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Arts,Inclusion and Citizenship

Scholar Year: 2021/2022 - 1S

Code: LAS102    Acronym: AIS
Scientific Fields: Ciências Sociais, Artes
Section/Department: Arts

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
LAS 24 Study Plan 5,0 60 135,0

Teaching weeks: 15

Head

TeacherResponsability
António Ângelo de Jesus Ferreira de VasconcelosHead

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 1 4,00
Carlos Barreto Xavier   2,00
Luzia Lima-Rodrigues   2,00

Teaching language

Portuguese

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

This curricular unit has as main objective to contribute to the critical knowledge and
in-depth analysis of Projects that, in national and international terms, have the Arts
as a structuring element in the processes of Social Inclusion, Citizenship and Well-being.
It is intended that students, when knowing the different possibilities of the Arts
(visual, literary and performative) in individual and collective (re)configurations, appropriate and develop technical and analytical skills that enhance the creation and management projects, creative and transformative.
Thus, the main objectives of this UC are:
- Understand the ways in which different artistic forms and creative processes can
contribute to social inclusion;
- Analyse the role of the Arts as an instrument of citizenship and social intervention (Artivism);
- Know and critically analyse various types of projects that inscribe the arts as
instruments for social inclusion and citizenship.

Syllabus

1. Arts and Artistic Experiences
- Effects and effectiveness of the arts on individual and collective (re)configurations;
- Arts and Animation: products and creative processes in sociocultural contexts;
- Artistic forms and inclusive creative processes: experiences with visual arts,
performative and literary works in the promotion of inclusion and citizenship.
2. Arts and Citizenship
- Arts, Citizenship and Democracy, what relationships?
- “Artivism” – The arts and social activism
3. Arts and Inclusion
- The arts and creative processes
- The arts and inclusion processes
- Different types of participation in projects
4. Artistic projects and inclusive intervention
- Projects and communities of practice and meanings
- Art as a product and process

Software

Plataforma Moodle


Demonstration of the syllabus coherence with the UC intended learning outcomes

The contents presented in point 1, consign the first objective; the contents presented in 2 and 3 embody the second objective and point 4 embodies the third objective

Teaching methodologies

The UC begins with the rescue of the students' individual artistic experience, followed by collective experiences, with the respective reflection and analysis of these experiences. A strong practical component will lead students to experience different artistic forms. At individual and collective experiences will be the basis for the expository-dialogued classes, for the analysis and reflection on the relationship between “arts, citizenship and democracy”. There are also classes of an experiential and expository-dialogical nature, with the study of texts that underlie the themes of the UC and the presentation of artistic projects and inclusive intervention, followed by a critical analysis of them.

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

So that the student can understand the ways in which the different artistic forms and creative processes can contribute to social inclusion, methodologies will be used eminently practical, active and experiential, followed by dialogic expository methodologies.
To analyse the role of the arts as an instrument of citizenship and social intervention, the expository-dialogical will have as an example the individual and collective experiences of the students, experienced in previous classes, and will be based on scientific articles and reports of national and international experiences.
In order to know and critically analyse various types of projects that inscribe the arts as instruments of social inclusion and citizenship, artistic projects of inclusive intervention will be presented and critically analyzed.

Assessment methodologies and evidences

The evaluation of the first part of the UC (items 1 and 2 of the syllabus) will consist of an individual portfolio of the lessons learned during the classes (20%) and a group work with the theme/subject “Art is not neutral” , focusing on the role of the arts as an instrument for promoting citizenship and sociocultural intervention” (30%).
The evaluation of the second part of the UC (items 3 and 4 of the syllabus) will consist of an individual portfolio of the lessons learned during the classes (20%) and a group work with the theme “Giving a voice to...”, focusing on the role of arts and creativity as instruments for community promotion” (30%).

Assement and Attendance registers

Description Type Tempo (horas) End Date
Attendance (estimated)  Classes  0
  Total: 0

Bibliography

Almeida, J. C. R. (1998). Um olhar musical pelos resíduos. Lisboa: Instituto dos Resíduos.
Craft. A. et al. (2004). Criatividade e educação. Lisboa: Associação Educativa para o Desenvolvimento
da Criatividade.
Assis, M., Gomes, E. X., Pereira, J. S. & Pires, A. L. O. (eds) (2017). Ensaios entre Arte e Educação. Disponível emh ttps://content.gulbenkian.pt/wpcontent/uploads/sites/16/2017/09/29120319/10x10_ EnsaiosentreArteeEducacao-1.pdf
Clift, S. & Camic P. M. (Ed.) (2016). Oxford Textbook of Creative Arts, Health, and Wellbeing:
International Perspetives on Practice, Policies and Research. Oxford: Oxford University Press
Crossick , G. & Kaszynska, P. (2016). Understanding the value of arts & culture. The AHRC
Cultural Value Project. U.K.: Arts & Humanities Research Council. Disponível em
https://ahrc.ukri.org/documents/publications/cultural-value-project-final-report/
Cruz, H. (coord.) (2019). Arte e Esperança - Percursos da Iniciativa PARTIS 2014–2018. Lisboa: Fundação Calouste Gulbenkian.
Guedes, T. (2000). Criatividade precisa-se. Na poesia, na narrativa e na área de Projecto. Lisboa: Caminho.
Lima-Rodrigues, L. (in press). Sociodrama and Action-Based Learning in Teacher Training: some
challenges to “provoke” inclusion. In D. Adderley at all. Sociodrama: the Art and the Science of
Social Change. (pp. 184-196). Performers#2/Erasmus+ http://sociodramanetwork.com/ wpcontent/ uploads/2021/06/Last_corr_version_23.06.21.pdf
Lima-Rodrigues, L. (2021). "ZoomDrama": A utilização do Sociodrama como Metodologia de Ensino em tempos de confinamento. Livro de Atas do Seminário Dar asas ao saber Investigação, construção de conhecimento e práticas profissionais, pp. 222-228. CiEF - Escola Superior de Educação do Instituto Politécnico de Setúbal. http://projetos.ese.ips.pt/cief/wpcontent/uploads/2021/07/LivroATAS_SeminarioDarAsasSaber_2021_VF2.pdf
Lima-Rodrigues, L. (2017). Formação ativa e expressiva de professores: bagunçando o coreto para estimular a inclusão. Revista Educação Especial. http://dx.doi.org/10.5902/1984686X28428
Lima-Rodrigues, L.M., Santos, G.D. and Trindade, A.R. (2016), pedagogias expressivas na
formação de professores. J Res Spec Educ Needs, 16: 813-817. https://doi.org/10.1111/1471-3802.12362
Lopes, C. A. R. (2016). Arte inclusiva: O Projeto PARTIS UNIVERSO283. Tese de Mestrado.
Dísponível em https://repositorio-aberto.up.pt/ bitstream/ 10216/88823/2/170383.pdf.
Meireles, M. T. (2003) – A arca dos Contos. Jogo de cartas para estimular a criatividade e o gosto pela leitura. Lisboa: Fundação Calouste Gulbenkian.
Santos, F. M. & Serra, E. (2007). Quero ser escritor. Manual de escrita criativa para todas as idades. Lisboa: Oficina do Livro.

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Página gerada em: 2022-08-11 às 01:12:14