Universitat Internacional de Catalunya

Music, Plastic and Physical Expression 3

Music, Plastic and Physical Expression 3
6
10634
3
Second semester
OB
Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff


Must make an appointment by emailing jamores@uic.cat

Introduction

In this subject we aim to provide the basis of psychomotor development of the child. Through combining the theoretical with the practical principles, the students give all they need to program and implement psychomotor sessions for 0-6 years old kids. 

IMPORTANT: if any group followed a different model, this would be stated on the Moodle platform. The possible adaptations concerning the methodology and the assessment would be also specified in the Moodle.

Pre-course requirements

No previous knowledge is required.

Objectives

  • Internalize and differentiate the main theories of play.

  • Demonstrate the capability to do programming, intervention and evaluation of psychomotor classroom projects.

  • Provide of knowledge and resources to develop psychomotor childhood education programming.

  • Gain experience and develop basic criteria for assessment tasks and support strategy.

  • Investigate and acquire management tools for specific research in psychomotor and multidisciplinary environment, independently and critically.

 

Competencies

  • 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-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.
  • 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.
  • 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-03 - To be able to communicate in English at level B1, according to 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

16. Has sufficient knowledge of psychomotor matter for teaching assignments safely.

17. Know the curriculum of the infant stage in the concret area of knowledge.

18. Analyze, reasoning and communicating proposals about psychomotor intervention

19. Poses and solves problems related to the activity of psychomotor session with entrepreneurship.

20. Is capable of managing a session knowing interactive psychomotor aspects involved, providing motivation and allowing adequate treatment of student diversity

21. Design psychomotor sessions appropriate to educational groups depending on their maturity and creativity.

22. Identify the difficulties that have the teaching of motor skills in education.

23. Appreciates the relationship between psychomotor and other classroom activities, taking an overall view of the learning process of the child

24. Make interdisciplinary psychomotor activities with other areas of the curriculum, with entrepreneurship.

25. Analyse critically their performance to become aware of their influence on students and improve their competence as a teacher of bodily expression.

26. Makes use of tech information and communication to keep abreast of innovations in educational practices of bodily expression.

27. Be aware of the importance of work values from childhood education to promote gender equality, equity and respect for human rights.

28. Communicates ideas to others argued and expressed correctly in the language of instruction, both orally and writing, being able to represent it using concept maps or other procedures.

29. Interprets and integrates knowledge of English language documents in this matter.

 

Syllabus

  1. Psychomotor Development from 0 to 6 years
  2. Major disorders of psychomotor development
  3. Basics of cognitive development
  4. Basics of motor development
  5. Methodology of psychomotor work
  6. Organizational resources in the psychomotor classroom 
  7. The world of feelings and emotional states of the child
  8. The whole body and its dimensions
  9. The movement
  10. The construction of body image
  11. The basic motor behavior: overall coordination dynamics, specific dynamic coordination and balance.
  12. The neuromotor behavior: relaxation, lateral dominance, breathing
  13. Perceptual motor behaviors: organization and structure of space and time
  14. The game and personally experienced stories
  15. Socio-emotional education and motor skills
  16. Symbolic representation: drawing, modeling, construction
  17. Psychomotor programming: content, skills and evaluation
  18. The graphomotor
  19. Contributions of psychomotor in the care of special educational needs.

 

