its knowledge implies understanding an activity that is not justified in motor performance but in expressive motor skills and that due to its uniqueness in the educational curriculum has to be faced from a basic level.
This subject contemplates in its methodology the possibility of autonomous development of competences, valuing in students the personal management of training and experience as a value to take into account.
Pre-course requirements
Not required
Objectives
- Know and understand the epistemological and psychopedagogical bases that support artistic-expressive physical activities, within the area of Physical Education in Early Childhood and Primary Education and that justify their contribution to basic competencies.
- Know different sources of information and bibliographic documentation that allow the expansion of disciplinary knowledge.
- Demonstrate disinhibition and creativity in expressive body practices.
- Obtain a harmonious expressive and gestural language, exploring the possibilities and expressive resources of one's own body to communicate sensations, emotions and ideas.
- Acquire quality artistic values in relation to body movement and its expression.
- Program the teaching intervention from the area of physical education in the preschool and primary stages in relation to physical activities of expression, from a comprehensive and interdisciplinary intervention in the classroom.
- Prepare activities and situations for learning body expression for the development of different knowledge.
- Acquire the practical resources necessary for teaching and evaluating the different activities of the subject.
- Develop a thoughtful criterion about one's own experience of corporeality, its impact on self-esteem, emotional well-being and personal development.
- Show interest in the subject as a first step to understand the contribution of the subject to the development of basic skills.
- Participate with a reflective and critical attitude towards teaching practice.
Competences/Learning outcomes of the degree programme
- CEM-05 - To know how to promote the acquisition of habits concerning independence, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, and symbolic and heuristic play.
- CEM-06 - To know the pedagogical dimension of interaction with peers and adults and learn to promote participation in group activities, cooperative work and individual effort.
- CEM-10 - To understand that the day-to-day dynamics in early childhood education is changeable depending on each student, group and situation, and to learn to be flexible when teaching.
- CEM-13 - To attend to the needs of the students and transmit confidence, calmness and affection to them.
- CEM-14 - To understand that systematic observation is a basic tool for reflecting on practice and reality, as well as for contributing to innovation and improvements in childhood education.
- CEM-20 - To value the importance of teamwork.
- CEM-40 - To promote interest and respect for the natural, social and cultural environment through appropriate teaching projects.
- CEM-49 - To recognize and value the appropriate use of verbal and non-verbal language.
- CEM-53 - To know the basics of music, the plastic arts and physical expression in the curriculum of this stage, as well as the theories about acquisition and development of the corresponding knowledge.
- CEM-54 - To know of songs to use to promote auditory, rhythmic and vocal education.
- CEM-55 - To know how to use play as a teaching resource, as well as to design learning activities based on recreational principles.
- CEM-56 - To develop teaching proposals promoting musical perception and expression, motor skills, drawing and creativity.
- CEM-59 - To acquire a practical knowledge of the classroom and its management.
- CEM-60 - To be aware of and employ interactive and communicative processes in the classroom, as well as to master the social skills and abilities required to promote an environment favouring learning and classroom harmony.
- CEM-61 - To monitor the educational process, especially the teaching and learning processes, through mastery of the necessary techniques and strategies.
- CEM-62 - To relate theory and practice to the classroom and school context.
- CEM-63 - To participate in teaching activity and learn how to do, act and reflect based on practice.
- CEM-64 - To participate in best-practice initiatives in the various fields of activity that could be set up in a school.
- CEM-65 - To regulate the processes of interaction and communication in the 0-3 and 3-6 age groups.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
1. Identifies, differentiates and knows how to analyze the components of body language.
2. Communicate feelings, emotions and ideas using different expressive resources.
3. Acquire quality artistic values in relation to the movement of the body and expression, developing the competence of creativity.
4. Promotes and facilitates in learning and life contexts, at school and in relation to the environment, attention to the educational needs of students, respect, equity and gender equality.
5. Knows how to plan the content of body expression by designing learning situations adjusted to specific educational purposes according to the context and in an interdisciplinary way.
