Degree | Type | Year | Semester |
---|---|---|---|
2500797 Early Childhood Education | OT | 4 | 1 |
2500798 Primary Education | OT | 4 | 1 |
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Contextualization
In the image-world in which we live, it is necessary to be aware of all those languages and tools that build the visual culture that surrounds us. To awaken a critical gaze over this avalanche of images, and learn strategies to create alternative visual narratives, in this course students will learn/experiment the expressive possibilities of the different audiovisual languages (photography, video, new media, animation, etc.). Resources will also be offered in the teaching of the visual arts in early childhood education, deepening in the knowledge and foundations of art, artistic expression and audiovisual languages.
Objectives:
BLOC I. Cultural dimension: artistic languages and visual (audio)visual culture
BLOC II. Productive dimension: experimenting with (audio) visual languages
BLOC III. Performative dimension: contemporary art and educational intervention
Teaching and learning activities
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.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Face-to-face in groups | 45 | 1.8 | 1, 11, 10, 13, 12, 8, 7 |
Type: Supervised | |||
Tutored activities and creative practices | 30 | 1.2 | 11, 10, 13, 12, 3, 7, 4 |
Type: Autonomous | |||
Design and creation in the audiovisual and educational fields | 75 | 3 | 11, 12, 7, 4, 6 |
Block I. Cultural dimension: visual narrative. (30%) (group activity)
Block II. Productive dimension: Analysis of a practice or artistic work of contemporary art and reflection on its pedagogical interest. (25%) Delivery date: last week of class. (individual activity)
Block III. Performative dimension: design, creation and realization of an audiovisual artistic piece for educational purposes (photography, video, installation, video performance, etc.). (45%) Delivery date: last week in class. (individual activity)
Unique assessment
Block I. Cultural dimension: Visual narrative (30%)
Block II. Productive dimension: Analysis of a practice or artistic work of contemporary art and reflection on its pedagogical interest. (25%)
Block III. Performative dimension: design, creation and realization of an audiovisual artistic piece for educational purposes (photography, video, installation, video-performance, etc.). (45%)
Delivery: last day of class.
Continuous assessment and unique assessment:
Students who have adequately monitored the subject and still have some aspect not achieved, will be given the opportunity to overcome the subject, doing additional independent work or redoing some of the activities delivered or carried out. It is necessary to study each case depending on the situation of each student. Delivery Friday February 9th 2024.
The results of each of the assessments will be returned to the students within a maximum period of 21 days after their delivery, offering a revision date within 10 days of publication. Total or partial copying or plagiarism of one of the assessment activities will be a direct reason for suspending the work, with no recovery option.
One of the criteria necessary to pass this subject will consist of demonstrating, throughout the course, that the student has developed personal and social skills essential to being a teacher: active participation in classes, responsibility and rigor in independent work, not judging, arguing, appropriate use of electronic devices (mobile, computer, etc.), critical thinking and behaviors that favor a kind and positive, democratic environment where differences are respected. The teaching staff of the subject will observe, document the sessions and record evidence in relation to these personal and social skills of the students; and will be evaluated throughout the course.
It is also necessary for the student to show good general communication skills, both orally and in writing, and a good command of the vehicular language or languages listed in the teaching guide. The assessment will also focus on skills for cooperative and team work and will be gender sensitive.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Bloc I. Cultural dimension: Visual narratives (grup activity) | 30% | 0 | 0 | 11, 10, 13, 12, 3, 7, 5 |
Bloc III. Performative dimension: design, creation and realization of an audiovisual artistic piece for educational purposes. (individual work) | 45% | 0 | 0 | 2, 11, 3, 7, 6, 5 |
Block II. Productive dimension: Analysis of a practice or artistic work of contemporary art and reflected on its pedagogical interest. (individual activity) | 25% | 0 | 0 | 9, 1, 2, 11, 10, 13, 12, 8, 7, 4, 5 |
AAVV. (2005). Fotografia: paisatges de la contemporaneïtat. Barcelona: ESDI.
Baigorri, L. (1995). El vídeo y las vanguardias históricas. Barcelona: Edicions Universitat de Barcelona.
Barthes, R. (2005). La cámara lúcida. Notas sobre la fotografía. Buenos Aires: Paidós.
Benjamin, W. (1983). L'obra d'art en l'era de la seva reproductibilitat tècnica. Barcelona: Edicions 62.
Campany, D. (2007). Art and photography. New York: Phaidon.
Ellsworth, E. (2005). Posiciones en la enseñanza. Madrid: Akal
Fontcuberta, J. (2010). La cámara de pandora: la fotografi@ después de la fotografía. Barcelona: Ed. Gustavo Gili.
Freedman, F. (2006). Enseñar la cultura visual. Barcelona: Octaedro.
Hernández, F. (2007). Espigador@s de la cultura visual. Otra narrativa para la educación de las artes visuales. Barcelona: Octaedro.
Mäkiranta, M. (2012). Photography as family ritual: visual narratives in a finnish family photo álbum. Visual culture & Gender, 7: 39-48.
Acaso, M.; Ellsworth, E. i Padró, C. (2011). El aprendizaje de lo inesperado. Madrid:Catarata
Paris, G. (2015). Els meus desitjos. La fotografia contemporània com a mitjà expressiu en la formació de professorat. Temps d'educació, 48, 215-232.
Patmore, C. (2004). Curso completo de animación : los principios, práctica y técnicas de unamanimación exitosa. Barcelona: Acanto
Proujansky, A. (2018). Go photo! An activity book for kids. New York: Aperture.
Selby, A. (2009). Animación : nuevos proyectos y procesos creativos. Barcelona:Parramón.
Sontag, S. (1996). Sobre la fotografía. Barcelona: Edhasa.
Spence, J. (2005). Más allá de la imagen perfecta. Fotografía, subjetividad, antagonismo. Museu D'art Contemporani de Barcelona.
Steyerl, H. (2014). Los condenados de la pantalla. Buenos Aires: Caja Negra.
Zafra, R. (2014). Arte, feminismo y tecnología. Reflexiones sobre formas creativas y formas de domesticación. Quaderns de Psicologia, 16 (1), 97-109.
Online resources:
A BAO A QU: http://www.abaoaqu.org/
Agora (Tecnologies de la Comunicació i Orientació): www.uhu.es/agora
Cinescola (cinema i educació): http://cinescola.info/category/llibres/
Drac Màgic (divulgació de la cultura audiovisual): https://www.dracmagic.cat/
Encyclopédie des Nouveaux Médias: www.newmedia-art.org
A Home In Progress Film (animació experimental i pedagogia): http://ahomeinprogressfilm.com/
Specific software is not used in this course.