Universitat Internacional de Catalunya
Body Language
Other languages of instruction: Spanish,
Teaching staff
Introduction
The subject is about the expressive factors of physical activity and the relationship of movement with creativity, art and aesthetics. His knowledge requires the effort to understand an activity that is not justified in motor performance but in expressive motor skills and that due to its exceptional nature in the curriculum of Physical Activity and Sports Sciences, it has to be tackled 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 be taken into account.
Pre-course requirements
Not required
Objectives
1. Develop and obtain basic body knowledge, as well as a harmonious expressive and gestural language, exploring the possibilities and expressive resources of the body to communicate sensations, emotions and ideas.
2. Acquire quality artistic values in relation to body movement and its expression.
3. Use and correctly apply the different methodologies when executing authentic, directed, rhythmic movements and with objects and materials.
4. Develop the subject without inhibition in spontaneous and suggested movements, participating in an active, thoughtful, critical and demanding way in quality, respecting at all times the actions of others.
5. Knowing, accepting and valuing one's own body and physical activity as a means of exploration for the elaboration of self-image, self-esteem and self-confidence, both encourage group and couple work.
6. Schedule 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. Relate SUSTAINABILITY (emotional, environmental and social) with body expression. Develop through this relationship an integral and interdisciplinary intervention in the classroom.
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. Identify, differentiate and know how to analyze the components of body expression.
2. Communicate feelings, emotions and ideas using different expressive resources.
3. Acquire quality artistic values in relation to body movement and expression, developing the competence of creativity.
4. Promotes and facilitates in the contexts of learning and life, 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 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.
Syllabus
MAIN CONTENTS OF THE SUBJECT
● Exploration and discovery of the expressive possibilities of the body and movement.
● Disinhibition in the externalization of emotions and feelings through the body, gesture and movement and voice.
● Experimentation of pleasure provided by the work of expression through the body itself.
● Participation in situations that involve body communication with assessment and recognition of differences in the way of expressing oneself.
● Adequacy of movement to space-time structures.
● Body expression and dramatization.
● Dramatization through body language (gesture, mimicry, movement).
● Participation in performing dances, dances and simple choreographies.
● Improvisation as a basic creation tool.
● Development, participation and awareness of the possibilities and resources offered by body language.
● Individual and / or collective composition of movements based on rhythmic, musical stimuli and a source of inspiration (text, experience, image).
● Critical appraisal of expressive and communicative uses of the body.
● Participation and respect in situations involving bodily communication.
● Creation and use of assessment tools for body expression.
● Research on sustainable and dynamic materials that allow the inclusion and improvement of groups in social and emotional difficulties.
Lesson 1 CONCEPTUAL APPROACH TO BODY EXPRESSION
1.1 Concept of body expression. Actual trends
1.2 Background of Body Expression
1.3 Body expression in education: communication, creativity, aesthetics
1.4 Objectives and contents
1.5 Techniques
1.6 The fundamental principles of Body Expression from the Dance Creation
Lesson 2 ELEMENTS OF THE EXPRESSIVE PROCESS
2.1 The gesture and its expressive value
2.2 The body
2.3 The space
2.4 Time and rhythm
2.5 Mobilization of energy
2.6 Exploring the expressive possibilities with objects and materials
Lesson 3 THE COMMUNICATIVE DIMENSION: BODY LANGUAGE
3.1 Nonverbal communication as a communicative alphabet.
3.2 The concepts of the External World, Personal Interaction and Discursive Exchange.
Lesson 4 BODY ARTISTIC MANIFESTATIONS
4.1 Mime and pantomime
4.2 The dramatic game and the dramatic body
4.3 The shadow theater
4.5 The dance
Lesson 5 METHODOLOGICAL APPROACHES TO BODY EXPRESSION
5.1 Improvisation and creativity as a methodological tool.
5.2 The process of creation in the corporal Expression from the creation Dance.
5.3 Organization of a UD and development of a session.
5.4 Organization of the sessions: context, resources, inductors, elements.
5.5 The evaluation. Criteria and instruments.
5.6 Interdisciplinarity in body expression.
5.7 Basic competences of education in social and civic values and their relationship with CD: emotional education.
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
backpack of experiences and evidences*. These are the activities that are designed throughout the semester to demonstrate competence in the conceptual and applied use of theoretical and practical content. These tasks are carried out in the classes that are arranged for it or in autonomous hours.
Homework accounts for 60% of the grade of the course, so the maximum value of this section is 6 points over the total grade.
a. Evidence and class productions of the different modules (20%): tasks where, through the reading of articles and analysis of practical cases, content related to the practice is consolidated.
b. Personal diary: “The compass” (20%): reflective diary to be done 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 the level corporal, emotional, cognitive, relational), pleasant feelings, lessons learned from the session (about me, about the content, about the subject), didactic reflections; conclusions; questions.
C. Group Expression Group production (20%): group choreographic composition showing the integration of the practical contents of the subject.
2. DESIGN OF LEARNING SITUATIONS* (20%). Design of a Didactic 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.
The evaluation systems will consist of: Learnbook, Video, Group practical exam, Self-evaluation and Co-evaluation with observation forms and checklists, Presentation of a group work, Design of activities, Theoretical exam through test questions, short and develop with practical assumptions, final degree project.
Bibliography and resources
- 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. Barcelona: Octaedro.
- Carballo Basadre, Carmen (1995): Teatro y Dramatización. Didáctica de la creación colectiva. Ediciones Aljibe: Archidona.
- Castañer Balcells, Marta (2000): Expresión corporal y danza. Ed. Inde: Barcelona
- 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
- LEARRETA, B.; SIERRA, M.A.; RUANO, K. (2005): Los contenidos de la expresión corporal. Barcelona: INDE.
- LEARRETA, B.; SIERRA, M.A.; RUANO, K. (2006): Didáctica de la expresión corporal. Talleres monográficos. Barcelona: INDE.
- MIRANDA VIÑUELAS, J. (1990) ¿Qué es la expresión corporal? Una aproximación conceptual y un poco de historia. En Revista de Educación Física. Renovar la teoría y la práctica. 1990, nº 31, p. 12-16.
- MATEU SERRA, M. (1989) Actividades físicas de expresión, ¿paradoja, contradicción o innovación? En Revista APUNTS. 1989 , nº 16-17; p. 57-62.
- MOTOS TERUEL, T. (1983): Iniciación a la Expresión Corporal. (Teoría, técnica y práctica). Barcelona: Editorial Humanitas
- ORTIZ, M.M. (2002) Expresión Corporal. Una propuesta didáctica para el profesorado de Educación Física. Granada: Grupo Editorial Universitario
- ROMERO MARTÍN, M.R. (1997) La Expresión Corporal en el ámbito educativo. Revista ÁSKESIS. Monográfico sobre Expresión Corporal. 1997, nº 1.
- Tena, I. (2018). Expresión Corporal desde la danza creación. Proceso de elaboración de una unidad didáctica en Educación Infantil y Educación Primaria. Zaragoza: Prensas de la Universidad de Zaragoza.
- TRIGO, Eugenia y col. (1999): Creatividad y motricidad. Publicaciones INDE, Barcelona.
- STOKOE, Patricia & SCHÄCHTER, Alex (1984): Expresión Corporal. Guía didáctica para el docente. Editorial Ricordi.
- STOKOE, Patricia & SIRKIN, Alicia: El proceso de la creación en arte. Editorial Almagesto.