Introduction to Physical Expression and Art Teaching

Scholar Year: 2017/2018 - 2S

Courses

Head Teacher Responsability José Amilcar Capinha Gil Head José Carlos David Nunes Godinho 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 6,40 Amílcar Antunes   1,60 Carlos Barreto Xavier   1,60 Joana Matos   1,60 José Gil   1,60

Teaching language

Portuguese

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

a) To know, through experimentation, the techniques, processes and materials most appropriate to the development of activities in the various areas.
b) To know and to know how to connect and relate the contents addressed in the curricular unit for applying in the classroom context, promoting the acquisition of the skills of the creative process.
c) To design and to develop activities and the appropriate procedures applied to the pedagogical or educational contexts of preschool and basic education.
d) To demonstrate competence in the production of materials and resources of a didactic nature to be used in pedagogical intervention.

Syllabus

1 Didactic conceptions and theoretical perspectives for the teaching of the different areas.
2 Planning, development, conduction and evaluation.
3 Techniques and processes in expressions.
4 The use of voice, body and diversified means and resources in expression and communication.
5 The role of the educator/teacher in integrated educational practices.
6 The visual arts for the understanding of visual culture.
7 The body, the voice, the objects and instruments and the musical and dramatic productions; the contexts of listening, creating and performing.
8 Instruction, time management, activity control and pedagogical feedback.
9 The five inducers of dramatic play, by Gisèle Barret: (1) object, (2) image, (3) music, (4) character and (5) space.

Demonstration of the syllabus coherence with the UC intended learning outcomes

It is expected that students develop the capacity of organising and managing information, giving evidence of holding and using differentiated concepts on the topics addressed, and the capacity of explaining and interrelating the different concepts.
It is also expected that students will acquire the knowledge that supports the use of techniques and processes in the different areas and that they will apply the knowledge acquired in the planning/implementing of activities.

Teaching methodologies

The sessions will focus on experimentation and discussion in plenary and small groups based on information provided by the teacher or using other materials, and will include: reading, discussion and analysis of documents; exposition of certain themes; practical sessions applied; preparation and presentation of practical work.
The Moodle platform enables theoretical-practical activities and the interaction between teacher-student and student-students and, thus, will be a tool mobilized in the evaluation.

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

Participation in research, reading, oral presentation, debate, practical experimentation, production and presentation processes allow the integrated knowledge that is announced in the objectives and which includes knowledge, understanding, application and critical and creative thinking.
The sensorial, emotional and cognitive experiences provided through artistic practices, especially in the field of Musical Expression, favor personal, social, artistic and musical development, and promote competences in terms of integration, innovation, intervention and transformation in the surrounding environment. The planning of musical activities that enhance learning and development is based not only on the knowledge of children’s nature but also on the vocal, instrumental and body techniques that are stimulated in the curricular unit, through the expressive contexts of appreciation, creation and musical performance.
The integrative nature of Dramatic Expression/Theater, in particular the globalizing character of Dramatization and dramatic play practices, provides an active learning and discovery experience and generates diverse and articulated skills. The conceptual, performative and didactic approach of themes and specific dimensions of Dramatic Expression / Theater, in a holistic perspective and in a processual and dialogic dynamics, enhancing (re)knowledge, integration and personal, social, cultural, artistic and dramatic transformation, seems to be essential in the formation of future Educators and Teachers and in the consequent pedagogical intervention, particularly in the area of Expression and Artistic Education in Basic Education.
Physical Education constitutes one of the components of training and acquisition of competences necessary for the future professional exercise of the teacher/educator. Its domain, in its broadest scope of intervention, is a fundamental contribution to the improvement of the quality of life, health and well-being, without losing sight of the essence of the discipline embodied in the approach to knowledge related to growth and motor development, as well as the teaching of Physical Education in school context, namely the preparation, organization and development of activities.
With regard to Art Expression, students are expected to develop cultural and artistic sensibility that allows them to contextualize the techniques of art expression in a multicultural perspective of education through art in the performance of their future professional activity. It is also intended that the future teacher/educator deepen the mastery of the techniques most appropriate to the graphic expression. In addition to the technical field, it is important that the educators/teachers know the most appropriate equipment and materials, as well as their hygiene and safety care in the implementation of these techniques and processes in an educational context.

Assessment methodologies and evidences

The evaluation may be carried out in two distinct and non-complementary ways: continuous and by exam.

