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General information

Code:
16632
Main Scientific area:
  • Specific Didactics
Regime:
Half-yearly
ECTS:
10
Teaching type:
Presential
Language of instruction:
 

Contact Hours

Autonomous work:
220  hours
Classes:
45  hours  -  Laboratory Practice
15  hours  -  Theory Practice

Objectives of education

The course unit aims to link content and learning for the exercise of the teaching profession. Inserted in a critical analysis of the Portuguese educational reality in the context of Visual Arts teaching in the 3rd cycle of basic education and secondary education, this course unit is a space for reflection and development of materials and resources for teaching-learning-research, which are used in teaching practice of internships and that will help teacher candidates to build and use integrated and reasoned knowledge of the Teaching of Visual Arts previously acquired.
The didactic operationalisations favour the development of competences of theoretical articulation and of analysis and critical reflection on the strategies and approaches to the different educational contexts in the context of Visual Arts teaching.

Key learning outcomes

- To comprehend the didactic dimensions of Visual Arts;
- To produce didactic instruments and resources appropriate to educational contexts;
- To frame didactics in Visual Arts teaching and learning processes;
- To substantiate the adequacy of teaching in the context of Visual Arts and Visual Culture in the era of digital revolution;
- To analyse conceptions and modes of assessment in the teaching of Visual Arts;
- To design learning situations in non-formal learning contexts (museums, art centres and galleries, alternative and urban spaces, etc.).

Program summary

1. Theoretical foundations of Visual Arts teaching;
2. Visual Arts curricula and programs for the 3rd cycle of basic education and secondary education textbooks;
3. Paradigms in the Visual Arts Teaching in the design and evaluation of teaching materials;
4. 'Micro' didactic projects/lesson plans;
5. Exploration and manipulation of structural elements of art education;
6. Dynamics between formal and non-formal art education (School and pedagogical services and mediation of cultural institutions).

Essential bibliography

Alves, M. P. (2004). Currículo e avaliação. Uma perspetiva integrada. Porto Editora.

Assis, M., Gomes, E. X., Pereira, J. S., & Pires, A.L.O. (Orgs.) (2017). 10x10_Ensaios entre arte e educação. Fundação Calouste Gulbenkian.

Flores, M. A. & Viana, I. C. (Orgs.) (2007). Profissionalismo docente em transição. As identidades dos professores em tempos de mudança. CIEd.

Frois, J. P. (Coord.) (2013). Diálogos com a arte: Experiência estética e criação de sentido. FBAUL.

Gaztambide-Fernández, R. (2013). Why the arts don’t do anything: Toward a new vision for cultural production in education. Harvard Educational Review, 83(1), 211–236.

Teaching methods

This course unit uses the methodology of project work, combining theoretical-practical classes with practical and laboratorial classes, with a view to the production and creation of various teaching materials, theoretically and empirically grounded, promoting active participation and extended discussion on the results. The aim is to bring the student closer to real work and research contexts, valuing several methodologies and teaching techniques, from a multi, inter and transdisciplinary perspective that characterizes part of contemporary artistic processes.
Moments of reflection and analysis will be promoted, both individually and in groups, in order to encourage criticism in the construction of knowledge and personal experimentation in the development of teaching material.
The formative tasks that integrate the laboratory component of experimentation and creation of didactic materials will also take into consideration sustainability issues in all dimensions, as well as its operationalization in educational contexts.

Assessment methods

The assessment will focus on the skills for the design of teaching materials for planning and evaluating the learning process of visual arts in the 3rd Cycle of Basic Education and Secondary Education. Students will develop one or two micro-projects to be formatively and summatively assessed, the size of which will be agreed upon with the teacher at the beginning of the semester. These micro-projects assume the characteristics of didactic units that will be implemented in the internship classes. The assessment is mainly of a processual nature. It will take into account the research carried out, the sustaining of the pedagogical intentionality of the didactic proposal, the materials and resources, the suitability to the contexts of implementation or the identification of potentials and constraints. In the evaluation will also be valued the component related to the sustainability and interests of students from the 3rd Cycle of Basic Education and Secondary Education.
The projects will be presented and discussed in class, and the written work will be delivered after discussion and implementation in internship contexts.
The evaluation of the micro-projects will constitute 85% of the evaluation, including written work and oral presentation. Active participation in the construction and discussion of the proposal and communication skills (20%) will be valued. Throughout the project and at the end, the student's ability to construct and mobilise relevant knowledge, the ability to research and construct resources, and the tools for evaluating the implementation of micro-projects in schools, among others, will be assessed (65%).
The last element of assessment will be the students' attendance throughout at least two thirds of the teaching sessions effectively taught (15%).