6. Collect, apply and use different resources related to specific didactics (curricular proposals throughout the stage, learning situations, methodology and evaluation) of artistic-expressive activities.
7. I know the didactic foundations of each proposed activity to take them to the corporal expression class in Primary Education and Early Childhood Education.
Syllabus
MAIN THEMES OF THE SUBJECT
- Exploration and discovery of the expressive possibilities of the body and movement.
- Disinhibition in the externalisation of emotions and feelings through the body, gesture and movement and voice.
- Experimentation of the pleasure that comes from working on expression through the body.
- Participation in situations involving bodily communication with appreciation and recognition of differences in the way of expressing oneself.
- Adaptation of movement to spatial-temporal structures.
- Body expression and dramatisation.
- Dramatisation through body language (gesture, mime, movement).
- Participation in the performance of dances, dances and simple choreographies.
- Improvisation as a basic creative tool.
- Elaboration, participation and awareness of the possibilities and resources offered by body language in the field of education and emotional well-being.
- Individual and/or collective composition of movements based on rhythmic and musical stimuli and on a source of inspiration (text, experience, image).
- Critical appraisal of the expressive and communicative uses of the body.
- Participation in and respect for situations involving bodily communication.
- Creation and use of evaluation tools for corporal expression.
- Research on sustainable materials and dynamics that allow for the inclusion and improvement of groups in social and emotional difficulties.
Theme 1 CONCEPTUAL APPROACH TO BODY EXPRESSION
1.1 Concept of corporal expression. Current trends
1.2 Background of Body Expression.
1.3 Corporal expression in education: communication, creativity, aesthetics and personal growth. Characteristics
1.4 Objectives, knowledge and competences in the curriculum of Infant and Primary Education.
1.5 Techniques and other artistic and expressive activities.
1.6 Fundamental principles of Corporal Expression from Dance Creation
Topic 2 FUNDAMENTAL PRINCIPLES OF BODILY EXPRESSION
2.1 Expressive Motricity:
- The body
- Space
- Time
- Energy: the qualities of movement
- Exploration of expressive possibilities with objects and materials
2.2 Symbolisation
2.3 Communication
Topic 3 THE COMMUNICATIVE DIMENSION: THE BODY LANGUAGE
3.1 Non-verbal communication as a communicative alphabet.
3.2 The concepts of External World, Personal Interaction and Discursive Exchange.
Theme 4 BODY ARTISTIC MANIFESTATIONS
4.1 Mime and pantomime.
4.2 Dramatic play and body dramatics
4.3 Shadow theatre
4.5 Dance
Theme 5 METHODOLOGICAL APPROACHES TO BODY EXPRESSION
5.1 Improvisation and creativity as a methodological tool.
5.2 The process of creation in corporal expression from the point of view of creative dance.
5.3 Organisation of a learning situation and development of a session.
5.4 Organisation of the sessions: context, resources, inducers, elements.
5.5 Evaluation. Criteria and instruments.
5.6 Interdisciplinarity in Body Expression.
5.7 Transversal competences and their relation with CE. Emotional education and its approach from CE.
Teaching and learning activities
In person
The subject is developed in a semester of the course. They take place three hours a week. During the face-to-face classes, the teacher teaches the contents of the subject based on practical dynamics with proposals to be developed by the students. It also offers open spaces for its contributions, and guides its autonomous works. During the sessions, students expand their skills and develop the skills autonomously, through individual and cooperative work in pairs and in groups, under teacher supervision. Students expand their training with complementary tasks: the creation and implementation of a body expression session, text comments, research and personal reflection, among others.
It is also important the involvement and dedication of students to their personal and professional training, with assistance to activities outside of class: seminars, academic activities, workshops and those experiences that, selected according to the teacher, complete their training.
Evaluation systems and criteria
In person
Assessment is exclusively for students who opt for continuous class attendance, as this is a practical subject. In order to pass by continuous assessment, a minimum of 80% of the classes must be attended.
