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General information

Code:
16631
Main Scientific area:
  • Specific Didactics
Regime:
Half-yearly
ECTS:
10
Teaching type:
Presential
Language of instruction:
 
     
     

    Contact Hours

    Autonomous work:
    235  hours
    Classes:
    15  hours  -  Theoretical
    30  hours  -  Theory Practice

    Objectives of education

    The objectives of the curriculum unit presuppose the acquisition of skills in theoretical articulation and critical analysis and reflection on Visual Arts and Education, which are foundational for the construction of essential curricular knowledge for teaching Visual Arts. 
    The contents of the curriculum unit identify and delve into current and transversal themes, particularly issues of sustainability within and beyond the school community, contributing to the development of a multidimensional ethics through aesthetic mastery and through citizenship practices that involve promoting student accountability. 
    Studying different theoretical frameworks in the field of art education promotes aesthetic interdisciplinarity in the pedagogical and didactic component, seeking articulation and cooperation with institutions, cultural facilities, structured in the axes of artistic pedagogical action: enjoyment-contemplation, interpretation-reflection, and, finally, experimentation-creation.

    Key learning outcomes

    - To understand Visual Arts evolution, taking into account the changes occurred in last years;
    - To build a critical and well-founded opinion regarding the curricular models, processes, practices and discourses on the basic and secondary education of Visual Arts;
    - To relate the purposes of Visual Arts and Education in contemporary society;
    - To promote a critical and ethical positioning in an aesthetic perpective;
    - To discuss the profile of the teacher/ artist/ researcher;
    - To activate competences of critical reflexivity in the analysis of formal and non-formal artistic education in the national context, taking into account the possibilities of interaction among them.

    Program summary

    1. The evolution of Visual Arts and the implications of the processes’ transformations and artistic practices in the teaching of arts.
    2. Foundations of Artistic Education.
    3. Documentary analysis: National Curriculum; Aesthetic and Artistic Education Program; National Plan of Arts and Profile of Students Leaving Compulsory Education.
    4. Research, interpretation and critical analysis of cultural policies and their impact on the curriculum: formal and non-formal art education.
    5. Relations between the Visual Arts and Visual Culture.
    6. Ethical, social, cultural and conceptual dimensions from the theoretical assumptions of Art Education.
    7. Research in art education: problems and tensions.
    8. Arts Education and sustainability.

    Essential bibliography

    Atkinson, D. (2018). Art, disobedience, and ethics: The adventure of pedagogy. Palgrave MacMillan.

    Atkinson, D. (2022). Pedagogies of taking care: Art, pedagogy and the gift of otherness. Bloomsbury.

    Atkinson, D. (2022). Prática, interstícios, alteridade e cuidar. Imaginar, 67. http://apecv.pt/revista/imaginar%2067/AtkinsonTraduzido.pdf.

    Baldacchino, J. (2020). Art as unlearning. Towards a mannerist pedagogy. Routledge.

    Efland, A. D. (1990). A history of art education. Teachers College Press.

    Teaching methods

    Classes combine expository and practical moments. The first ones count with the support of audiovisual media and bibliography, in which central issues for Visual Arts teachers are theoretically approached. These subjects also include, in a transversal and ethical manner, aspects of artistic creation processes and educational research methodologies. The latter will use those that may stimulate the active participation of students, favouring debate and promoting questioning.
    This course unit provides conceptual and practical references, enabling the student to exercise Visual Arts teaching in the current digital revolution and growing proliferation of new means of production and artistic creation, with special emphasis on inter and multidisciplinary training, the intersections of which provide a much more transdisciplinary pedagogical dimension. The learning objectives aim to contemplate research practice at the level of curricular programmes and practices, contributing to the systematic articulation between teching and research within the MEAV training practice.

    Assessment methods

    The assessment is mainly continuous and conditioned by the attendance and the delivery of evaluation elements. It will be based on the delivery of three assignments throughout the semester. The last one will have a higher weight (35%) and the first two a lower one (15% each).
    1. Attendance of students during at least two thirds of the teaching sessions (15%);
    2. Active participation in classes (20%);
    3. Presentation of a work carried out individually or in group (65%);
    The content of the last written assignment is defended orally at a final moment. This moment is important to evaluate the communication skills and assess the student's ability to sustain and theoretically justify the work they have elaborated. When delivering the written work, the ability to critically reflect on the analysed documents and their implication for art education practices in formal and non-formal contexts will be valued.
    As a resource, students take a final assessment test that will follow the rules established in the Academic Regulations at UMinho (RAUM).