Tourism-Related Interpretative Keys to Artistic Heritage
Code: 44172 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 4316837 Tourism Management in Cultural Heritage | OB | 1 |
Contact
- Name:
- Maria Abril Sellarés
- Email:
- maria.abril@uab.cat
Teachers
- Buenaventura Bassegoda Hugas
- Maria Garganté Llanes
- (External) Laia Coma
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There are no prerequisits
Objectives and Contextualisation
The objective of this module is to allow students to adapt artistic discourses to the new proposals of cultural tourism heritage and specifically to the relationship between the different styles and artistic manifestations and the new trends cultural tourism. The artistic variety must allow students to explore new ways of incorporating those components that integrate it and that are not yet part of this tourist offer. In addition, it will mean for the student an awareness, on the one hand, of a qualified approach to the revaluation, recovery, conservation and preservation of heritage elements and, on the other hand, to understand art as an essential factor for the development local, national and international economic activity from the perspective of a respectful and sustainable tourism activity using standardized criteria.
Competences
- Analyse different cultural projects of public and private institutions in relation to cultural heritage for tourism.
- Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
- Create multilingual expositive discourses interrelating the tourist content of cultural heritage with the arts and humanities.
- Design tourist products adapted to regional spaces using both tangible and intangible cultural heritage resources.
- Promote the use and management of heritage resources as a tourist product.
- Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
- Work both individually and in interdisciplinary teams.
Learning Outcomes
- Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
- Design artistic-based tourist project for heritage sites.
- Distinguish between the different institutional focuses in defining the object of study of artistic cultural heritage.
- Plan performed, virtual or mapping activities in heritage spaces to make the tourist experience more dynamic.
- Present the concepts of art history which allow the design of new intercultural tourist projects.
- Propose and describe forms which relate heritage sites and art with tourist strategies for local, national and international development.
- Select the most appropriate technological application to make a heritage resource culturally dynamic.
- Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
- Use group dynamics and communication techniques for team work and social participation in the promotion of the use of artistic heritage.
- Work both individually and in interdisciplinary teams.
Content
In this way the main contents refer to:
- Both architecture (urbanplanning) and tourism: The territory, the architectural history and the relationship with tourism, the architectural work as a tourist reference. Constructive materials as an element of tourist attraction. Graphic and industrial design as a potential component of the tourist offer.
- Like art, museums and tourism promotion: The current panorama of museums and their function as more than just cubicles of artistic works. The tourist treatment of museums and artistic heritage.
- As well as the interpretation as a mediator of culture in heritage spaces, whether civil or religious buildings, interpretation centres, museums and/ or foundations, among other spaces: Value for the most noteworthy elements of such spaces, as well as the management and use of group dynamics and communication techniques for the promotion of artistic heritage. Universal accessibility a new concept applicable to all types of audiences
- Not forgetting the projects and artistic manifestations as a component or potential component of the tourist offer: music, theatre and cinema. Music as a component or potential component of the heritage tourist offer. Location and globalization, the musical reality and the existing offer, the recovery of music, the performing arts as axes for new heritage tourism activities. Cinema as a tourist resource, movies and series with more impact, theaters as spaces of heritage tourist activity.
- Being the tourist destinations of art, the works and their artists, the new technological applications related to the heritage and the presence of artists as an added value in heritage tourist destinations.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Classroom | 26 | 1.04 | 3, 5, 6, 7, 8, 9 |
| Type: Supervised | |||
| Oral Presentations, Works | 23.5 | 0.94 | 2, 4, 7, 9, 10 |
| Workshop | 22 | 0.88 | 2, 4, 5, 6, 8, 9, 10 |
| Type: Autonomous | |||
| Study | 72.5 | 2.9 | 1, 3, 4, 6, 7, 9, 10 |
The teaching methodologies to be used in this module will be a combination of:
- Exhibition classes
- Classroom and out-of-the-classroom practices
- Visits to cultural management companies, fieldwork outings*
- Tutorials
- Reading articles, reports and books of interest
- Personal study
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendace and active participation | 20% | 0 | 0 | 5, 6, 7, 8, 9, 10 |
| Oral Presentations, Works | 35% | 4 | 0.16 | 1, 2, 4, 7, 9, 10 |
| Synthesis tests | 10% | 2 | 0.08 | 1, 3, 5, 6 |
| Works delivery | 35% | 0 | 0 | 2, 3, 5, 6, 7, 8, 9, 10 |
The evaluation system is based on:
- Obligation of classroom assistance with a minimum of 80% and active participation
- Work Delivery
- Oral Defence of the Works
- Synthesis Tests
The single assessment.
The student has the right to request a single assessment. This will consist of an exam with the most important and significant contents of the module and a project where these contents are reflected. The exam will be worth 50% and the project 50%. Those students who opt for this assessment will subsequently talk to the coordinator and the date for the exam and the delivery of the project will be determined.