1. HOMEWORK (60%). Didactic rucksack of experiences and evidences* . These are the activities designed throughout the semester to demonstrate competence in the conceptual and applied use of theoretical and practical content. These tasks are developed in the classes that are available for this purpose or during independent time.
The assignments account for 60% of the course grade, so the maximum value of this section is 6 points out of the total grade.
a. Evidence and class productions of the different modules (20%): assignments in which, through the reading of articles or books and the analysis of practical cases, students reflect on and consolidate content related to practice.
b. Personal diary: "The compass" (20%): reflective diary to be made after each practice where the following sections are collected: activities, I felt when I arrived and when I finished, I like/dislike, difficulties during the session (at a corporal, emotional, cognitive, relational level), pleasant feelings, learning from the session (about me, about the content, about the subject), didactic reflections; conclusions; questions.
c. Group production of Corporal Expression (20%): group choreographic composition showing the integration of the practical contents of the subject. It is accompanied by a theoretical work that contextualises and analyses the composition, relating it on a theoretical level to the knowledge of the subject. It also includes personal learning and the putting into practice and evaluation of socioemotional skills among the group: communication, conflict resolution, listening, empathy, etc.
2. DESIGN OF LEARNING SITUATIONS* (20%). Design of a Learning Situation (LS) and implementation of 1 session in the classroom (project by parents or in subgroups).
It will be part of the Final Thesis in Physical Education (TFM). It is necessary to pass the TFM to score this section within the subject of Body Expression.
3. THEORETICAL FOUNDATIONS* (20%). Theoretical-practical exam
*All the tests will have to be passed with a 5.
The evaluation systems will consist of : Portfolio, Video, Group practical exam, Self-evaluation and Co-evaluation with observation sheets and checklists, Presentation of a group work, Design of activities, Theoretical exam through test questions, short questions to be developed with practical assumptions, Final project of Mention.
SCHEDULE OF MAIN ACTIVITIES AND DELIVERIES: 19/12/2023: Presentation of Learning Situation; delivery of Portfolio (The Compass). Implementation of the practical session: 12 and 19/12. Practical exam and theoretical exam: 09/01/2024.
Bibliography and resources
- Antolín Jimeno, L. (2013). Expresión corporal. Fundamentos motrices. U. Valencia; N.º 1 edición.
- Arlandes, A. (2020). Movimiento y lenguajes transversales para aprendizajes saludables. GRAO EDITORIAL
- CANALES LACRUZ, Imma & LÓPEZ VILLAR, Cristina: Desarrollo de la creatividad y de la singularidad desde la expresión corporal. Escuela Universitaria del Profesorado de E.G.B. de Zaragoza. Universidad de Zaragoza.
- Cañas, José (1992): Didáctica de la expresión dramática. Octaedro.
- Cañabate, D.; Soler, A. (Coords) (2017). Movimiento y lenguajes. De la experiencia sensoperceptiva a la conciencia y el pensamiento. Grao editorial.
- Carbajal, L. (2013). Hablar con el cuerpo. La expresión corporal, un camino para el bienestar. Comanegra.
- Carballo Basadre, Carmen (1995). Teatro y Dramatización. Didáctica de la creación colectiva. Ediciones Aljibe: Archidona.
- Castañer Balcells, Marta (2000): Expresión corporal y danza. INDE.
- Gardoqui, M.L. & Sierra, M.A. (1994). Conceptualización y tratamiento de la Expresión Corporal como materia de la especialidad de E.F. en las Facultades de Educación, Formación del Profesorado. En S.Romero-Granados (coord.) Didáctica de la Educación Física: Diseños curriculares en Primaria (161 – 171). Sevilla: Wanceulen
- Gil, J., y Coterón, J. (2017). La danza como contenido de Expresión Corporal en Educación Física: sugerencias para su inclusión y actualización. Tándem. Didáctica de la educación Física, 66, 46-52.
