Development of Graphic and Motor Skills

Scholar Year: 2017/2018 - 1S

Courses

Head Teacher Responsability Fernando Alberto Pinho Alves Head Ana Cristina Ferreira Santos Correa Figueira Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 2 8,00 Joana Matos   4,00 Ricardo Robalo   4,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Learn about the biological and social determinants that influence the processes of growth and motor development.
Understand the mechanisms of the motor development process: motor development milestones and critical periods of motor skills; gross motor skills development and perceptive development.
Understand the key processes involved in learning "new" motor skills, identifying the variables likely to optimize or facilitate this process.
Understand the different ways of facing the child drawing throughout the history of education.
Knowing the General and individual characteristics of children's plastic and graphic expression, and relate them to the general framework of their development.
Knowing different perspective in the development of graphic expression.

Syllabus

Basics in Motor Development: growth, maturation, learning, adaptation and motor development.
Relationship maturation-stimulation. The concept of critical periods. Fundamental principles of the process of growth and motor development.
Explanatory theories and models of Motor development: the chronological approach of development and the theory of stages or development phases. The theoretical model of Gallahue motor development-motor skills development stages.
Growth and maturation.
The development of Motor Skills.
The children's drawing: cognitive, affective and artistic characteristics.
Means and expressive materials.
Development frameworks of graphic expression.
Evolution of representative concepts.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The importance of motor activity in the development of the human being is undisputed, assuming a crucial role,
particularly during infancy.
Knowledge about aspects relating to child's motor and graphic development is a fundamental training component
in a perspective of improving the quality of intervention in the context of pre-school and basic school education and
therefore, a fundamental contribution in training in basic education.
The issues relate to a conceptual frame of reference and applied who wish to meet the needs of all who understand
and value the role of motor and plastic education as key areas of intervention for the overall development of the
child.

Teaching methodologies

Discussion in plenary sessions and/or small groups from the information provided by the teacher; Reading, discussing and analyze texts; Preparation of written works; Exposure of certain themes; Preparation and presentation of practical work.
The Moodle platform enables the realization of theoretical-practical activities the interaction between teacher-student and between students.
Process (35%) Participatory attitude and committed in the different tasks undertaken in class and in the capacity of
understanding, analysis and reflection of the syllabus. Such tasks can take the form of completion and submission
of papers, abstracts, formative chips; articles, book reviews, questioning and active participation.
Product (65%) Student performance in individual and group products (test/work).

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

At the end of the work the expected skills lie around the following areas:
(a) the ability of organization and management of information evidencing the ownership and use of differentiated
concepts;
(b) the ability of reasoning and interrelation of the different concepts;
(c) application of the acquired knowledge to the analysis of specific situations of behavioural nature;
(d) ability to search literature on performing works written and/or oral presentations.

Assessment methodologies and evidences

The sum of the weighted values (at least 10) of graphic component and motor component will define the classification in the CU (GC+MC)/2, assigned on a scale of 0 to 20 values.
1. Process evaluation (40%): results from the attendance and participation in classroom activities

2. Product evaluation (60%): It is expressed by the student's performance in a written test and in an oral presentation in a subject choose from the themes within the program.
- Written test: 40%
- Oral presentation: 20%


Exam
Classifications lower than 9.5 in final evaluation refer students to the exam.

Attendance system

Students with special arrangements should contact the teachers within the first 15 days after the start of the semestre, in order to establish an alternative assessment regime.

Bibliography

COTTINELI TELMO, I. (1992). A Representação da Terceira Dimensão nos Desenhos de Casas. Lisboa: Faculdade de Arquitectura. Tese de Doutoramento não publicada.
COTTINELI TELMO, I. (1992). Linguagem Gráfica Infantil. Setúbal: ESE.
DILEO, J. (1985). A Interpretação do Desenho Infantil. Porto Alegre: Artes Médicas.
ECKERT, H.M. (1993). Desenvolvimento motor (3ª edição). São Paulo: Manole LTDA.
GABBARD, C. (1996). Lifelong Motor Development. (2ª edição). Usa: Brown & Benchmark
GALLAHUE, D.; OZMUN, J. (1995). Uderstanding Motor Development. (3ª edição). USA: Brown & Benchmark.
HAYWOOD, K.M. (1986). Life span motor development. Champaign: Human Kinetics.
LARK, B.; LEWIS, H.; LUCA, M. (1967). Understanding Children’art for Better Teaching. Ohio: Charles Merrill Books.
LOWENFELD, V.; BRITTAIN, L. (1982). Creative and Mental Growth. New York: Macmillan.
PEREZ, L. (1987). Desarrollo motor y actividades fisicas. Madrid: Gymnos S.A.