Intervenção Artística e Desenvolvimento de Projetos

Learning objectives
- To observe and know critically different contexts of educational intervention - To mobilize and make maximum use of the resources from the community, as well as their skills, stories and experiences for the development and evaluation of intervention projects for the development of transversal skills -Enhance interdisciplinarity as an agglutinating and facilitator tool for knowledge acquisition -Learn adapt the intervention to the real characteristics of the population of the different contexts of intervention - formal and non-formal education contexts -Valuing the artistic production process as a facilitator to acquire transversal skills of populations of different educational contexts -Develop competencies to elaborate, implement and evaluate projects of artistic education

Syllabus
1. The different educational contexts 1.1. Adapt the intervention to different educational settings 1.2. Enhance the features of the educational contexts as basis for a proper educational intervention 2. Specific skills of artistic education 2.1. The role of art education in the development of individual and group skills 2.2. Design, implement and evaluate artistic intervention projects in different contexts (educational services; crèches; hospitals; local authorities among others)

Teaching methodologies (including evalution)

Through debate, documents analysis and case studies, students will be able to develop a more critical and specific vision of reality; they will also be challenged to develop intervention projects, with technical and theoretical concepts of art education, in conjunction with practical proposals for action. In the context of a practical intervention (for example in the context of IPP IV), students must plan artistic activities taking into account the specific characteristics of each intervention context, as well as understand and assess the relevance of their action with the achieved results. They should be able, through the constant reflection, to adjust their practice to new challenges that the group may come to manifest. Should, finally, present a reflective final report of the work and results achieved (design implementation and evaluation of the project) individual written reflection: 20% group work: 80%

Essential Bibliography (including ISBN)

Banford, Anne (2007). Conferência Nacional de Educação Artística. Porto: Casa da Música. Acedido a 6 de setembro de 2014, disponível online em: http://www.educacaoartistica.gov.pt/interven%C3%A7%C3%B5es/Confer%C3%AAncia%20Anne%20Bamford,%20Portugues. Conferência Mundial de Educação Artística (2006). Roteiro para a Educação Artística. Desenvolver as Capacidade Criativas para o Século XXI. - Acedido a 6 de setembro 2014, disponível online em: http://www.educacao-artistica.gov.pt/documentos/Roteiro Delors, Jacques et al. (1996). EDUCAÇÃO UM TESOURO A DESCOBRIR- Relatório para a UNESCO da Comissão Internacional sobre Educação para o século XXI. Acedido a 6 de setembro de 2014, disponível online em: http://ns1.dhnet.org.br/dados/relatorios/a_pdf/r_unesco_educ_tesouro_descobrir.pdf President's Committee on Arts and the Humanities, Reinvesting Arts Education, Winning America's Future Through Creative Schools, Washington DC, May 2011http://www.pcah.gov/publications, acedido em junho 2014