Intervenção Artística na Comunidade

Learning objectives
Know and mobilize socio-educational intervention theoretical models; Know and mobilize planning tools and intervention strategies taking into account the groups specificities; Recognizing and valuing personal, cultural, group competences for a more realistic and adapted to the context and to the specific characteristics of the groups? action; Boost activities adapted to the diversity of the groups; Know and experience a variety of techniques and methodologies groups? animation. Explore alternative materials and waste, as privileged resource; Encourage the development of creativity and imagination; Valuing alternative materials reuse and waste with an economic and environmental concern; Explore interdisciplinary capability associated with material re-use.

Syllabus
1. Socio-Educational intervention models Understand the concepts of educational project, cultural project and animation project Know and critically analyze different examples of educational interventions; 2. Planning of social and educational intervention Plan intervention activities in socio-educational projects; 3. Artistic education and socio-educational intervention: Artistic education as an instrument for intervention in various educational contexts 4. Group animation techniques Recognize and appreciate the values and beliefs shared by different communities in order to adapt the intervention to different socio educational contexts Experiment different intervention techniques of artistic intervention in communities; Plan of artistic activities for communities Use of stimulating artistic and cultural diversified materials, privileging the re-use of creative materials

Teaching methodologies (including evalution)

Strategies and resources: Theoretical exposure Individual work Group work Contacts with different experiments carried out under the artistic intervention in the community (films, exhibitions, visits, etc.) Experiences for different educational contexts with children and youth will be put into practice in class, with consequent auto and hetero evaluation. Students will be invited to try out in practice the contents worked in a theoretical and theoretical-practical way. These experiences are always accompanied by evaluative comments (auto and hetero evaluation) in the sense of improving the students practice (formative assessment). They will also be evaluated in two summative moments: a written individual evaluation (50%) and group evaluation (50%)

Essential Bibliography (including ISBN)

Antunes, C. P. (2010). Projectos de intervenção artística. Diálogos com a Arte: revista de arte cultura e educação, 1, 51-61. Araujo, D. C. (2011). Lixo Extraordinário: intervenções socio-estéticas. DOC On-line: Revista Digital de Cinema Documentário, (10), 5-21. Bezelga, I. (2008). A abordagem intercultural do tradicional ao contemporâneo: um contributo para a Educação Artística. Os estudantes e a compreensão crítica da arte. 4, 26. Cortesão, Irene (2014). A magia dos sons a descoberta do ambiente sonoro como instrumento de intervenção educativa. in Sarmento, M., Fernandes, N., Tomás C., Trevisan, G., Dias, C. (2014) (Eds.). Direitos d (1) Guimarães, J., & Neves, T. (2013). A COMUNIDADE DANÇA? Reflexão sobre projetos de intervenção artística em contextos rurais. Educação, Sociedade & Culturas, (40). Sousa, Alberto B. (2003b). Educação pela Arte e Artes na Educação. 3º Volume Música e Artes Plásticas. Lisboa: Instituto Piaget. ISBN: 9789727716197