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Education and Mediation in Cultural and Artistic Equipments
Scholar Year: 2023/2024 - 2S
| Code: |
MEPAI07 |
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Acronym: |
EMEAC |
| Scientific Fields: |
Ciências da Educação(integra Educação e Pedagogia) |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| MEPAI |
12 |
|
1º |
6,0 |
45 |
162,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
It is intended to promote understanding of the theory and practice of Mediation and learning in cultural facilities and other contexts of informal and non-formal education (art galleries, science centers, libraries, historical sites, etc.), fostering the sense critical and creative.
1 - Understand the fundamental concepts underlying the carrying out of educational activities in the context of cultural facilities, and their intersection with teaching-learning;
2 - Conceive, develop and implement educational activities based on collections/spoils and central themes, according to certain interests and expectations of different target audiences – conception and implementation of a mediation project;
3 – Understand the different publics and contexts, as well as the curatorial and organizational policies of the different institutions;
4 – Understand the different artistic languages and their transdisciplinarity in contemporary space.
Syllabus
1 - Reflection (and self-reflection) and investigation: cultural mediation processes and non-formal learning territories;
2 - Contexts, concepts and practices: artistic strategies as a laboratory space in the maneuver of research for Cultural Mediation; research in art from the intersection of different artistic languages and its impact on the development of pedagogical tools.
3 - The concept of museum experience (and other cultural facilities): cultural facilities as spaces for creation, research and production of knowledge; different audiences, different educational needs; the crossing of curatorship with educational practice.
4 - Artistic practices and research in art: intersections and creative practices from different creative languages.
Demonstration of the syllabus coherence with the UC intended learning outcomes
It is intended to provide students with skills that enable a practice of Artistic and Cultural Mediation that promotes reflection and investigation, in order to build spaces for experimenting with creative pedagogical processes, linking theory with the practice of non-formal education. The selected programmatic contents fall into the specific areas of artistic creation and education (non-formal and informal), as well as laboratory practices for creating strategies and tools, underpinning competences in the conception, planning, implementation and evaluation of different educational activities. The structuring of knowledge, skills and postures, in the field of artistic creation and education, converges to the development of training objectives of the mediators, enriching a global practice between art and education, between creativity and cultural equipment.
Teaching methodologies
The methodology is of a theoretical-practical nature, with analysis of case studies and texts/reference authors, and laboratory, in the realization of studios of creative practices, cultural mediation, with discussion and presentation of research carried out by students around the syllabus themes.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The objective of the UC comprises providing future professionals with skills that enable a practice of Artistic and Cultural Mediation that promotes reflection and research, in order to build spaces for experimentation with creative pedagogical processes, linking theory with the practice of non-instructional education. formal. The selected programmatic contents fall into the specific areas of artistic creation and education (non-formal and informal), as well as laboratory practices for creating strategies and tools, underpinning competences in the conception, planning, implementation and evaluation of different educational activities. The structuring of knowledge, skills and postures, in the field of artistic creation and education, converges to the development of training objectives of the mediators, enriching a global practice between art and education, between creativity and cultural equipment. The specificity of the practice of Artistic and Cultural Mediation is unavoidable in a comprehensive view of education and the student's profile for the 21st Century, as well as for the construction of a full citizen identity.
The activities to be carried out aim to promote a territory of hybrid experimentation, crossing artistic and creative practices with research in art in order to build pedagogical tools for the reflection and practice of Artistic and Cultural Mediation. Learning and deepening knowledge is done in a theoretical-practical way, emphasizing the importance of self-reflection and research based on situations of design and implementation of educational activities, report seminar, oral presentation, plenary, laboratory of pedagogical processes, transdisciplinary creative workshops, conversations with artists, visits to cultural facilities, etc.
Assessment methodologies and evidences
Continuous assessment includes the components: participation in classes (30%) and script for a practical proposal in cultural mediation, which involves carrying out/guiding and presenting the educational meta-activity to be carried out (70%).
Assessment by exam/resource will consist of the delivery and oral presentation of an individual work on one of the program themes; Therefore, students who choose this type of assessment must contact the teachers in advance, in order to negotiate the work to be delivered, as well as the delivery dates.
Students who wish to improve their grade must contact the teachers in advance with a view to negotiating the work to be considered for this purpose.
Bibliography
Ambrósio, T. (2001) Educação e desenvolvimento. Contributo para uma mudança reflexiva da educação. Caparica: FCT-UNL; UIED
Arendt, H. A (2000) crise na educação. In Quatro textos excêntricos. Lisboa: Relógio D’Água, p. 21-53
Beillerot, J. A sociedade pedagógica (1985). Lisboa:Rés Editora
Biesta, G. J. J. (2005) Against learning. Reclaiming a language for education in a time of learning. Nordisk Pedagogik, Oslo: Universitetsforlaget, p. 54-66
Diamond, C. T. P. & Mullen, C. A. (Eds.), (1999) The postmodern educator: Arts-based inquiries and teacher development. Newyork: Peter Lang
Eisner, E. W. (1997) The promise and perils of alternative forms of data representation. Educational Researcher, 22(7), 5-11
Eisner,E. W. & Barone, T. (1997) Art-based educational research. R. M. Jaeger (Ed.), Complementary methods for research in education (ss. 73-79) AERA. Washington, DC
Eisner, E. W. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press
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