Universitat Internacional de Catalunya

Teaching and Learning Music and the Plastic and Visual Arts 2

Teaching and Learning Music and the Plastic and Visual Arts 2
6
10613
3
Second semester
OB
Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff


If a meeting is needed, the professor or student can use the  15 to 30 minutes either before or after the class- depending on class schedule, following prior notification. Email is the preferred medium to set appointments. 

Pre-course requirements

Not required

Objectives

  1. Acquire a basic knowledge of the procedures of visual arts.
  2. Acquire the resources to apply each of the level- and age-appropriate techniques for students of primary education (ages 6 to 12).
  3. Obtain specialized information about each material, and its uses and application for each procedure.
  4. Get to know diverse approaches of didactic planning to match available means.
  5. Develop creative capability, providing new and varied solutions both with regards to concepts and materials.

Competencies

  • 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.
  • CEM-57 - To develop and evaluate curriculum content through appropriate teaching resources, and to promote the corresponding skills in pupils.
  • 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.
  • CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
  • CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • 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-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.
  • CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes

  1. Understand the concepts that enable cultural, personal and social formation in visual art.
  2. Learn to develop and evaluate syllabus content with adequate didactic resources and to promote the corresponding skills in students. 
  3. Prepare didactic proposals that encourage and stimulate creativity.
  4. Know and accept the necessary and positive role of artistic training for society.
  5. Familiarity with the primary education artistic education curriculum.
  6. Obtain resources to encourage lifelong participation in artistic activities inside and outside the school walls.
  7. Acquire detailed information on the suite of materials and tools for each process in visual arts training.
  8. Precise and rich verbal and written communication skills for teaching.
  9. Ability to interpret and integrate facts from English-language source materials on this topic and to incorporate these into their educational process.
  10. Knowledge of the proficiencies of creativity, the entrepreneurial spirit and striving for quality and ability to apply it to the students.

Syllabus

  1. Drawing: basics, paper, graphite, composition
  2. Volume: clay and similar
  3. Digital photography
  4. Color techniques  
  5. Prints: monotype, linoleum, woodcut
  6. Space and 3D objects: paper and wire.
  7. Light
  8. Large scale projects: decorations, stage scenery
  9. Mixed techniques: two-dimensional
  10. Mixed techniques: there-dimensional
  11. Structures
  12. Public exhibit/presentation

Teaching and learning activities

In person



The class will consist of the student putting into practice a wide range of artistic techniques while they are exposed to and experience diverse teaching strategies. Daily exercises will be facilitated by materials which introduce, describe, and motivate both process and outcome. Student participation in constructive critique and debate will be integral. Regular homework, critical to the learning process, will be compulsory. Students will work alone and in groups. 

The class aims to increase confidence and provides a solid technical and pedagogical base. Emphasis is given to flexibility in the face of varied situations and needs and the ability to explore new techniques and continue to develop the ones we know. My approach further aims to identify the individuality of each student so they can use their own perspective to teach art with enthusiasm.  

The class will consist of a: 

-      Brief explanation and exhibit of examples related with the day’s subject.

-      Group critique of the recent work done by the student  (individual work and comments by the students).

-      Work session. 

-      Students’ brief presentation of a known artist and his work. 

-      Follow up complementary homework.


Subjects, classes and timing:

1.    Drawing: basics, paper, graphite, composition

·      Drawing introduction – grey scale, textures, etc.

·      A sphere and boxes – basics on perspective and shadows

·      Drawing what’s in front of me – create a personal still life and composition and then draw it

2.    Volume: clay and similar

·      My clay surface – introduction to clay and making a personal composition

·      My homemade clay forms – experiment with new materials and forms

·      My clay forms – practice in controlling the outcomes with clay

3.    Digital photography

·      Photo booth – learn how to take good pictures of the work we make

·      An original group shot – discover what makes a difference in taking good photographs of groups

·      My still life – work on developing artistic personality and creating a unique still life 

·      Walkabout – a personal random exploration

4.    Color

·      What colors? – color wheel and personal color choices

·      Watercolor – create a composition

·      Tempera – create a composition

·      Pastel – create a composition

5.    Prints: monotype and linoleum

·      Now, underwater – compose an underwater scene with the monotype technique

·      Sky, moon or sun – make a linoleum print

·      What can I print from nature? – another monotype, but in this case from what can be found in nature

6.    Space and 3D objects: paper, cardboard and wire.

·      Pop up – learn how to make a pop up

·      Fish, head or spider? - A three-dimensional line drawing with wire

 

March 18, 2019 – Presentation of and turn in the material completed up to the moment.  Each exercise, period work and homework, will be presented on a Din A3 paper in one folder. In the case of photographs, they are to be pasted on a DIN A3 paper.