Teaching and learning activities

In blended



COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-53 Project-based learning Individual / independent study and work
Group study and work
CEM-55 Cooperative learning Group study and work
CEM-56 Case studies
Presenting method / lecture
Theory classes
CET-1 Problem-based learning
Problem and exercise solving
Practical classes
Tutorials
CET-2 Case studies
Problem and exercise solving
Practical classes
Seminar-workshops
CET-3 Presenting method / lecture Theory classes
CET-4 Project-based learning
Learning contract
Group study and work
Tutorials
CET-5 Cooperative learning
Project-based learning
Individual / independent study and work
CET-6 Problem-based learning
Case studies
Practical classes
CG-01    
CG-01 Cooperative learning
Case studies
Practical classes
Tutorials
CG-02 Presenting method / lecture Theory classes
CG-03 Cooperative learning Group study and work
CG-04 Problem-based learning
Problem and exercise solving
External practicums
Seminar-workshops
CG-09 Problem-based learning
Cooperative learning
Project-based learning
Problem and exercise solving
Practical classes
Group study and work
Seminar-workshops
CG-10 Project-based learning
Learning contract
Practical classes
Individual / independent study and work
Seminar-workshops
CG-11 Problem-based learning External practicums
Tutorials
COMPETENCES METHODOLOGY TRAINING ACTIVITY
CEM-53 Cooperative learning Project-based learning Case studies Problem and exercise solving Theory classes Individual / independent study and work Group study and work
CEM-55 Cooperative learning Problem and exercise solving Individual / independent study and work Group study and work
CEM-56 Problem-based learning Case studies Presenting method / lecture Theory classes Individual / independent study and work Group study and work
CET-1 Problem-based learning Problem and exercise solving Practical classes Tutorials
CET-2 Case studies Problem and exercise solving Practical classes Seminar-workshops
CET-3 Problem-based learning Presenting method / lecture Problem and exercise solving Theory classes Individual / independent study and work Group study and work
CET-4 Project-based learning Learning contract Group study and work Tutorials
CET-5 Cooperative learning Project-based learning Individual / independent study and work Group study and work
CET-6 Problem-based learning Case studies Practical classes
CG-01 Problem-based learning Problem and exercise solving Individual / independent study and work Group study and work
CG-01 Cooperative learning Case studies Practical classes Tutorials
CG-02 Presenting method / lecture Theory classes
CG-03 Cooperative learning Group study and work
CG-04 Problem-based learning Problem and exercise solving External practicums Seminar-workshops
CG-09 Problem-based learning Cooperative learning Project-based learning Problem and exercise solving Practical classes Group study and work Seminar-workshops
CG-10 Project-based learning Learning contract Practical classes Individual / independent study and work Seminar-workshops
CG-11 Problem-based learning External practicums Tutorials

Evaluation systems and criteria

In blended



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.

Bibliography and resources

Aberastury, A (1968). El niño y sus juegos. Ed. Paidós. Barcelona.

Aucouturier, B. (2004) Los fantasmas de acción y la pràctica psicomotriz. Ed. Graó. nº7. Barcelona.

Aucouturier, B. (2004). Los fantasmas de acción y la Práctica Psicomotriz. Ed. Graó. Barcelona.

Aucouturier, B., Mendel, G. (2004). ¿Por qué los niños y las niñas se mueven tanto? Ed. Graó. Barcelona.

Aucouturier, B. & varis (2004) Miedo a nada… miedo a todo. Ed. Graò. Barcelona.

Bruner, J. (1984) Acción, pensamiento y lenguaje. Alianza. Madrid.

Castellví, P. (1997): Psicología del desenvolupament. De Proa. Universitat Ramon Llull. Barcelona.

Garaigordobil, M. (1990) Juego y desarrollo infantil. Seco Olea. Madrid.

Golse, B (1987). El desarrollo intelectual y afectivo. Ed. Masson. Barcelona.

Lapierre, A. (1968) La reeducación física. Dossat 2000. Barcelona


Lapierre, A. Abadie, M (1977) Educación psicomotriz en la escuela maternal: una experiencia con los”pequeños”, E. Científico Médica. Madrid.


Lapierre, A. (1981) La educación psicomotriz en la escuela maternal. Barcelona. E. Científico Médica.


Lapierre, A. (1996) El juego, expresión primaria del inconsciente pp 281-287. En Alemany, C. García, V. (Eds) El cuerpo vivenciado y analizado. Desclée de Brouwer. Bilbao.

Lleixà Arribas, T. (1999) Juegos sensoriales y de conocimiento corporal. Paidotribo. Barcelona.

Michelet, A. (1986) El maestro y el juego. Perspectivas V. XVI. Nº 1, PP. 117-
126.

Osborn, A. F., Milbank, J. F. (1987) The Effects of Early Education. Clarendon Press. Oxford. 

Piaget, J. (1932) El juicio moral en el niño. Fontanella. Barcelona.

Piaget, J. (1966) Response to Sutton - Smith. Psychological Review, Nº 73, pp. 
111-112. 

Piaget, J. (1946) La formación del símbolo en el niño. Fondo de cultura 
económica. México.

Rogoff, B. (1993) Aprendices del pensamiento. El desarrollo cognitivo en el 
contexto social
. Paidós. Barcelona.

Vygotsky, L. S. (1933, 1966) El papel del juego en el desarrollo. En Vygotsky, 
L.S. El desarrollo de los procesos superiores. Crítica. (1982) Barcelona

Vygotsky, L.S. (1932) Thought and Language. Cambridge. MIT Press. Massachusetts

Vygotsky, L.S. (1979) El desarrollo de los procesos psicológicos superiores. Crítica. Barcelona.

Wild, R. (1996) Educar para ser, Ed. Herder, Barcelona.

Wild, R. (2005) Libertad y límites: Amor y respeto, Ed. Herder, Barcelona.

Winnicot, D.W. (1990) Los bebés y sus madres, Ed. Paidós. Barcelona.

Vila, I (1986) Introducción a la obra de Henri Wallon. Ed. Anthropos. Barcelona.