Continuous assessment: the final classification will be an average of the marks obtained in the different areas. The proposed evaluation elements for all areas and their weighting are as follows:
- Assiduity and participation (30%): include attendance in class, punctuality and effective participation in activities.
- Planning (presentation) (30%): Includes the planning (in groups of 4 students) of activities for the preschool or 1st cycle, articulating the different areas and using an inductive material. This planning should be presented orally (eg PowerPoint) and delivered in pdf format (in Moodle) and should contain:
o Characterization of the context and the target group;
o Characterization of the inductive themes, with definition of the main lines of action (with reference to the articulation between the expressive areas);
o Definition of educational intentions (learning objectives and contents, based on official guidelines and programs);
o Definition of proposed activities and implementation strategies and expected duration;
o List of resources to be mobilized;
o Explanation of objects and means of evaluation.
- Planning (conduction of activities) (30%): the planned activities should be conducted in the classroom, as a complement to the presentation of the planning. The presentation of the planning and the conduction of the activities must have a duration of about 30 minutes.
- Extra weighting (10%): Includes aspects related to correct reproduction of models, autonomy in the organization of new situations, or creative and informed independence.

Final exam: includes the individual making and presentation of an educational planning, articulating the different areas and using an inductive material (50%), and its oral discussion (50%).

Attendance system

Students have to attend a minimum of 50% of classes in order to accomplish the continuous evaluation.

Bibliography

Acaso, M. (2010). La Educacion Artística no son manualidades. Madrid: Catarata.
Aguilar, L. F. (2001): Expressão dramática – Guia pedagógico para o 1º ciclo de ensino básico. Lisboa: Instituto de inovação educacional.
Barret, G. (1986). Le cadran didatique. Revue des sciences de l’éducation, 12 (1), 115-119.
Cottineli Telmo, I. (1992). Linguagem Gráfica Infantil. Setúbal: ESE/IPS.
Ferreira, M. (2002). Como usar a música na sala de aula. São Paulo: Editora Contexto.
Godinho, J. C. (2010). Era uma vez a música 1.º, 2.º, 3.º e 4.º anos. [Manuais escolares]. Lisboa: Santillana.
Godinho, J. C. e Brito, M. J. N. (2010). As Artes no Jardim de Infância. Lisboa: DGIDC. Disponível em http://www.dge.mec.pt/recursos-0
Gordon, E. E. (2000). Teoria de aprendizagem musical – competências, conteúdos e padrões. Lisboa: Fundação Calouste Gulbenkian.
Hernández, F. (2000).Cultura Visual, Mudança Educativa e Projeto de Trabalho. Porto Alegre: Artes Médicas Sul.
Leenhardt, P. (1997). A Criança e a Expressão Dramática. Lisboa: Editorial Estampa.
Lowenfeld, V. (1954). A criança e a sua Arte. São Paulo: Editora Mestre Jo.
Luiz, P. & MirandA, A. R. (2014). Dinâmicas de grupo: 100 Exercícios de teatro para adultos e crianças. Lisboa: Chiado Editora.
Martins, A. (2002). Didáctica das Expressões. Lisboa: Universidade Aberta.
ME – CDSF – DGEBS (1992). A Educação Física no 1º Ciclo do Ensino Básico. Lisboa: Ministério da Educação.
Monteiro. G. (2003). O professor, o corpo e a voz (1.ª ed.). Porto: Edições Asa.
Novelly, M. C. (1994). Jogos teatrais para grupos e sala de aula. Campinas, SP: Papirus.
Piéron, M. (1988). Didáctica de las Actividades Físicas y Deportivas. Madrid. Gymnos S.A.
Pires, A. L. O., Assis, M., Gomes, E., Pereira, J. [Eds] (2017). Ensaios entre Arte e Educação. Lisboa: Fundação Calouste Gulbenkian.
Reis, L. (2005). Expressão Corporal e Dramática. Lisboa: Produções Editoriais, Lda.
Ryngaert, J.-P. (1981). O Jogo Dramático no Meio Escolar. Coimbra: Centelha.
Swanwick, K. (2003). Ensinando música musicalmente. São Paulo: Moderna.
Viadel, R. M.(coord.)(2003). Didática de la Educacíon Artística para Primaria. Madrid: Pearson Educacíon.

Orientações e Programas Oficiais:
Silva, I., Marques, L.; Mata, L. & Rosa, M. (2016). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: ME-DGE. Acedido em http://www.dge.mec.pt/noticias/educacao-de-infancia/orientacoes-curriculares-para-educacao-pre-escolar
Ministério da Educação. Expressão e Educação: Físico-motora, musical, dramática e plástica. Organização Curricular e Programas, 1.º ciclo. pp 35-97. Acedido em http://www.dge.mec.pt/expressoes-artisticas-e-fisico-motoras