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TEACHING GUIDE PLASTIC EDUCATION AND TEACHING Universidad Católica de Valencia

SOCIAL EDUCATION

Curso 2015/16

Universidad Católica de Valencia ³San Vicente Mártir´

2

Educación plástica y su didáctica

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TEACHING GUIDE SUBJECT AND / OR COURSE

ECTS 6

SUBJECT: Plastic Education and Teaching Matter: Plastic Education and Teaching

6 12

Module: Artistic Expression Music and Plastic COURSE: Second Semester: 1st

Training Type: Compulsory

Department: Teaching and learning of musical physical education, art and E-mail: [email protected] [email protected] [email protected] [email protected] [email protected]

Faculty: D. Ignacio Arroyo Núñez. Dra. Encarna Monteagudo. Dra. Eva Muñoz Guinea. D. Fernando Pérez. D. Santiago Tena Mendialdea.

ORGANIZATION OF THE MODULE ____________________________________________________________________________

Nº ECTS 12

Expresión Artística Música y Plástica

Duration and temporal location within the curriculum: is developed entirely in the first half of the second year. It is a module in which students acquire basic knowledge of language and plastic-artistic expression, which lay the foundation for the rest of your training. Matters and subjects Matter

ECTS

Subject

Universidad Católica de Valencia ³San Vicente Mártir´

ECTS

Course/ semester

3

Educación plástica y su didáctica

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Plastic Education and Teaching

Music Education and Teaching

6

6

Plastic Education and Teaching Music Education and Teaching

6

2/1

6

1/1

COURSE GUIDE AREA / SUBJECT: Plastic Education and Teaching Prerequisites: None GENERAL OBJECTIVES

a. Identify, describe and represent the expression of the basic elements of visual language and syntax b. Perform plastic compositions that are based on different criteria. c. Develop the concepts, techniques and materials suited to the school plastic processing. d. Explore materials and tools to meet their expressive properties. e. Develop proposals for educational activities related to the concepts and procedures of the curriculum. f. Strengthen the experimental free expression and originality as a means to develop creative and artistic skills. g. Respect and value the individual work, small group and large group. CROSS SKILLS

Instrumental

Weighting of skill 1

2

1. Express correctly, both orally and in writing, in the official languages of the region and master the use of different techniques of expression. 2. Acquire habits and skills for cooperative and autonomous learning and promote among students. 3. Recognition and respect for diversity and multiculturalism.

3

x x x

4. Creativity. Interpersonal 5. Know how to work together in interdisciplinary contexts, showing initiative and creativity.

Universidad Católica de Valencia ³San Vicente Mártir´

4

x 1

2

3

4 x

4

Educación plástica y su didáctica

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Systemic

1

2

3

6. Reflect on classroom practices to innovate and improve teaching.

x

7. Autonomy in learning.

x

4

x

SPECIFIC SKILLS 1

2

3

Conceptual 9. Understand the principles that contribute to the cultural, personal and social from the arts. 10. To know the school curriculum of arts education in its plasticmusical and visual aspects. Abilities 11. Acquire plastic resources to encourage participation throughout life in musical and plastic activities inside and outside school. 12. Develop and evaluate curriculum contents through appropriate didactic resources and promote relevant skills to students. Professional

x x 1

2

R-1 The student expressed orally and in writing showing their proficiency. R-2 The student is expressed using the components proper syntax of visual language and plastic.

Universidad Católica de Valencia ³San Vicente Mártir´

3

4 x x

1

2

3

4 x

13. Know and use the tools, instruments and resources required for incorporation into the socio intervention of the different policy areas. 14. Know and use specific techniques of socio-educational and community (group dynamics, motivation, negotiation, assertiveness, etc.) intervention LEARNING OUTCOMES

4

x

x

SKILLS

1, 9 1, 7, 9, 13

5

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R-3 The student communicates through artistic codes by all kinds of compositions, including images are accompanied by symbols and text. R-4 The student knows technical and material resources, and documentaries suitable for the manufacture of innovative art projects in teaching. R-5. The student knows and analyzes disciplines and includes audiovisual and selectively applies the contents of the audiovisual phenomenon. R-6. The student makes plastic projects individually and / or group selectively applying the contents and establishing relations of cooperation and tolerance. R-7 The student participates in multidisciplinary projects contributing their initiatives in the plastic field for application in interdisciplinary contexts. R-8 The student produces guides knowledge about the art works in different exhibition spaces, audiovisual media, design area and scenery. R-9 student experiences environmental observation visual and sensory level to being able to apply it in a practical way in their aesthetic-plastic work. R-10 The student makes a documentary quest to design the curriculum content of art education.

1, 2, 3, 4, 7, 9

1, 6, 8, 10, 12,13

2, 5, 6, 7,13

2,5,6,7,8,11,14,15 2, 3, 4, 5, 8, 9,10,11, 14,15 1,6,9,10,12

1,11

1,9,10

LEARNING OUTCOMES 4, 10,11,12

R-1 The student expressed orally and in writing showing their proficiency. R-2 The student is expressed using the components proper syntax of visual language and plastic. R-3 The student communicates through artistic codes by all kinds of compositions, including images are accompanied by symbols and text.

