Universitat Internacional de Catalunya - Barcelona

Body Language

• code 10177
• course 4
• term Semester 1
• type op
• credits 6

Main language of instruction: Catalan

Other languages of instruction: Spanish,

Head instructor

Gda. Caterina BAGÓ - cbago@uic.es

Office hours

Attention will be held at the end of the working sessions on Tuesdays, from 13h30h. Previously you have to ask for a date to make personalized attention.

In this course follow the expressive factors of physical activity and the relationship of the movement with creativity, art and aesthetics. His knowledge requires the effort of understanding an activity which is not justified in driving performance but in the expressive mobility and which by its uniqueness in the curriculum of the science of physical activity and sport is facing from a basic level. This area provides the autonomous development of competencies, assessing students the personal management of training and experience as a value that has to be taken into account in its methodology.

there's no requires

1. Develop and obtain basic body, like language and expressive gestures harmonious, exploring the expressive possibilities and resources of the body to communicate feelings, emotions and ideas.

2. Acquire quality artistic values in relation to body movement and expression.

3. Use and correctly apply different methodologies when executing real movements, directed, and rhythmic objects and materials.

4. Develop the subject without inhibition spontaneous movements and suggested participating actively, reflective, critical and demanding in quality, always respecting the actions of others.

5. Understand, accept and appreciate the body and physical activity as a means of exploration for the development of self image, self-esteem and self-confidence, fomentan same time, work in groups and in pairs

6. Apply the correct methods and Procedures research necessary to observe, gather information, evaluate, interpret, diagnose, transfer and redirect the development of body language in school.

7. Linking sustainability ( environmental and social ) with body language . Develop this relationship through intervention in the classroom and discriminated groups , considering the materials and attention to diversity.

• CEM-05 - To be familiar with the historical development of the educational system in our country, as well as the political and legislative determinants of educational activity.
• CEM-06 - To address and resolve discipline problems.
• CEM-13 - To be familiar with and apply basic educational research methodologies and techniques and be able to design innovative projects and identify evaluation indicators.
• CEM-14 - To understand the learning processes relative to the 6-12 age period in the family, social and school contexts.
• CEM-15 - To be familiar with the characteristics of these students, as well as of their motivational and social contexts.
• CEM-20 - To show social skills in understanding families and being understood by them.
• CEM-49 - To foment reading and the critical commentary of texts and to encourage writing.
• CEM-53 - To develop and evaluate curriculum content through appropriate teaching resources, and to promote the corresponding basic skills in pupils.
• CEM-54 - To understand the principles contributing to cultural, personal and social development from an arts perspective.
• CEM-55 - To be familiar with the artistic, audiovisual and musical aspects of the arts curriculum.
• CEM-56 - To acquire resources to foment lifelong participation in musical and artistic activities, both inside and outside the school.
• 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.
• 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.

1. Identify, difference and know to test the body expression.

2.Communicates feelings, emotions and ideas using different expressive resources. 

3. Acquires quality artistic values in relation to body movement and expression, developing the competition of creativity.

4. Promotes and facilitates in the contexts of learning and living, in the school and in relation to the environment, the attention to the unique educational needs of students, to gender equality, fairness and respect.

5.Knows how to plan the contents of the body expression and interdisciplinary way.

CONTENTS MAIN COURSE

● Exploration and discovery of the expressive possibilities of the body and movement.

● disinhibition in externalizing emotions and feelings through the body, gesture and movement and voice.

● Experimental work that provides the pleasure of expression through the body.

● Participation in situations involving corporal with assessment and recognition of differences in the way of expressing themselves.

● Adaptation of movement spatiotemporal pattern.

● corporal expression and dramatization.

● The dramatization through body language (gesture, mime, movement).

● Participation in performing dances, dances and simple choreography.

● improvisation as a tool for creating basic.

● Preparation, participation and awareness of the opportunities and resources offered by body language.

● Construction inividual and / or collective movement stimuli from rhythmic music and a source of inspiration (text, experience, image).

● Critical appraisal uses expressive and communicative body.

● Participation and respect in situations involving corporal.

● Creating and using assessment tools for physical expression.

Chapter 1 CONCEPTUAL APPROACH EXPRESSION BODY
      1.1 Concept of body expression. Current trends
      1.2 History of body expression
      1.3 body language body language in education: communication, creativity, aesthetic
      1.4 bjectives and contents of the EXPRESSIVE PROCESS
      1.5 techniques
      1.6 Resources and sustainable actions

Chapter 2 THE PROCESS EXPRESSIVE
      2.1 The gesture and its expressive value
      2.2 The body
      2.3 The space
      2.4 The time
      2.5 energy mobilization
      2.6 Interaction expressive forms
      2.6 Interaction expressive forms

Chapter 3 RHYTHM, SOUND AND MOVEMENT
      3.1 The rhythmic as educational strategy
      3.2 the respiratory and vocal system
      3.3 Relationship sound-movement
      3.4 Preparation of the move to temporary espace-structures
      3.5 exploration of the expressive possibilities with objects and materials

Chapter 4 DANCE AND IMPROVISATION
      4.1 creative dance
      4.2 Free dance
      4.3 ools for body awareness: relaxations, body contact as a way of manipulations
      4.4 Body contact for communication
      4.5 Techniques to learn

Chapter 5 BODY ART FORMS
      5.1 The mim and pantomim
      5.2 The social theatre of gesture
      5.3 The social theatre
      5.4 shadow theatre dance
      5.5 Dance

Chapter 6 METHODOLOGICAL APPROACHES TO BODY EXPRESSION
      6.1 The improvisation and creativity as a methodological tool
      6.2 Organization of the sessions: context, resources, items
      6.3 Organisation of a UD and the development of a sign
      6.4 evaluation systems

The course takes place in a semester of the course. They are three hours spread over two blocks of an hour and a half, every Tuesday. During the classroom teacher teaches the contents of the subject from dynamic practices with proposals to develop students. It also offers open spaces for their contributions, and orients its autonomous works. During the sessions, students expand their skills and develop competencies autonomously, through individual and collaborative 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, comments from text, research and personal reflection, among others. Also important is the involvement and dedication of the students to their professional and personal training with activities outside the classroom: seminars, academic activities, workshops and experiences, selected in accordance with the teacher, to complete his training.

The evaluation is exclusively for those students who choose to attend class continuously, as it is a practical subject.

Approved for continuous assessment must attend at least 80% of classes.

CONTINUOUS ASSESSMENT (40%)

This grade represents 40% of the final grade, so the maximum value of the note represents the total 4 points.

TASKS (60%)

  These activities are designed throughout the semester to demonstrate competence in the use of conceptual and applied theoretical and practical. These tasks are developed in classes are arranged for that time or freelance.

  Tasks account for 60% of the course grade, so the maximum value of this section are six points out of the total grade.

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