- Gelpi, P., Romero-Martín, M. R., Mateu, M., Rovira, G., y Lavega, P. (2014). La educación emocional a través de las Prácticas motrices de Expresión. Perspectiva de género. Educatio XXI, 32(2), 49-70. http://revistas.um.es/educatio/article/view/194081
- Gil, J; Coterón, J. (2017). Expresión corporal arte, salud y creatividad. AFYEC.
- Gil, J; Coterón, J. (2012). Expresión corporal, investigación en la práctica. AFYEC.
- Gil, J; Coterón, J. (2011). Expresión corporal, recursos para la práctica. AFYEC.
- Marina Gubbay, M; Kalmar, D. (2019). El movimiento en la educación. El arte de las consignas en la expresión corporal, la comunicación y otras disciplinas. Ediciones Novedades Educativas.
- Leareta, B.; Sierra, M.A.; RUANO, K. (2005). Los contenidos de la expresión corporal. INDE.
- Learreta, B.; Sierra, M.A.; Ruano, K. (2006). Didáctica de la expresión corporal. Talleres monográficos. INDE.
- Mateu, M., y Lavega, P. (2017). Lógica interna de los lenguajes artísticos motores. Tándem. Didáctica de la educación física, 55, 7-13.
- Montesinos Ayala, D. (2004). La expresión corporal. Su enseñanza por el metodo natural evolutivo. INDE
- Motos Teruel, T. (1983): Iniciación a la Expresión Corporal. (Teoría, técnica y práctica). Editorial Humanitas
- Ortiz, M.M. (2002) Expresión Corporal. Una propuesta didáctica para el profesorado de Educación Física. Grupo Editorial Universitario
- 22. Navarro, D.; Pellicer I. (2023). Del cerebro al cuerpo. INDE
- Pellicer I. (2015). NeuroEF. La revolución de la Educación Física desde la Neurociencia. INDE.
- 24. Pellicer I.(2011). Educación Física Emocional. De la teoría a la práctica. INDE.
- Romero Martín, M.R. (1997) La Expresión Corporal en el ámbito educativo. Revista ÁSKESIS. Monográfico sobre Expresión Corporal. 1997, nº 1.
- Sánchez Sánchez, G. (director). (2023). AULA, Monográfico: Expresión corporal y danza educativa. Revista de Pedagogía de la Universidad de Salamanca. https://doi.org/10.14201/10.14201/aula202329
- Sánchez Sánchez, G. (2022). La enseñanza de la expresión corporal en el sistema educativo español. Recorrido histórico. Historia De La Educación, 41(1), 103–127. https://doi.org/10.14201/hedu2022103127
- Solano, N; Fernández Cézar, R. (Coords.) (2023). Diálogos con el cuerpo. Imagen corporal en la infancia. Aljibe.
- Tabak, G. (2018). Explorar el cuerpo en el jardín maternal. Los sentidos de la expresión corporal. Orientaciones para hacer y pensar. Graó.
- Tena, I. (2018). Expresión Corporal desde la danza creación. Proceso de elaboración de una unidad didáctica en Educación Infantil y Educación Primaria. Prensas de la Universidad de Zaragoza.
- Toro, J.M. (2014). Educar con corazón. Desclee de brouwer
- Trigo, Eugenia y col. (1999): Creatividad y motricidad. Publicaciones INDE.
- Shinca, M. (2010). Expresión Corporal. Técnicas y expresión del movimiento (4.ª Ed.). Cuadernos de Pedagogía. Wolters Kluwe.
- Stokoe, Patricia & SCHÄCHTER, Alex (1984): Expresión Corporal. Guía didáctica para el docente. Editorial Ricordi.
In particular, we invite you to visit the website: https://www.expresiva.org/publicaciones
There you can find several books published by the AFYEC publishing house. They can be downloaded for private use, but the source must be cited if used.
They share a great part of the publications (articles, communications and others) of the people member of AFYEC.
These references have been updated as of 22/09/22 and are presented in APA 7th edition format. In order to be able to access to the publications enter in the link: Link of publications of Corporal Expression_AFYEC