1,2,6,10,12

2,5,6,9,10,11,12,14,15

1, 2,4,5,6,9,10,11,12

EDUCATIONAL ACTIVITIES WORK ACTIVITY

Teaching-Learning

Universidad Católica de Valencia ³San Vicente Mártir´

Relationship With Learning Outcomes for the subject

ECTS 1

6

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Attended class

PRACTICAL CLASSES

LABORATORY

SEMINAR

WORK GROUP EXHIBITION TUTORIAL RATING

Showroom by the teacher, skills analysis, explanation and demonstration of skills, abilities and knowledge in the classroom. Group work sessions in groups supervised by the teacher. Case studies, diagnostic tests, problems, field study, computer room, visits, data search, libraries, networking, Internet, etc. Meaningful construction of knowledge through interaction and student activity. Activities carried out in spaces with specialized equipment. Supervised monographic sessions with shared participation Application of multidisciplinary knowledge Personalized and small group attention. Period of instruction and / or guidance by a tutor to review and discuss materials and topics presented in classes, seminars, readings, papers, etc.

R1,R2,R3,R5,R10

1

R4,R5,R6,R7,10, R12,R13,R14

0,5

R5, R6, R7,R9,R11,R14

0,4

R1,R7,R14

0,1

R5,R9,R12,R13 0,1

R5,R16,R12

0,2

R1,R2,R3,R4,R5,R6 ,R7,R8,R9,R10,R11, R12,R13,R14

0,1

Total

Universidad Católica de Valencia ³San Vicente Mártir´

(2,4*)

7

Educación plástica y su didáctica

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SELF-EMPLOYMENT TRAINING ACTIVITIES OF STUDENT ACTIVITY TEAM WORK

SELFEMPLOYMENT

Teaching-Learning Group preparation of readings, essays, problem solving, seminars, papers, reports, etc. to post or deliver the lectures, practical classes and / or small group tutoring. Work done on the platform of the university (www.plataforma.ucv.es)

Relationship With Learning Outcomes for the subject

ECTS

R1,R6,R7,R13,R14

1,6

R1,R2,R3,R4,R5, R6,R7,R8,R9,R10, R11,R12,R14

2

Total

(3,6*)

ASSESSMENT SYSTEM ACQUISITION OF SKILLS AND GRA Assessment Tool

Artistic development activity Memory and reporting practices / theoretical and practical activi

LEARNING OUTCOMES ASSESSED

Percentage awarded

R1,R2,R3,R4,R5,R6,R7,R8,R9,R10,R11,R12,R13, R14

80%

R1,R5,R10,R14

20%

! CRITERIA FOR REGISTRATION OF HONOR: It is given as a sign of exceptional academic and restrictions regarding number of students amount imposed by legislation.

Universidad Católica de Valencia ³San Vicente Mártir´

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Educación plástica y su didáctica

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The granting of honors is subject to the discretion of the teacher, and as long as the student who opts to it: It would have achieved a minimum grade in the course, considering the various elements of evaluation of 9 points.

DESCRIPTION OF CONTENTS

SKILLS

TEACHING UNIT 1: Artistic-Plastic Education. Planning Plastic and visual expression in the curriculum of primary education. Methodology. 1, 3, 4, 6, 8 Item 1: Plastic Education in the school curriculum: -. Contributions to knowledge and human development. Item 2: Analysis and educational proposals based on the school curriculum: I viewing of audiovisual material, visit exhibitions and museums TEACHING 2 UNIT: Basic-concepts of plastic and visual language. Item 3: The Composition: point, line and plane. Color, texture and shape. Item 4: Volume and space.

Plastic techniques. Dimensional expression. D expression: Item 5: Drawing, painting and collage. Modeling and molding Item 6: Construction and installation. -

1,2,4,5,7

1,2,4,5,7

TEACHING UNIT 3: Plastic knowledge of artistic styles and perception. Item 7: Adequacy of plastic and artistic experimentation teaching styles. Item 8: Works of art: image, symbols and social representations.

Universidad Católica de Valencia ³San Vicente Mártir´

1, 2, 3, 4,5,6,7,8

9

Educación plástica y su didáctica

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TEMPORAL ORGANIZATION OF LEARN

BLOCK CONTENT / TEACHING UNIT

1 2 3

NUMBER OF SESSIONS

Artistic-Plastic Education. Planning Plastic and visual expression in the curriculum of primary education. Methodology. Basics of plastic and visual language. Plastic techniques. Dimensional expression. D expression.

3 21 6

BIBLIOGRAPHY

VV.AA. (2001). La Educación visual y plástica hoy. Educar la mirada, la mano y el pensamiento. Ed. Graó, Barcelona. AA.VV. (1997). El arte moderno. Arte del S.XX. Madrid: Akal. Aguirre, I. (2005). Teorías y prácticas en educación artística. Barcelona: Octoedro. Agra, M.J. (2007). La educación artística en la escuela. Barcelona: Graò. Antúnez, N. (2005). El arte contemporáneo en educación artística. Barcelona: Octoedro. Argan, G.C. (2004). El arte moderno. Del ilusionismo a los movimientos contemporáneos. Madrid: Akal. , Arheim, R. (1993). