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

Lda. Paula GELPI - pgelpi@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. Program the teaching intervention from the area of physical education in the infant and primary stage in relation to the physical activities of expression.  

7. Develop activities and learning situations for the development of the different contents of body expression.  

8. Acquire the necessary practical resources for teaching and evaluating the different activities of the subject.

9. Linking sustainability (emotional, environmental and social) with body language. Develop through this relationship an integral and interdisciplinary intervention in the classroom.

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• CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
• 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-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-15 - To master the techniques of observation and recording.
• CEM-20 - To value the importance of teamwork.
• 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.
• CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
• 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 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 teaching (curricular proposals throughout the stage, learning situations, methodology and evaluation) of artistic-expressive activities.

7. Know the didactic foundations of each activity proposed to take them to the body expression class in primary education and early childhood education.

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.

● Research on dynamic and sustainable materials that allow the inclusion and the improvement of emotional and social groups in difficulties.

Chapter 1 CONCEPTUAL APPROACH EXPRESSION BODY
      1.1 the concept of bodily expression. Current trends
      1.2 history of body language
      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 The fundamental principles of Body Expression from the Dance Creation

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 Exploring the expressive possibilities of the body with objects and materials

Chapter 3 The communicative dimension: body language
      3.1 Nonverbal communication as a communicative alphabet
      3.2 The concepts of External World, Personal Interaction and Discursive Exchange

Chapter 4 BODY ART FORMS
      4.1 Mime and pantomime
      4.2 The dramatic game and the dramatic body
      4.3 shadow theatre dance
      4.5 Dance

Chapter 5 METHODOLOGICAL APPROACHES TO BODY EXPRESSION
      5.1 The improvisation and creativity as a methodological tool
      5.2 The process of creation in body expression from the creative dance
      5.3 Organisation of a UD and the development of a sign
      5.4 Organization of the sessions: context, resources, inductors, items
      5.5 Evaluation. Criteria and systems
      5.6 Interdisciplinarity in body expression
      5.7 Basic competences of education in social and civic values ​​and their relationship with body expression: emotional education.

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.

1. TASKS. Didactic backpack of experiences and evidences* (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.

a. Evidence and class productions of the different modules (20%)

b. Personal diary: “The compass” (20%)

C. Group Expression Group Production (20%)

2. DESIGN OF LEARNING SITUATIONS * (20%)

-Design of a Teaching Unit (UD) and implementation of 1 session in the classroom (project in pairs or in subgroups).

3. THEORETICAL FOUNDATIONS * (20%)

- Theoretical - practical exam

* All tests will have to be passed with a 5

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