Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | OB | 3 | 2 |
it is recommended to have passed the subject MUSICAL EDUCATION AND VISUAL second year.
Part I. Art and education. CULTURAL AND PERFORMATIVE DIMENSION
1. The works of art as a source of knowledge: analysis of the work of art.
1.1 Perception, representation and interpretation of art.
Section II. Training in the practice of art. PRODUCTIVE AND PERFORMATIVE DIMENSION
1. Practices and projects related to different cultural contexts and artistic movements.
2. Understanding and experimenting with the practice of art as a process of knowledge.
Block III. Arts education in school. Educational intervention in a context of performative education methodology.
1. The curriculum in the area of art and its implementation in schools: methodologies, processes and strategies.
2. School, museums and cultural centers.
Section IV. Music and education. CULTURAL DIMENSION
1. The music in relation to the social and cultural context.
Block V. Training in musical practice. DIMENSION AND PRODUCTIVE perceptive MUSIC
1. The interpretation, listening and creating music through voice or instruments sound different materials.
1.1 The song as a basic element of musical practice.
1.2 The hearing music and understanding music
Block VI. Musical education at school. DIMENSION Teaching Music
1. The arts education and cultural competence basic communicative
2. fundamental methodological principles, resources,materials and strategies.
3. The interdisciplinarity between music and other curricular areas,
4. The role of music in schools. Specialist versus generalist, the necessary cooperation.
AUTONOMUS:
Design and creation of educational interventions
theoretical reflections
DIRECTED:
Classes in large group
Exhibitions by teachers of content and basic issues on the agenda. It is done with the whole group class and allows exposure of the main content through an open and active participation by students.
Planning and organization of exercises and activities that are subsequently carried out in seminars.
Making collective musical activities of musical practice.
Transnature Project. ARTS VISUALS EDUCATION. Transnatura is the title of the multidisciplinary project designed by the teaching teams of four of the subjects in 3rd year of the Degree in Primary Education. It consists of a two days trip and a night out in nature aimed at providing an intense and formative experience in the natural environment which, besides working specific objectives of each of the disciplines, it also facilitates the approach of transversal aspects such as sustainability, healthy living, coexistence and the relationshipbetween school and nature, among others. Subjects involved: Didactics of Experimental Sciences, Learning and Development II, Visual Music Education and learning, Physical Education and its Didactics I. The departure will be held on 19 and 20 October for groups 21 and 31, and on 26 and 27 October for groups 41 and 71, so it's an overnight stay. Attendance is mandatory. In case someone is unable to attend it, he/she will have to prove the reason for missing it and perform a compensatory work previously agreed with the teaching team. The activities carried out during the trip will be part of the continuous evaluation of the different subjects. At the beginning of the course each teacher will specify the learning evidences and the corresponding evaluation criteria. Details regarding timetables, price, itinerary and luggage will be provided at least 10 days before the departure.
Seminars
Workspaces in small groups supervised by the teacher where by document analysis, viewing of artistic projects, proposals for creation, ... is deepening in the contents, already worked in the large group.
Conducting exercises and activities designed in large group sessions.
Musical and visual and plastic in specific activities of practical exercises seminar work.
Oral activities, individual or group exhibitions. Comments and reviews the results.
Trips to museums or other art centers and musical performances.
SUPERVISED:
Tutorials and other planned activities.
NOTE: "The sessions of this course are based on a research and experimentation with materials by students, which requires an investigation based on documentation with images and recycling of materials for art education. In addition also the methodology adopted requires for its good development that the student take the specialized materials classroom for the realization of artistic activities (brushes and paints, among others). teachers recommend the most suitable material for planned activities, which will have a sustainable cost and may be they shared among students. mechanisms to ensure that the student can have it at your fingertips if not available the necessary resources will be sought. "
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Presencial large grup | 15 | 0.6 | 4, 1, 14, 10, 5, 8, 7, 13, 12 |
Seminars | 23 | 0.92 | 4, 2, 14, 10, 15, 5, 6, 9, 12 |
Type: Supervised | |||
Tutorials and other supervised activities | 25 | 1 | 2, 14, 15, 5, 8, 3, 7, 6, 9, 13, 12 |
Type: Autonomous | |||
Design and creation of educational interventions | 32 | 1.28 | 4, 1, 10, 15, 3, 11, 9 |
Theoretical considerations | 30 | 1.2 | 4, 1, 10, 15, 8, 7, 13, 12 |
The evaluation of the course will be held throughout the academic year through the activities shown in the grid below. Attendance at classes and seminar course is compulsory: the student must attend at least 80% of classes, otherwise it will be considered absent.
