This version of the course guide is provisional until the period for editing the new course guides ends.

Logo UAB

Experience, Research and Change: Spaces for Creation and Bodies in Movement

Code: 45012 ECTS Credits: 6
2025/2026
Degree Type Year
Research in Education OP 1

Contact

Name:
Carolina Nieva Boza
Email:
carolina.nieva@uab.cat

Teachers

Joanna Genevieve Empain

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

 
This module is mandatory for the specialty: Art, body and movement.
It is optional for the rest.

Objectives and Contextualisation

The main objectives of this module are the following:

Analyze/build/transform new spaces of coexistence and learning taking into account the development of the person, their body and movement, through the visual and performative arts, body education and psychomotorism.


Investigate the current social, political, cultural and educational context where space plays a key role, starting from a perspective of research, innovation and creativity.


Observe/analyse critically and reflectively about the changes that are taking place in the understanding, mobility and behaviors of inhabiting and creating educational spaces.


Learning Outcomes

  1. 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.
  2. CA57 (Competence) Make proposals for improvement and/or innovation projects based on research evidence on educational environments, adopting a transformative and creative perspective.
  3. 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.
  4. KA56 (Knowledge) Identify the different lines of research in the field of corporal and artistic education in different educational contexts.
  5. KA57 (Knowledge) Identify problems and offer solutions for educational needs using innovative approaches in the practice of physical and artistic education.
  6. SA42 (Skill) Develop the design and select the methodology to conduct research on corporal and artistic education and crossovers between the two.
  7. SA43 (Skill) Design and develop different data collection techniques and instruments for the research of different public spaces.
  8. 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.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Master classes/expository. Presentation/oral presentation of works 36 1.44
Type: Supervised      
Reading of articles, analysis and discussion. Practical activities in the classroom. Tutorships. 41 1.64
Type: Autonomous      
Individual and autonomous work 73 2.92 

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.
Field trip.
										
											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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Activity of analysis of a space with visual and artistic research methodologies (individual work) 15 % 0 0 KA56, SA42, SA43, SA44
Analysis activity of innovation and research projects (individual work) 30% 0 0 CA57, CA58, KA57, SA44
Individual Project 50% 0 0 CA56, CA57, KA56, KA57, SA42, SA43, SA44
self-assessment of learning 5 % 0 0 SA44 

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).

NA (Not evaluable) will be considered that student who has not delivered any evaluation activity, neither individual nor group.

The deadline for the activity of analysing a space with visual and artistic research methodologies is 16 April.

-The deadlines for the analysis activity related to innovation and research projects is 30 April.

- The date of the self-assessment of their learning is May 28.

- The deadline for submitting the final project of the module is 28 May.


										
											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:

- Activity of analysis of a space with visual and artistic research methodologies (25%)

- Analysis activity related to innovation and research projects (25%)

- Delivery and presentation of a final project on "Transformation of the space related to "L'Escola del Mar" (50%)


										
											These 3 assessment activities must be handed in on May 28.

										
											The recoveries will take place on June 11, both for single and continuous assessment students.

For this subject, the use of Artificial Intelligence (AI) technologies is allowed exclusively in support tasks, such as bibliographic or information search, text correction, image creation or translations. The student will have to clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The non-transparency of the use of AI in this evaluable activity will be considered lack of academic honesty and the subject will be suspended in its totality without the option of reevaluation.

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, thatis, 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

Bibliography

Abad, J., & Ruiz de Velasco, Ángeles. (2024). La imagen metafórica como evaluación de una experiencia relacional desde el Arte Contemporáneo y el juego performativo. Educación Artística Revista De Investigación, (15), 25–47. https://doi.org/10.7203/eari.15.28514

Abad Molina, J., & Ruiz de Velasco Gálvez, Á. (2024). La deriva lúdica compartida: acción poética-política y narrativas del juego de errar. IJABER. International Journal of Arts-Based Educational Research, 2(2), 45–58. https://doi.org/10.17979/ijaber.2024.2.2.11267

Abad, J. (2011). «La escuela como ámbito estético según la pedagogía reggiana». Artículo de las III Jornadas Pedagógicas. Ayuntamiento de Vitoria-Gasteiz

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.

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

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.

Dyment, J. & O’Connell. (2013). The impact of playground design on play choices and behaviors of pre-school children. Children’s Geographies, 11, (3), 263-280

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

Hoyuelos, A. (2020). Loris Malaguzzi. Una biografía Pedagógica. De 1920 a 1945. RELAdEI-Revista Latinoamericana de Educación Infantil, 9(2). Disponible: http://www.reladei.Net

Martínez-Mínguez, L., Nieva, C., Cortés, F., Porta, F. & González, M.C. (2024). EDUCACIÓN PSICOMOTRIZ EN EDUCACIÓN INFANTIL: Evaluación formativa del niño, de la sesión y del profesorado. Dins A. Pérez-Pueyo, D. Hortigüela-Alcalá, C. Gutiérrez-García, & R. A. Barba-Martín (coords). Evaluación formativa y compartida en Educación Física. Servicio de Publicaciones de la Universidad de León.

Mulvihill, T. M. i   Swaminathan, R. (2024). Investigación educativa basada en las artes. Métodos de Investigación y evaluación.

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 de Velasco Gálvez, Á. & Abad, J. (2024). La atención conjunta en las instal·lacions de juego. Arterapia: papeles de arterapia y educación artística para la inclusión social, 19, 1-10. DOI: https://dx.doi.org/10.5209/arte.98038

Saiz-Linares, Á., & Ceballos-López, N. (2022). Una mirada a las geografías de la infancia desde el análisis de los patios escolares. Cadernos de Pesquisa, 52, Artículo e09886. https://doi.org/10.1590/198053149886

Saiz Linares, Á., & Ceballos López, N. (2021). “Nadie tiene las paredes de rojo”: Investigar las geografías escolares de la infancia. Cadernos de Pesquisa, 51, Artículo e07921. https://doi.org/10.1590/198053147921


Solnit, R. (2020). Wanderlust, Una Historia Del Caminar. CAPITAN SWING S.L.

Zapatero-Ayuso, J. A. Ramírez, E., Rocu, P. y Navajas, R. (2021). Orientaciones para el cambio de los patios escolares como impulsores de la igualdad de género a través de la actividad física, Ágora para la Educación Física y el Deporte, 23, 241-264. DOI: https://doi.org/10.24197/aefd.0.2021.241-26

Zapatero Ayuso, J. A., Ramírez Rico, E., Rocu Gómez, P., & Navajas Seco, R. (2024). El ocio en el patio de un colegio de la Comunidad de Madrid: análisis del profesorado y alumnado de una intervención con una perspectiva de género. Revista De Educación, 1(404), 109–137. https://doi.org/10.4438/1988-592X-RE-2024-404-619


Software


No specific software is required.


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(TEm) Theory (master) 1 Catalan second semester afternoon