Degree | Type | Year | Semester |
---|---|---|---|
2500797 Early Childhood Education | OT | 4 | 0 |
2500798 Primary Education | OT | 4 | 0 |
To take this subject, it is recommended to have passed the compulsory subjects in the area, the EP Degree and / or the EI Degree:"Music and visual education", EP2; "Music, visual and learning education", EP3; "Visual Arts Education I", EI3 i "Education of the Visual Acts II", EI3.
This subject is part of the mention of PERFORMATIVE ARTS EDUCATION.
Know how to develop each of the phases of a creative process to realize an artistic project: Since finding the first idea concerning search, search of materials, the chosen artistic language, technical resources ... to the end result.
Get and internalize the conceptual resources necessary to create applications of projective character models; to develop his professional activity as teachers.
PROJECT 1. THE SECOND SKIN.
The body as a container of experiences, personal, intimate and private space, as support, as packaging and limit ... the axis of artistic productions will become
Some of the movements and artists reference discussed in class: Body art, Land art, Marcel Duchamp, Man Ray, Yves Klein, Bruce Nauman, Vito Acconci, Gioseppe Penone, Gilbert and George,
Otto Muehl, Marina Abramovic, Herman Nitsch, Piero Manzoni, Chris Burden, Dennis Oppenheim, Orlan, Rebecca Horn, Lousie Bourgeois, Ana Mendieta, Cindy Sherman; Kiki Smith, Janine Antoni, Franz West, etc.
PROJECT 2. A place to explore.
Space, environment, time, routes, travel, road, landscape ...
Some of the movements and artists reference discussed in class: Situationists, Land Art, Bill Viola, Roman Opalka, On Kawara, etc.
Interdisciplinary art projects related to the visual and plastic education: students will delve into the interplay of artistic disciplines and productive features cultural knowledge application context.
The classroom will be considered as a creative space. On the one hand they are presented several artistic references (Pictures, videos and visiting art centers) .Moreover individually supervised tutorials and presentations will be in public project status of each student / a.
DYNAMICS WILL CONTINUE EDUCATION METHODOLOGICAL PERFORMATIVE ARTS.
ALL SESSIONS WILL BE ATTENDANCE (review schedule).
Our teaching approach and assessment procedures may be altered if public healthauthorities impose new restrictions on public gatherings for COVID-19
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Explore art as a critical tool of society and of educational models | 20 | 0.8 | 1, 2, 7, 5 |
RESEARCH AND APPLICATIONS | 55 | 2.2 | 1, 2, 5 |
Research and recognition of subjectivity and its mechanisms of expression | 25 | 1 | 1, 12, 7, 5 |
Type: Supervised | |||
PRODUCTION | 20 | 0.8 | 12, 7, 5 |
Type: Autonomous | |||
Conducting research and project preparation. | 20 | 0.8 | 1, 2, 5 |
One ofthe necessary criteria to pass this subject will be to show, throughout the course, that the student has developed some personal and social skills essential to be "a good teacher": active participation in classes, responsibility and rigor in autonomous work, not judging, arguing, appropriate use of electronic devices (mobile, computer, etc.), critical thinking and behaviors that favor a friendly and positive environment, democratic and where differences are respected. The subject teacher will observe, document the sessions and write down evidence in relation to these personal and social skills of the students; and will be evaluated throughout the course.
It is also necessary that the student shows a good general communicative competence, both orally and in writing, and a good command of the language or languages that appear in the teaching guide.
The assessment will also focus on skills for cooperative and teamwork and will be gender sensitive.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
DOSSIER FINAL. INDIVIDUAL | 20 | 4 | 0.16 | 8, 1, 11, 10, 12, 9, 2, 7, 13, 6, 3, 5, 4 |
Project 1. Second Skill. INDIVIDUAL | 40 | 3 | 0.12 | 1, 12, 2, 7, 6, 5 |
Project 2. PAKAGE. GROUP. | 40 | 3 | 0.12 | 1, 11, 10, 12, 9, 2, 7, 6, 5, 4 |
Proyecto 1
Tanizaki, J. (2008). El elogio de la sombra. Madrid: Siruela
Tanizaki, J. El poder del tacto.
Rancière, J. (2002). La división de lo sensible. Estética y política. Centro de Arte de Salamanca.
Bozal, V. (1999). El gusto. Madrid: Editorial Visor.
García Cortés (1997). El cuerpo mutilado. Valencia: Generalitat Valenciana.
Pardo, J. L. (1992). Las formas de la exterioridad. Pre-textos.
Proyecto 2
Nauman, B. (1994). Museo National Centro de Arte Reina Sofia. Madrid.
Orozco, G. (2005). Museo Nacional Centro de Arte Reina Sofia, Madrid.
Marina, J. A. (1996). El Laberinto Sentimental. Anagrama public.
Rem Koolhaas, (2002). Espacio basura. Barcelona: Col.lecció Mínima de l’editorial Gustavo Gili.
Ardenne, P. (2006). Un Arte Contextual. Creación artística en medio urbano, en situación, de intervención, de participación. Murcia: Centro Documentación y Estudios Avanzados Arte
Augé, M. (2004). Los no lugares. Gedisa.
Carere, F. (2002). Walkscapes. El andar como práctica estética. Barcelona: Ed. Gustavo Gili.
Joseph, I. (2002). El transeunte y el espacio urbano. Gedisa.
Roger, A. (2000). Breu tractat del paisatge. Barcelona: Edicions La Campana.
Walser (2001). El paseo. Siruela.
Bibliografia complementària:
Ábalos, I. (2001). La buena vida, Visita guiada a las casas de la modernidad. Barcelona: Editorial Gustavo Gili.
Eduardo Outeiro Ferreño, (2011). Cabañas para pensar. Larva, Fundación Luis Seoane.
Danto, A. C. (2002). La transfiguración del lugar común. Una filosofía del arte. Barcelona: Paidós.
Robert Smithson. El paisaje entrópico, una retrospectiva, 1960-1973, (1993), IVAM Centre Julio González, Generalitat Valenciana, Conselleria de Cultura, Educació i Ciencia.
Perec, G., (1999). Especies de espacios. Edición española propiedad de Literature y Ciencia, Barcelona
Wolf, Virginia (1986). Una habitacion propia, Seix Barral. Barcelona.
Bachelard, G. (1994) La poetica del espacio. Méjico: Fondo de Cultura Económica.
Maderuelo, J. (1990). El espacio raptado. Madrid: Ed. Mondadori.
Heidegger, M. (1994). Construir‐Habitar‐Pensar. Barcelona: Serbal.
Bartomeu Marí, Lars Bang Larsen i Palle Nielsen (2010). El model. Un model per a una societat cualitativa. Barcelona: MACBA.
Constantin Brancusi. (1997). Ediciones Polígrafa, S. A. Barcelona.
GENERAL
EDGAR ALLAN (2001). Método poético y narrativo. CastellÓ: Ellago Ediciones
SCHAPIRO, M. (1993). El arte moderno, Madrid: Alianza Editorial
STANGOS, N. (1997). Conceptos de arte moderno. Madrid: Alianza Editorial
ROSALIND E. KRAUSS (2002). Pasajes de la escultura moderna. Madrid: Ediciones Akal MARCHAN FIZ, S. (1986). Del arte objetual al arte de concepto. Madrid: Ediciones Akal, S. A.
DEWEY, J. (2008), El arte como experiencia. Barcelona: Paidós