In order to pass the course must have passed each of the two subjects that comprise the visual and plastic education and music education. The final will be the average between the two sides.
Students taking the course have adequate monitoring of the course and still remains some way not achieved will be given the opportunity to pass the subject, making a further independent study or redoing some of the activities given or made. Must study each case depending on the situation of each student.
Plagiarism all or part of an assessment of the activities and / or copy a direct assessment test is cause to suspend the course.
TRANSNATURE PROJECT: Nature as a source of learning in the initial formation of teachers. Education of the visual arts. A dossier will be delivered with all the information and learning activities to do before, during and after the departure. At the end of November, the first ideas related to the process of artistic creation will be presented: the walk as an aesthetic practice, to the corresponding teacher by the Virtual Campus or e-mail..Grup 21: Imma Pla. mariaimmaculada.pla@uab.cat Grup 31: Jaume Barrera. jaume.barrera@uab.cat Grup 41: Olga Marugan. olga.marugan@uab.cat Grup 71; Oriol Mora. oriol.mora@uab.cat The process of artistic creation, which will begin in the Transnatura and with the first ideas delivered in November, will resume in February with the beginning of the subject. |
EVALUATION AND RECOVERY TASKS AND DATES:
MÚSICA
AVALUATION TASKS |
Type of activities |
Avaluation date |
Recovery date |
Audition work_10% |
Group |
23 i 24/03/2021 |
Evaluation task, you can recovered on 02 and 03/06/2021 |
Work song_5% |
Group |
27 i 28 /04/2021 |
|
Work creation_10% |
Group |
4 i 5/05/2021 |
|
Oral exam_15% |
Individual |
8 i 9/06/2021 |
*Qüestionari concert didàctica_5%_INDIVIDUAL_abril 21
**Reflexió didàctica sobre la cançó a l'aula_5%_INDIVIDUAL_27 i 28 /04/2021
VISUAL
LEARNING FOLDER |
Type of activities |
Avaluation date |
Recovery date |
CULTURAL DIMENSION. Texts reflection. |
Individual |
20/04/2021 (21 i 31) 21/04/2021 (41 i 71) |
22/06/2021 (21 i 31) 23/06/2021 (41 i 71)
* Delivering the learning folder withrevision of unfinished tasks.
|
PRODUCTIVE DIMENSION. Process of artistic creation. Transnature |
Individual |
20/04/2021 (21 i 31) 21/04/2021 (41 i 71) |
|
EDUCATIONAL DIMENSION. Interdisciplinary and inclusive educational intervention through the Arts |
Group |
4/05/2021 (21 i 31) 5/05/2021 (41 i 71) |
|
FINAL DELIVERY OF THE LEARNING FOLDER |
Individual |
15/06/2021 (21 i 31) 16/06/2021 (41 i 71) |
*Students who have a grade between 4 and 5 must define with the teacher (tutoring) those aspects to improve the subject and they will be delivered on the day of the recovery. The note will be a maximum of 5.
One of the necessary criteria to pass this subject will be to show, throughout the course, that the student has developed some personaland 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 |
---|---|---|---|---|
BLOCK I. Art and education. CULTURAL DIMENSION_VISUAL. INDIVIDUAL | 10% | 0 | 0 | 4, 14, 5, 7, 11, 9, 13 |
BLOCK II. Training in the practice of art. PRODUCTIVE DIMENSION_VISUAL. INDIVIDUAL | 20% | 0 | 0 | 14, 10, 5, 8, 3, 6, 9, 13, 12 |
BLOCK III. Arts education in school. EDUCATIONAL INTERVENTIONVISUAL. GROUP | 20% | 0 | 0 | 4, 1, 14, 15, 7, 6, 12 |
BLOCK IV. Music and education. CULTURAL DIMENSION. | 10% | 0 | 0 | 14, 8, 7 |
BLOCK V. Training in musical practice. DIMENSION AND PRODUCTIVE PERCEPTIVE MUSIC. | 15% | 0 | 0 | 2, 10, 3, 12 |
BLOCK VI. Music education in schools. DIMENSION TEACHING MUSIC. | 25% | 0 | 0 | 4, 10, 5, 9 |
ARTS VISUALS EDUCATION
Acaso, M. (2009). La educación artística no son manualidades. Nuevas prácticas en la enseñanza de las artes y la cultura visual. Madrid: Catarata
Aguirre, I. (2005). Teorías y prácticas en educación artística. Navarra: Universidad Publica de Navarra.
Alle, M. W. (2004). Ideology and currículum (3rd ed.). New York: Routledge.
Arnheim, R. (1993). Consideraciones sobre la educación artística. Barcelona. Paidós.
