Experience, Research and Change: Spaces for Creation and Bodies in Movement
Code: 45012 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4313815 Research in Education | OT | 0 | 2 |
Contact
- Name:
- Carolina Nieva Boza
- Email:
- carolina.nieva@uab.cat
Teaching groups languages
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.
Teachers
- Joanna Genevieve Empain
Prerequisites
This module is mandatory for the specialty: Art, body and movement.
It is optional for the rest.
Objectives and Contextualisation
In this module we will study, from the transversal field of space, education through the visual and performing arts, body education and psychomotricity, starting from a look from research and innovation.
Taking into account the creativity and development of the person, their body and movement, we will approach the current social, political, cultural and educational context to analyze/build/transform new spaces for coexistence and learning.
We will carry out a work of reflection, observation and critical analysis on the changes that are taking place in the understanding, mobility and behaviors of inhabiting and creating educational spaces.
Learning Outcomes
- CA56 (Competence) Contrast research data with the goals of the study and the conclusions, from a theoretical framework based on the field of corporal and artistic education.
- CA57 (Competence) Make proposals for improvement and/or innovation projects based on research evidence on educational environments, adopting a transformative and creative perspective.
- CA58 (Competence) Act in the field of physical and artistic education, assessing the social reality in order to generate research projects that take into account inequalities based on sex or gender, equity and respect for human rights.
- KA56 (Knowledge) Identify the different lines of research in the field of corporal and artistic education in different educational contexts.
- KA57 (Knowledge) Identify problems and offer solutions for educational needs using innovative approaches in the practice of physical and artistic education.
- SA42 (Skill) Develop the design and select the methodology to conduct research on corporal and artistic education and crossovers between the two.
- SA43 (Skill) Design and develop different data collection techniques and instruments for the research of different public spaces.
- SA44 (Skill) Analyse different types of data and materials in relation to corporal and artistic education.
Content
1. Create, think and live in research and innovation.
1.1 Heidegger and the being that inhabits.
1.2. Childhood and the appropriation of spaces.
1.3. Idea, action and transformation.
2. Spaces for learning and research on childhood.
2.1. Role of adults in the organization and creation of spaces.
2.2.Motricity and space. Safety in discovery.
2.3 Space as a support for artistic, performative and corporal expression.
2.4 Uses of space for mobility.
3. Interaction spaces.
3.1 Space as a medium of relationship.
3.2 Our borders, our own space and that of others.
3.3 Space and the diversity of languages.
Methodology
The training activity will be developed based on the following dynamics:
Lectures/exhibitions by the teacher.
Reading articles, analysis and discussion.
Practical activities in the classroom.
Presentation / oral presentation of individual and group work.
Tutorials.
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 | |||
| Master classes/expository. Presentation/oral presentation of works | 36 | 1.44 | CA56, CA57, CA58, KA56, KA57, CA56 |
| Type: Supervised | |||
| Reading of articles, analysis and discussion. Practical activities in the classroom. Tutorships. | 36 | 1.44 | SA42, SA43, SA44, SA42 |
| Type: Autonomous | |||
| Individual and autonomous work | 78 | 3.12 | SA42, SA43, SA44, SA42 |
Assessment
In this module, a continuous, formative and shared assessment is carried out, although it also contemplates the option of a single assessment.
Class attendance is mandatory. In order to obtain a positive final assessment, the student must have attended a minimum of 80% of the classes (both for the continuous assessment and the single assessment).
- The delivery dates for the two complementary activities on the theoretical framework and research are April 18 and May 16.
- The module project delivery dates are May 9 (first draft of the project) and June 13 (final delivery and project exhibition).
- The date of the self-assessment of your learning is June 13.
The grades of each of the evaluation evidences will be communicated in a period not exceeding 20 working days following their delivery.
The student who wants to review the grade must do so within 15 days of its communication during the tutoring hours established by the teaching staff for this module.
As mentioned at the beginning, this module contemplates the single assessment option. The single assessment activities are:
- Two complementary activities on the theoretical framework and research (50%)
- Presentation and exhibition of the final project (50%)
These 3 assessment activities must be handed in on June 13.
The recoveries will take place on June 20, both for single and continuous assessment students.
Copying and plagiarism are intellectual theft and therefore constitute a crime that will be sanctioned with a fail and will be reported to the master's coordination.
We would like to remind you that a work that reproduces all or part of an author's text as its own, that is, without citing its sources, is considered a "copy",
whether it is published on paper or in digital form on the Internet. You can find the UAB documentation on plagiarism at:
http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Complementary activities on the theoretical framework and research | 45 % | 0 | 0 | CA56, CA57, CA58, KA56, KA57, SA42, SA43, SA44 |
| Individual Project | 50% | 0 | 0 | CA56, CA57, CA58, KA56, KA57, SA42, SA43, SA44 |
| self-assessment of learning | 5 % | 0 | 0 | CA57 |
Bibliography
Arias, D. (2017). Etnografía en movimiento para explorar trayectorias de niños y jóvenes en Barcelona. Revista de Antropología Social 26(1), 93-112.
Barros Condés, L. (2021). Habitar(se). El cuerpo como lugar. Ediciones Asimetricas.
Benmergui, R., Owens, A., Pässilä, A. (2019). Beyond Text. Recuperat en https://beyondtext.weebly.com/uploads/1/1/4/3/114307963/beyond_text_ebook.pdf
Beresaluce, R. (2008). La calidad como reto en las escuelas de educación infantil al inicio del siglo XXI. Las escuelas de Reggio Emilia, de Loris Malaguzzi, como modelo a seguir en la práctica educativa (Tesis Doctoral). Universidad de Alicante
Bernarldo de Quirós, M. (2012). Psicomotricidad. Guía de evaluación e intervención. Madrid: Pirámide.
Buniva, S. i Molfese, G. (Coord.) (2020). El saber de la psicomotricidad en primera persona. Entrevista entre colegas. Buenos Aires: Miño y Dávila.
Departament d'Ensenyament. (2017). Despertem mirades a l'entorn de l'espai escolar. Direcció General d'Educació Infantil i Primària.
Grasso, A. (Coord.) (2009). La Educación Física cambia. Buenos Aires: Novedades Educativas.
Haraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066
Heidegger, M. (1951): Construir, habitar, pensar [Bauen, Wohnen, Denken] conferencia pronunciada en "Segona reunió de Darmastad", publicada en Vortäge und Aufsätze, G. Neske, Pfullingen, 1954. Visualitzable en: http://www.heideggeriana.com.ar/textos/construir_habitar_pensar.htm
Lesbegueris, M. (2014). ¡Niñas jugando! Ni tan quietas ni tan activas. Buenos Aires: Ediciones Biblos.
Marín, I. (dir.), Molins, C., Martínez, M., Hierro, E. & Aragay, X. (2010). Els patis de les escoles: espais d'oportunitats educatives. IPA Espanya, Associació Internacional pel Dret dels infants a Jugar. Fundació Jaume Bofill.
Pérez Royo, V. (2022). Cuerpos fuera de sí, Figuras de la inclinación en las artes vivas y las protestas sociales. Ediciones Documenta Escénicas.
Pinheiro, M.T. (2012). El jugar de los niños en espacios públicos (Tesis Doctoral). Univerdidad de Barcelona.
Ruiz, A. & Abad, J. (2016). Lugares de juego y encuentro para la infancia. Revista Iberoamericana de Educación, vol. 71, pp. 37-62.
Ruiz, A. & Abad, J. (2019). El lugar del símbolo: el imaginario infantil en las instalaciones de juego. Barcelona: Graó.
Software
No specific software is required.