Bibliography
Abril Sellarés, Maria. (2017). Turismo religioso y accesibilidad universal: compatibilidades e incompatibilidades. International Journal of Professional Business Review. Vol 2, No 1. pp. 72-89.
Abril Sellarés, Maria., Sánchez-Fernández, Maria Dolores y Azpelicueta Criado, Maria del Carmen (2015). Turismo religioso y destinos maduros. La gestión turística de dos Catedrales: Palma de Mallorca y Barcelona. International Journal of World of Tourism. Vol. 2 Núm. 3 ISSN: 2386-2319
Abril Sellarés, M., Sánchez-Fernández, M.D y Azpelicueta Criado, M.C. (2015). Las catedrales: ¿recursos preparados para un turismo accesible? estudio de los casos de Palma de Mallorca y Barcelona = As catedrais: recursos preparados para o turismo acessível? estudo de casos de Palma de Mallorca e Barcelona. CENÁRIO, Brasília, V.3, n.4 | 09 – 22 | Ago. 2015 | pp. 9 - 22
Abril Sellarés, Maria. (2014). TÍTULO: Análisis del Impacto de la transposición de la Directiva de Bolkestein en la profesión de los guías de turismo en España. REDMARKA UIMA-Universidad de A Coruña – CIECID Año VII, Número 13, pp. 3-16
Abril Sellarés, Maria. (2014). Del guía de masas al guía especializado. Una nueva propuesta de visitas turísticas guiadas en Barcelona. Tourism and Hospitality International Journal, Oldivelas. Vol.2, pp.136-155.
Asenjo Hernanz, E., López Benito,Victoria. & Llonch Molina, Nadia (2016). Concepciones sobre la inclusión cultural en Museos y Patrimonio. Her&Mus.Heritage&Museography.Nº17Pp.57-76
Bassegoda B. (2017). Study and Evaluation of Early Spanish Drawings. Nulla dies sine línea, Tefaf Maastricht Works on paper. Salon du dessin Paris, marzo 2017, Artur Ramon Art (catálogo de la exposición) p.11-13.
Bassegoda B.; Domènech, I. (2014). L’apreciació de l’art medieval a les primeres col·leccions catalanes”, en el volumen Bonaventura Bassegoda-Ignasi Domènech. Mercat de l’art, col·leccionisme i museus. Estudis sobre el patrimoni artístic a Catalunya als segles XIX i XX, Memoria Artium 17, Barcelona, pp.25-50.
Bassegoda B. (2013). Isabel Coll Mirabent, Charles Deering and Ramón Casas. A friendship in Art. Charles Deering y Ramón Casas. Una amistad en el arte, Northwestern University Press. Evanston, Illinois, 2012. Goya. Vol. 344. Pp 279 – 280. ISSN: 0017-2715
Garganté, Maria. (2014). L’activitat constructiva a Vic i comarca durant el segle XVIII: els Morató com a paradigma. Ausa, núm. 174. Vic: Patronat d’Estudis Osonencs
Garganté, Maria.(2013). Gestionar la destrucció: les obres d’Isidre Puig Boada a l’Urgell. Urtx. Tàrrega
Castells, R. (2016). Anàlisi de la política cultural del Departament de Cultura” a “Estat de la Cultura i de les Arts 4_2016. Nexes i divergències en la política cultural. informe anual del Consell Nacional de la Cultura i de les Arts (CoNCA), p. 71-78. Depósito legal: B-8485-2013
Castells, R., i Villarroya, A. (2013). La participació cultural en la política catalana. Revista de Catalunya, núm. extraordinari sobre Polítiques culturals, pp. 175-189
Castells, R. (2009). ¿Es viable la gestión privada de la cultura?. Portal Iberoamericano de Gestión Cultural. Boletín GC, 18: La gestión cultural desde el ámbito empresarial privado.
López Benito, Victoria. (2014). Los recursos interactivos en línea de los museos de arte como recurso educativo para el aula”. Iber. Didáctica de las ciencias sociales, geografía e historia.Nº78
Martínez,Tania.;López,Victoria. & Santacana,J. (2016). La Educación Patrimonial como herramienta para la Educación inclusiva: Definición, factores y modelización. Andamio:RevistadeDidácticadelaHistoria,nº1
Martínez Gil,Tania., López Benito,Victoria., Llonch Molina,Nadia, Santacana Mestre,J. (2016). Diseño, análisis y evaluación de aplicaciones móviles para la Eudación Patrimonial, en: L. Arias Ferrer, A. I. Ponce Gea, D. Verdú González (2016). Estrategias y recursos para la integración del patrimonio y los museos en la educación forma. Murica. Ediciones de la Universidad de Murcia
Software
At Moodle Platform
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TE) Theory | 1 | Spanish | first semester | afternoon |