Universitat Internacional de Catalunya
Music, Plastic and Physical Expression 2
Other languages of instruction: Spanish,
Teaching staff
Carmen Arrufat
carrufat@uic.es
Introduction
Plastic Expression 2 (10631)
Within the context of early childhood education it is necessary to rethink what is the artistic education of children and future teachers. This subject aims to facilitate a personal rethinking of what it means to teach art in the nursery school. Starting from an introduction to the current artistic education panorama [1] we will try to reflect on the possibilities offered by artistic education to be able to position ourselves in a critical and reflective way before our educational work and decide what kind of artistic education we want to offer to children. Parallel to this reflective space, we also want to offer practical resources: techniques, procedures, knowledge about materials, organizational strategies, bibliographic and Internet resources, etc. that allow an approach to the world of art and artistic education both from the aspect of understanding and its production. We believe that in order to bring children closer to artistic language, a prior personal approach to the world of art and visual language is essential. In this direction, the subject will pretend a development of artistic thought and an approach to the elements of the artistic language: techniques, procedures, knowledge of the materials, interpretative resources of the visual image. Besides the traditional consideration of artistic education as a tool of expression, it is also an important tool for knowledge and transformation of external and internal reality.
[1]: ways of working, plastic content, underlying conceptions of art, prejudices, trends, etc.
Pre-course requirements
There are no prerequisites.
Objectives
Plastic Expression As a general objective, provide the conceptual and procedural resources that allow to rethink the foundations of artistic education and confront the diverse pedagogical situations in a creative and personal way, not only reproductive.
- Value artistic education as a knowledge-carrying matter and not as an area aimed exclusively at enhancing manual skills. The plastic classroom is not just a place where crafts are made.
- Understanding artistic education as a privileged place to work with values and form people, valuing visual education and artistic expression as key elements in children's development.
- Know and analyze critically the most frequent approaches in artistic education.
- Help to value and enjoy art stimulating artistic sensitivity.
- Share criteria, resources, ideas to design and develop projects in the classroom.
- Provine organizational resources that facilitate the management of a plastic classroom. Acquire skill in the use of basic techniques and knowledge about materials.
- Promote knowledge and appreciation of contemporary art as a space for understanding today's society. Reflect and question themes such as beauty, art, the artist, social commitment, talent, genius, etc.
- Introduce some aspects of the interpretation of the visual image.
- Use creative ways to teach in class.
Competences/Learning outcomes of the degree programme
- 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-57 - To analyze audiovisual languages and their educational implications.
- CEM-58 - To promote sensitivity with regard to creative expression and artistic creation.
- 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-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- 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-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-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 of the subject
Plastic expression
- Student understands Art Education as a valuable subject, essential in the Early Childhood educational stage.
- Student is interested in art. He maintains an open attitude towards art, valuing it as a vehicle for understanding society.
- Student understands the mechanisms of artistic symbolization and tries to understand art and express oneself artistically.
- Student approaches images critically and knows different methodologies for interpreting the visual image.She knows some artists, artistic trends, works, ... that she can use as references and, above all, she knows how to look for information about art that can inform her projects and that brings children closer to the world of art.
- Student is capable of creating art projects that use artists as references and that, ultimately, have an artistic objective and not just a manipulative or decorative interest.
- Student knows the materials and plastic techniques necessary to carry out plastic projects and takes care in the execution and presentation of plastic works.
- Student learns about the characteristics of children's plastic language and its evolution.Learn about organizational resources for the classroom.
- Student becomes aware of the importance of working on values from early childhood education to promote gender equality, equity and respect for human rights
Syllabus
ARTISTIC EXPRESSION
It is important to emphasize that the theoretical contents are as important as the technical contents, so this is not a strictly procedural subject.
1. INTRODUCTION. Artistic education Preconceptions about artistic education. What should be taught and what should be learned at school? What should be taught and learned in university?
2. PRELIMINARY CONCEPTS. Our goals, contents, teaching strategies... reflect unconscious conceptions about childhood, education... that have different effects above children and education.
Childhood, education, art and artists discourses.
3. THE ORGANIZATION OF THE CLASSROOM / WORKSHOP
Spatial organization
Dynamics of the session
Materials
Role of the teacher. Interactions between classmates.
4. ART
Artistic languages
Techniques
Materials
Contemporary art
Visual artifacts The Visual Culture. Image and identity.
5. BASIC ARTISTIC PROCESSES
Observation
Experimentation
Expression
Artistic thought
Artistic creation
Interpretation
6. PROPOSALS OF WORK
Criteria for the elaboration of proposals
Working about artists or artistic currents
Working about topics
Working about artistic languages and materials
Working about techniques
Some pedagogical models in relation to art (Reggio Emilia, Work projects ...)
7. EVALUATION
Evaluation of the proposals
Learning appraisal
Self evaluation and shared assessment
Teaching and learning activities
In person
Plastic expression.
The lessons are divided into two parts: one will be more oriented to the introduction of the basic fundamentals of the subject and the other to the technical and material learning that the subject entails. In both parts we will refer to the didactics in the infant school. It will not be a tight division, all concepts will be worked in a practical way without reducing them to master classes.
Lessons will be based, whenever possible, on visual/artistic strategies, practical activities, student presentations, real school projects, debates, etc. but, in some cases, a more theoretical introduction may also be necessary. It is important to share information, ideas, materials and projects as a part of of the learning process. The capacity of learning from each other and not just from the teacher will be part of the assessment criteria.
At the beginning of the course, an orientation schedule of the subject will be provided, bearing in mind that not everything can be foreseen and that some decisions will be made based on the interests of the students. This schedule will be updated according to the pace at which the course progresses.
Evaluation systems and criteria
In person
The assessment of this subject will take into account the achievement of the above-mentioned competences through the analysis of the students' contributions: individual and/or collective works, tests, interviews, presentations, participation in class, and so on.
In order to continuously assess the different partial aspects during the semester, the following qualifications will be used: 'Excel·lent', 'Notable', 'Aprovat', 'Insuficient', 'Deficient' and Non Corrected. The final qualification will be numerical and will take into account all the activities which have been done throughout the semester.
The specific assessment criteria will be detailed during the first session of the subject.
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