Degree | Type | Year |
---|---|---|
2500797 Early Childhood Education | OT | 4 |
2500798 Primary Education | OT | 4 |
You can view this information at the end of this document.
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 four main topics:
1. The construction of children's identities from a decolonial gaze. The "other" childhood
2. Narrators of childhood: transdiciplinary stories from contemporary arts and visual culture
3. Childhood, agencement and learnings from inclusive art education
4. Collaborative design of performative art education as a mode of empowering children's life.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Childhood and diversity: stories of otherness | 15 | 0.6 | 8, 9 |
Theoretical presentations and readings on the visual history of diverse childhood | 30 | 1.2 | 4, 8 |
Type: Supervised | |||
Contemporary narratives of childhood in contemporary arts and visual culture | 30 | 1.2 | 2, 4, 9 |
Type: Autonomous | |||
Arts-based inclusive design in education and counter-narratives of childhood | 75 | 3 | 3, 4, 6, 8 |
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.
Regarding the materials that will be used during the subject in the workshop sessions, priority will be given to natural elements and recycled materials.
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 | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Group activity 1: Creating a collaborative story | 25% | 0 | 0 | 3, 4, 7, 8 |
Group activity 2. Collaborative design with children towards an inclusive art education (including individual work evidence) | 25% | 0 | 0 | 1, 2, 3, 6, 8, 9 |
Individual activity 1. Writing and analysis of an account of childhood | 25% | 0 | 0 | 2, 5, 9 |
Individual activity 2. Critical reflection and presentation of a reading about childhood | 25% | 0 | 0 | 2, 4, 7 |
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.
- Group activity 2. 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 07/02/2025). There is not possibiity for re-assessment when plagiarism.
The unique assessment will consist of a written essay on the four topics of the subject (the date is: 20/12/2024). The recovery of the unique assessment will consist of an oral essay (the date is the same that of the continuous assessment: 07/02/2025).
Failure to participate in individual and group activities, along with lack of evidence in the written evidence, will result in a non-assessment.
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Text and image editors.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PAUL) Classroom practices | 1 | Catalan | first semester | morning-mixed |
(TE) Theory | 1 | Catalan | first semester | morning-mixed |