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2021/2022

Childhoods: Inclusive Narratives through Art

Code: 106073 ECTS Credits: 6
Degree Type Year Semester
2500797 Early Childhood Education OT 4 0
2500798 Primary Education OT 4 0
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Maria Montserrat Rifà Valls
Email:
Montserrat.Rifa@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Prerequisites

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".

Objectives and Contextualisation

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.

Competences

    Early Childhood Education
  • Analyse and recognize one’s own socio-emotional skills (in terms of strengths, potentials and weaknesses) to develop those necessary for work and professional development.
  • Design and regulate learning spaces in diverse contexts which attend to the particular issues of pupils regarding gender equality, equity and respect for human rights.
  • Promote the autonomy and uniqueness of each pupil as factors of education in emotions, feelings and values in early childhood.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Work in teams and with teams (in the same field or interdisciplinary).
    Primary Education
  • Analyse and recognise one’s own socio-emotional skills (in terms of strengths, potentialities and weaknesses), to develop those that they are necessary for professional development.
  • Design, plan and evaluate education and learning processes, both individually and in collaboration with other teachers and professionals at the centre.
  • Maintain a critical and autonomous relationship with respect to knowledge, values and public, social and private institutions.
  • Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Acquire criteria and resources to advise and intervene at the primary education stage.
  2. Be open to signs of aesthetic, social and cultural changes that make it possible to avoid aesthetic or didactic stereotypes.
  3. Demonstrate capacity for creation and reflection in carrying out artistic projects.
  4. Demonstrate competence in the comprehension and dissemination of the different artistic manifestations in different communicative and multicultural formats.
  5. Demonstrate competence in understanding and disseminating the various manifestations of art in different communicative and multicultural formats.
  6. Displaying creative and reflective capabilities in the implementation of art projects.
  7. Express critical and objective arguments with respect to the functions and tasks performed by social institutions.
  8. Guide parents regarding family education in the 0-6 period.
  9. Have the capacity to organize both personal and group work to perform the tasks required of the subject.

Content

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.

Methodology

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. 

Our teaching approach and assessment procedures may be altered if public Health authorities impose new restrictions on public gatherings for COVID-19

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

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, 2, 4
Type: Autonomous      
Inclusive art education projects and counter-narratives of childhood 75 3 8, 6, 3, 4

Assessment

The activities should be delivered according to the following prevision:

- Individual activity 1. At the beginning of topic 1.

- Group activity 1. At the end of the topic 2.

- Individual activity 2. 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.

Only the individual activities and/or evidence could be re-assessed (tha date of the re-assessment delivery will be one week later of the last ordinary deliverable). There is not possibiity for re-assessment when plagiarism.

 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Collaborative project with children towards an inclusive art education (work in group evidence) 30% 0 0 8, 1, 9, 2, 6, 3
Group activity 1: Creating a textile collaborative story 20% 0 0 8, 7, 3, 4
Individual activity 1. Writing an auto-biographical account of childhood 20% 0 0 9, 2, 5
Individual activity 2. Critical reflection based on a reading about childhood 30% 0 0 2, 7, 4

Bibliography

Barone, T. and Eisner, E. W. (2011). Art Based Research. CA: Thousand Oaks, Sage.

Benwell B. and Stokoe, E. (2006). Discourse and identity. Edinburgh: Edinburgh University Press.

Bitou, A. and Waller, T. (2011). Researching the Rights of Children under Three Years Old to Participate in the Curriculum in Early Years Education and Care. Researching Young Children’s Perspectives: Ethics, Theory and Research. Abingdon: Routledge Falmer press, 72-87.

Christensen, P. H. (2004). Children's Participation in Ethnographic Research: Issues of Power and Representation. Children and Society, 18(2), 165-176.

Coole, D. and Frost, S. (eds.) (2010). New Materialisms. Ontology, Agency, and Politics. Durham and London: Duke University Press. 

Corsaro, W. A. (2003). We're Friends, Right?: Inside Kids' Culture. Washington, DC: Joseph Henry Press.

Eder, D., and Corsaro, W. (1999). Ethnographic Studies of Children and Youth: Theoretical and Ethical Issues. Journal of Contemporary Ethnography, 28(5), 520-531.

Jenks, C (Ed.) (1992). The Sociology of Childhood: Essential Readings. Hampshire: Gregg Revivals.

Lahman, M. K. E. (2008). Always Othered: Ethical Research with Children. Journal of Early Childhood Research, 6(3), 281-300.

Leavy, P. (2017). Handbook of Arts-Based Research. New York, London: The Guilford Press.

Lytra, V. (2016) Language and Ethnic Identity. In: Preece, S. (ed.) Routledge Hanbook of Language and Identity. Oxon: Routledge, 131-145.

McNiff, S. (1998). Art-based Research. London: Jessica Kingsley Publisher.

Nieuwenhuys, O. (2013). Theorizing Childhood (s): Why we Need Postcolonial Perspectives. Childhood, 20(1), 3-8.

Rifà Valls, M.(2014). Identidades queer, cuerpos y sexualidad en las narrativas fílmicas de la infancia de Kore-eda Hirokazu. Temps d’Educació, 47, 143-157.

Rifà Valls, M. (2011). Postwar princesses, young apprentices, and a little fish-girl: Reading subjectivities in Hayao Miyazaki’s tales of fantasy. Monography: Girl Power. Visual Arts Research37 (2), 88-100 (existe versión en castellano).

Rifà Valls, M. (2010). Developing contemporary art-based curriculum practices for diversity and social justice. En Anderson, T.; Gussak, D.; Hallmark, K.K. & Paul, A. (Eds.). Art Education for Social Justice Reston A.V, USA, NAEA (chapter 28). ISBN: 78-1-890160-47-0.

Rusanen, S., Rifà Valls, M., Alexandre, R., Bozzi, G.M. & Häikiö, T.K. (2011). Dialogues in European contemporary art education: Strategies for enhancing children’s culture and constructing diversity. International Journal of Education through Art7(3), 245-265.

Sarmento, M. J. (2004). As culturas da infancia nas encruzilhadas da segunda modernidade. In Sarmento, M. J. and A.B. Cerisara, Crianças e Miúdos. Perspectivas sociopedagógicas da infancia e educaçao. Porto: Ediçoes ASA.

Stryker, R., and Yngvesson, B. (2013). Fixity and fluidity–Circulations, children, and childhood. Childhood, 20(3), 297-306.

Viruru, R. (2005). The Impact of Postcolonial Theory on Early Childhood Education. Journal of Education, 35(1), 7-30.

Warming, H. (2011). Getting Under their Skins? Accessing Young Children’s Perspectives through Ethnographic Fieldwork. Childhood, 18(1), 39-53.

 

 

Software

Text and image editors.