Bamford, A. (2009). El factor ¡Wuau! El papel de las artes en la educación. Barcelona: Octaedro
Berger, J. (2001). Modos de ver. Barcelona: Gustavo Gili.
Bosch, E. (2009). Un lloc anomenat escola. Barcelona: Graó.
Chalmers, F. G.(2003). Arte, educació i diversidad cultural. Barcelona: Paidós.
Chapman, S. N. (2015). Arts Immersion: Using the arts as a language across the primary school curriculum. Australian Journal of Teacher Education, 40 (9). Doi:10.14221/ajte.2015v40n9.5
Chomsky, N. (2003). Chomsky on democracy education. New York: Roudledge Falmer.
De Bartolomeis, F. (1994) El color de los pensamientos y de los sentimientos. Barcelona: Octaedro.
Dewey, J. (2008). El arte como experiencia. Barcelona: Paidós
Efland, A. (1993). Consideraciones sobre la educación artística. Barcelona. Paidós
- (2002) Una historia de la educación del arte. Tendencias intelectuales y sociales en la enseñanza de las artes visuales. Barcelona: Paidós
- (2004): Arte y cognición. La integración de las artes visuales en el currículum. Barcelona: Octoedro
Efland, A., Freedman, K., Sruhs, P. (2003) La educación y el arte posmoderno. Barcelona: Paidós
Eisner, E. W. (2004). El arte y la creación de la mente. Barcelona: Paidós.
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Hall, C., & Thomson, P. (2017). Inspiring school change: transformaing education through the creative arts. New York, London: Routledge.
Hernández, F. (1997). Educación y cultura visual. Sevilla: Publicaciones MCEP.
Hoyuelos, A. (2012). Les imatges fotogràfiques com a documentació narrativa. In-fàn-ci-a, 188, 7-14.
Iwai, K. (2003). La contribución de la educación artística en los niños. Recuperat de: http://www.ibe.unesco.org/publications/Prospects/ProspectsPdf/124s/iwas.pdf
Logan, L. (1980). Estrategias para una enseñanza creativa. Barcelona: Oikos-Thau.
López Fernández Cao, M. (coord.) (2006). Creación y posibilidad. Aplicaciones del arte en la integración social. Madrid: Editorial Fundamentos.
Malins, F. (1983). Mirar un cuadro: para entender la pintura. Madrid: Hermann Blume.
Marín, R. (2005). Investigación en Educación Artística. Granada: Universidad de Granada y Universidad de Sevilla.
Matthews, J. (2002). El arte de la Infancia y la Adolescencia. La construcción del significado. Barcelona, Paidós.
Morón, M. i París, G. (2013). Espacios de creación artística en la escuela. Arte y movimiento, 9, 53-63.
Nobel, A. (2005). Education through art (the Steiner School Approch). Great Britain: Floris Books.
Rodari, G. (2004). Gramàtica de lafantasia, introducció a l’art d’inventar històries. Barcelona: Columna Edicions, S.A.
Rogers, C. (1978). Libertad y creatividad en la educación. Barcelona: Paidós Educador Contemporáneo.
Stern, Arno (2016). Del dibujo infantil a la semiología de la expresión. Valencia: Samaruc.
Stern, André (2015). Yo nunca fui a la escuela. Valencia: Litera.
Tatarkiewicz, W. (2002). Historia de seis ideas, Madrid: Tecnos.
Tonucci, F. (1986). A los tres años se investiga. Barcelona: Hogar del Libro S.A.
Vecchi, V. (2013). Arte y creatividad en Reggio Emilia. Nadrid: Morata
Vigotsky, L. S. (1982). La imaginación y el arte en la infancia. Madrid: Akal.
TRANSNATURA. Nature as a source of learning in the initial training of teachers.
Abad, M. i Viedma, B. (2014). Caminar como técnica para pensar. Recuperat de: http://www.yorokobu.es/filosofia-de-caminar/
Bernadas, P. (editor) (2018). El arte de caminar. Barcelona: Altaïr Magazine
Careri, F. (2017). Walkscapes. El andar como práctica estética. (4a. edició). Barcelona: Gustavo Gili.
Carson, R. (2012). El sentido del asombro. Madrid: Ediciones Encuentro SA.
Cobo, D. (2017). El bosque habitado - 200 años con Thoreau, padre de la Ecología. [Audio] Recuperat de: http://www.rtve.es/alacarta/audios/el-bosque-habitado/bosque-habitado-200-anos-thoreau-padre-ecologia-diego-cobo-09-07-17/4105898/
Educación emocional en el medio natural (2014). [Vídeo] Recuperat de: http://www.rtve.es/alacarta/videos/para-todos-la-2/para-todos-2-debate-educacion-emocional-medio-natural/2916478/
El sentido del asombro (2012) [Vídeo] Recuperat de: http://www.rtve.es/alacarta/videos/ultimas-preguntas/ultimas-preguntas-sentido-del-asombro/1539438/
Freire, H. (2014). Educar en verde. Barcelona: Graó.
Freire, H. Pedagogía verde. Recuperat de: http://educarenverde.blogspot.com.es/
Gros, F. (2015). Andar, una filosofía. (3a. edició). Madrid: Taurus.
Hazlitt, W. i Stevenson, R. (2015). Caminar. Madrid: Nórdica Libros.
Le Breton, D. (2017). Elogio del caminar. Madrid: Siruela.
Pallasmaa, J. (2016). Habitar. Barcelona: Gustavo Gili.
Thoreau, H. D. (2017). Caminar. Barcelona: Angle Editorial.
Walser, R. (2017). El Paseo. Madrid: Siruela.
ART and NATURE:
WEB RESOURCES
Art Education from Democratic Life. Recuperat de: www.naea-reston.org/olc/pub/NAEA/home/
Arts Education Partnership. Recuperat de: www.aep-arts.org
Hoja de ruta para la Educación Artística. (2006). Recuperat de: http://portal.unesco.org/culture/es/ev.php-URL_ID=39546&URL_DO=DO_TOPIC&URL_SECTION=201.html
Morón, M. (2005). L’art del segle XX a l’escola. Recuperat de: http://www.marmoron.com/lartdelseglexxalescola/html/index.htm
National Art Education Association. NAEA. Recuperat de: www.naea-reston.org
Sociedad Internacional de Educación por el Arte. Insea. Recuperat de: http://insea.org/insea/sociedad-internacional-de-educaci%C3%B3n-por-el-arte
Unitat de Didàctica de les Arts Plàstiques. Facultat de CCEE. UAB. Recuperat de: http://www.uab.cat/servlet/Satellite/el-departament/didactica-de-les-arts-plastiques-1243492964927.html Enllaços de interés. Recuperat de: https://www.uab.cat/web/la-docencia/educacio-de-les-arts-visuals-1345742628701.html
Currículum d’Educació Primària. Recuperat de: http://xtec.gencat.cat/ca/curriculum/primaria/
MUSICAL EDUCATION
ANDREU, M.; GODALL, P. (2010). La música integrada en el currículo de primaria y la adquisición de competencias básicas. Aula de innovacion educativa. 190:16-20.
BLACKING, J. (1994): Fins a quin punt l'home és music? Vic. Eumo
BONAL, E; CASAS, M; CASAS, N. (2005): Diversita't. Cançons, danses... activitats i recursos per a la convivència en la diversitat. Barcelona: Generalitat de Catalunya. Fundació Bofill. (inclou 2 CDs)
CASELLES, M; MANENT, R.; ROMA, R.; VILAR, R. (2001) Cançoner de butxaca. Tarragona. Edicions el Mèdol i Generalitat de Catalunya.
DDAA: Cançons populars i tradicionals a l'escola. Propostes didàctiques i metodològiques. Generalitat de Catalunya. Departament d'Ensenyament.
HARGREAVES, D. J. (1998): Música y desarrollo psicológico. Barcelona. Graó.
MAIDEU, J. (1996): Assaig. Cançons i exercicis. Barcelona: Eumo editorial.
MAIDEU,J. (1997). Música, societat i educació. Berga: Amalgama.
MALAGARRIGA, T; VALLS, A. (2003): La audición musical en la Educación Infantil Barcelona: CEAC (inclou CD)
SMALL, C. (1989). Música, sociedad y educación. Madrid: Alianza.
SWANWICK, K. (1991): Música, pensamiento y educación. Madrid: Morata y MEC.
TAFURI, J. (2006): ¿Se nace musical? Barcelona: Graó.
ULRICH, M. (1982). Madrid. Atlas de música. Alianza Editorial. Colección Atlas.
VALLS, A., CALMELL, C. (2010). La música contemporàniacatalana a l'escola. Barcelona: Dinsic.
EDUCATIONAL RESOURCES
XTEC.Escola oberta. http//www.xtec.cat/recursos/musica/index.htm
El raconet demusica: http://phobos.xtec.net/clopez13/
El calaix de músic: http://grups.blanquerna.url.edu/musical/
Cançoner: http://www.prodiemus.com/
Crestomatia (Cançoner: Joaquim Maideu) http://www.xtec.cat/recursos/musica/crestoma/crestoma.htm
Cançons populars i tradicionals a l’escola:
http:// www20.gencat.cat/docs/Educacio/Documents/ARXIUS/doc_20517154_1.pdf