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Didactics in Expression

Scholar Year: 2017/2018 - A

Code: MP1C20019    Acronym: DEXP
Scientific Fields: Área de Docência
Section/Department: Science and Technology

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
MPE1C 29 Study Plan 5,0 60 135,0

Teaching weeks: 30

Head

TeacherResponsability
Ana Cristina Ferreira Santos Correa FigueiraHead
José Carlos David Nunes GodinhoHead

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 2,00
Amílcar Antunes   0,50
José Carlos Godinho   1,50

Teaching language

Portuguese

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

1. To analyse and to discuss about artistic processes of performing, composing and listening, within the context of primary education.
2. To understand and to analyse different artistic processes in a combined perspective.
3. To plan, to implement and to evaluate artistic practices in the context of primary education.
4. To understand the main processes involved in the learning of “new” motor skills, identifying the variables that might facilitate this process.

Syllabus

A. Processes of artistic performing, creating and appreciating, in the educational contexts of primary education.
B. Processes of artistic integration.
C. Planning, implementing and evaluating of artistic processes in the contexts of primary education.
D. Organisation/planning of educational sessions; stimulation and facilitation of the developmental process of motor skills in child education; observation and evaluation of motor skills.


Demonstration of the syllabus coherence with the UC intended learning outcomes

The topics to be developed within this curricular unit aim to develop fundamental concepts in relation to art and heritage, as well as to experience specific tools that might help students to implement actions of organization and cultural development of diverse social groups. The syllabus are articulated around two main pillars: the theoretical component and the practical implementation, in order to facilitate the effectiveness of learning.
The articulation between syllabus and objectives is as follows: A with 1; B with 2; C with 3; D with 4.

Teaching methodologies

The sessions will include the presentation and debate around the themes of the program and the practical experimentation of performing arts processes, individually and in groups. This theoretical and practical work in the classroom will be complemented with literature review and research, and the production and presentation of course works.

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

The participation in processes of oral presentation, debate, practical experimentation, research, reading and production enables students to develop the integrated knowledge that is announced in the objectives and which includes multimodal knowledge, understanding, integrating and creating.

Assessment methodologies and evidences

The final assessment results from a weighted means of the expressive areas:
- Artistic expressions – 75%
- Physical education – 25%
The objects of assessment and respective weights are, for the artistic expressions:
- Presence and participation in sessions – 45%
- Production and presentation of a PowerPoint on the didactical exploration of an artistic object (song, painting, poem, dance…) – 22,5%
- Conduction of the integrated activity of didactical exploration of the artistic object – 22,5%
- Significance – 10%
The objects of assessment and respective weights are, for the physical education:
- Presence and participation in sessions – 40%
- Conduction of a motor-physical activity – 60%
The exam version will consist on the individual production and presentation of a PowerPoint (75%) and on the conduction of a motor physical activity (25%), such as described above.

Attendance system

The attendance system establishes a minimum of 50% of attendance for working students and of 75% for the rest of the students.

Bibliography

Aguilar, L. F. (2001). Expressão e Educação Dramática. Guia Pedagógico para o 1.o ciclo do Ensino Básico. Lisboa: Instituto de Inovação Educacional.
Fumoto, H., Robson, S., Greenfield, S. e Hargreaves, D. J. (2012). Young Children's Creative Thinking. London: Sage Publications.
Gabbard, C.P. (2011). Lifelong Motor Development. (6th ed.). San Francisco, CA: Benjamin-Cummings Publishing Company.
Gallahue, D., Ozmun, J., & Goodway, J. (2012). Understanding Motor Development: Infants, children, adolescent and adults (7th ed.). Boston: McGraw-Hill.
Godinho, J. C. (2010). Era uma vez a música 1.º, 2.º, 3.º e 4.º ano [manuais escolares]. Lisboa: Santillana Editores.
Godinho, J. C. (2016). Música Cinco 5.º ano [manual escolar]. Lisboa: Santillana Editores.
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
Griffiths, F. (ed.) (2010). Supporting Children’s Creativity through Music, Dance, Drama and Art. Creative Conversations in Early Years. London: Routledge
Jones, R., e Wyse, D. (ed.) (2013). Creativity in the Primary Curriculum. London: Routledge.
Neto, C. (2001). Motricidade e Jogo na Infância (3a ed.). Rio de Janeiro: Sprint.
Plummeridge, C. (2001). Music and combined arts. In C. Philpott & C. Plummeridge (eds), Issues in Music Teaching. London: Taylor & Francis.
Sánchez, D. (2013). Diez competencias docentes para ser mejor profesor de EF: La gestion didactica de la clase. Barcelona: INDE.
Swanwick, K. (1979) A Basis for Music Education. Windsor: NFER Publishing Company.

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

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Página gerada em: 2024-03-29 às 09:47:32