Didática das Expressões Artísticas
Teacher Responsible: Sandra Mónica Figueiredo de Oliveira
1º Ano | 2º Semestre
Know the main pedagogical guidelines for intervention of different artistic expressions.
Know different didactic models and ways of implementation of this area of knowledge in the context of basic education;
Identify the importance of art education for the development of aesthetic sensitivity on the first Cycle of basic education.
Understand the art education as an instrument of educational intervention for the development of transversal competences in the 2nd cycle of basic education.
Reflect about the multiple uses of different artistic expressions in an educational context.
Mobilize the technical, expressive and sensitive aspects of different materials, formats and instruments for the execution of an art education project.
Designing work planning for art education in the first cycle of basic education.
1.1Guidelines of art education in the 1st and 2nd cycle of basic education
1.2 Art education as a tool for the development of transversal skills
2. The specificity of artistic languages
2.1 The models of musical pedagogy, building activities in accordance with proposals of Dalcroze, Orff and Schafer
2.2 The relationship between music and movement in the development of children's expression and communication skills: theoretical exploration and practical experimentation
2.3 Improvisation and vocal exploration
2.4 The dramatic play in teaching context
2.5 The plastic expression and the creative process: the elements of communication and visual form.
3. Artistic and pedagogical intervention
3.1 Designing work planning for art education in the first cycle of basic education: Conceptualization and implementation of interdisciplinary projects
3.2 The art education in the 1st cycle of basic education: forms and artistic models of representation
Teaching methodologies (including evalution)The curricular unit is structured in TP and PL lessons and tutorial orientation, based on active methodologies, using different strategies such us lectures, debates, films visualization, practical experimentation of techniques and working methods.
The students work will have, as a reference, objectives and learning outcomes achieved and verified through the following evaluation form:
Elaboration of a theoretical practical interdisciplinary group work focused on performing an intervention proposal that, based in a theme-generator, explores its potential as a research and educational intervention tool whose artistic and pedagogical knowledge can be useful for PES.
Essential Bibliography (including ISBN)Bachmann, M. (1998). La Ritmica Jaques-Dalcroze: una Educación por la Música y para la Música. Madrid: Ed. Pirámide
Barret, M. (1998). Educação em Arte. Lisboa: Col. Dimensões
Cortesão, I. (2014). A magia dos sons: a descoberta do ambiente sonoro como instrumento de intervenção educativa.In Trevisan, G. et al (2014) (Eds.). Direitos da Criança: Realidades e Desafios do Caso Português. U.M: Instituto de Educação
Freedman, K. (2006). Enseñar la Cultura visual - Currículum, estética y la vida social del arte. Barcelona: Octaedro
Landier, J. & Barret, G (1999). Expressão Dramática e Teatro. Porto: ASA
Oliveira, M. (2015). A Arte Contemporânea para uma Pedagogia Crítica. Porto: Associação de Professores de Expressão e Comunicação Visual
Oliveira, M. & Silva, B. (2013). Una Imagen sobre la Educación Artística en la actualidad, European Review of Artistic studies, vol. 4, n. 1, pp. 54-75
Sousa, M. (2000). Metodologias do Ensino da Música para Crianças. V. N. Gaia: Gailivro