 

7.    Light

·      fish, head, spider or? on the wall – projection with light and color

·      circus – projected circus themes

8.    Large scale projects: decorations, stage scenery

·      Large scale project – will be created and made in groups

9.    Mixed techniques: 2D

·      a penny for your thoughts – collage based on the cartoons by Saul Steinberg

10. Mixed techniques: 3D

·      Another head – large three-dimensional caricatures of heads and faces

·      Counterbalance – how to make a mobile that works well

·      What size? – a collage that considers scale and its relativity

11. Structures

·      Book support – make a book support that is practical 

·      Flying things – propellers and similar that fly

·      A paper tower – understand the basics of structure and make a paper tower

12. Public exhibit/presentation

·      Put a show up with all the necessary requisites so it’s efficient in all stages

 

May 23, 2019 – Final presentation of and turn in projects. With a few exceptions, each exercise, period work and homework, will be presented on a Din A3 paper in one folder.  In the case of photographs, they are to be pasted on a DIN A3 paper.

 

 

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-54 CEM-55 CEM-56 CEM-57 CET-2 CET-3 CET-4 CET-5 CET-6 CG-01 CG-02 CG-03 CG-04 CG-09 CG-10 CG-11 case study method
expository method / master class
problem-solving method
practical classes
theory classes
group study and work
individual / independent study and work.
seminar-workshops
tutorials
CEM-57 problem-based learning
expository method / master class
problem-solving method
practical classes
theory classes
seminar-workshops
tutorials

Evaluation systems and criteria

In person



The students’ presence and participation in class is compulsory throughout the semester. A passing grade in each section of the course is required for an overall pass. 

An understanding of and knowing how to efficiently execute the exercises given will also be required to pass.

The final evaluation will take into account the acquired capabilities by assessing  the student’s contributions, i.e., individual and group work, homework, presentations and class participation.  Grading will be continuous and the student will be periodically informed on the evaluation of their progress. The qualifications used will be the ones of the Facultad de Educación: Excellent, Notable, Pass, Inadequate, Deficient. The final grade will be numerical and will take all of the sections into account.

The content of the subjects will be 80% and English language 20% of the evaluation.

Bibliography and resources

Beal, Nancy  The Art of Teatching Art to Children Farra, Straus and Giroux, New York. 2001  ISBN-13: 978-0374-52770-9 and ISBN-10:0-374-52770-9 (pb: alk.paper)

Corfee, Stephanie  Paint Lab for Kids 52 Creative Adventures in Painting and Mixed Media for Budding Artists of All Ages (Lab Series)  Quary Publishing Group, Beverly, Massachusetts, USA, 2016  ISBN: 978-1-63159-078-8 and digital edition ISBN: 978-1-63159-798-4  

Hume, Helen D.  The Art Teacher's Book of Lists  2ndedition,Jossey Bass, San Francisco, CA, 2010  ISBN-13: 978-0470482087and ISBN-10: 0470482087

Hume, Helen D.  TheArt Teacher’s Survival Guide for Elementary Schools  2ndedition,Jossey Bass, San Francisco, CA, 2008  ISBN: 978-0-4701-8302-1

Prince, Eille S.  Art is Fundamental Teaching the Elements and Principles of Art in Elementary School  Zephyr Press, Chicago Illinois, 2008  ISBN-13: 978-1569762165  ISBN-10: 1569762163

Russi, Barbara  Art Workshop for Children The Quarto Group, Beverly, MA, USA, 2016  ISBN: 978-1-63159-143-3

Aronson, Marc  Art Attack Clarion Books, NY, NY 1998  ISBN: 0-395-79729-2

 

Digital bibliography:

Artcyclopedia (browse artists alphabetically by name) www.artcyclopedia.com

Artnet (Auction and gallery information) www.artnet.com

Bartel, Marvin  Planning Art Lessons & Units Goshen College, Goshen, IN, USA, 2010  https://www.goshen.edu/art/ed/artlsn.html

Creativity and the Arts in the Primary School Irish National Teachers’ Organisation, Dublin 2009  https://www.into.ie/ROI/Publications/CreativityArtsinthePS.pdf

National Art Education Association  Alexandria, VA, USA 2018  www.naea-reston.organd www.arteducators.org

Teaching and learning material