Degree | Type | Year | Semester |
---|---|---|---|
2500797 Early Childhood Education | OT | 4 | 0 |
2500798 Primary Education | OT | 4 | 0 |
To be enrolled in this subject, it is recommended to pass the following compulsory subjects, previously, according to the degree:
Primary education degree: "Musical and visual education" and "Musical and visual education, and learning"
Early Chilhood education degree: "Visual Arts Education I" and "Visual Arts Education II".
This subject belongs to the mention on Performative education of the arts, which main objetive is to train future educators in early childhood and primary education through art education, based on the idea of constructing embodied learnings from a transdiciplianary view. The mention is constituted by this groups of subjects, which are clearly related among them:
Didactic innovation in the visual arts; Audiovisual languages and artistic expression; Artistic projects; Childhood: Inclusive Narratives Through the Arts; Territories of contemporary art as learning spaces*
In the case of this subject, we wish to achieve three specific goals:
1. Approaching to childhood, from a non adultcentric and decolonizing perspectives, in other words, from the analysis of power relations that intervene in the positions of age, gender, race-ethniticy, other capabilities, social class and sexual diversoty;
2. Knowing the tactics of arts-based educational research in a dialogue with the identities of children represented and experimented by artists, educators, researchers, from a perspective of social justice and inclusion;
3. Creating collaborative experiences of inclusive education to produce multiple stories of childhood throught the arts and learning how to share them.
This subject is structured through five main topics:
1. Visual archaelogy of childhood and the historical production of art in Modernity
2. The construction of children's identities from a decolonial gaze. The "other" childhood
3. Narrators of childhood: transdiciplinary stories from contemporary arts and visual culture
4. Childhood, agencement and learnings from inclusive art education
5. Collaborative projects of performative art education as a mode of empowering children's life.
Performative Arts Education places the focus on people’s learning processes through the arts, eschewing traditional teaching methodologies.
A change of perspective that leads us to talk about a pedagogy of the event and transformation scenarios, where the interaction of knowledge is prioritized, presences-identities and artistic languages. In addition to rethinking the conceptions of time and space in the learning of the arts, we propose to live artistic creation and participate in collaborative projects, connecting with current changes in innovation-oriented education.
The teaching strategies are based on the performative pedagogies of the arts, in arts-based educational research, and the narrative construction of learnings, identities and diversity.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Childhood and diversity: Auto-biographical stories and otherness | 15 | 0.6 | 8, 9 |
Theoretical presentations and readings on the visual history of diverse childhood | 30 | 1.2 | 8, 4 |
Type: Supervised | |||
Contemporary narratives of childhood in contemporary arts and visual culture | 30 | 1.2 | 9, 4 |
Type: Autonomous | |||
Inclusive art education projects and counter-narratives of childhood | 75 | 3 | 3, 4 |
The activities should be delivered according to the following prevision:
- Individual activity 1. At the beginning of topic 1.
- Individual activity 2. At the end of the topic 2.
- Individual activity 3 and Group activity. At the end of the topic 3.
- Collaborative project. At the end of the course.
One of the 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 |
---|---|---|---|---|
Collaborative project with children towards an inclusive art education (work in group) | 40% | 0 | 0 | 8, 1, 9, 2, 3 |
Group activity: Sharing and presenting the analysis of visual or artistic contemporary text of childhood | 10% | 0 | 0 | 8, 7, 3, 4 |
Individual activity 1. Writing an auto-biographical account of childhood | 15% | 0 | 0 | 9, 2, 5 |
Individual activity 2. Critical reflection based on a reading about childhood | 15% | 0 | 0 | 2, 7, 4 |
Individual activity 3. Analysis of a contemporary visual or artistic text of childhood | 20% | 0 | 0 | 1, 9, 2, 6 |
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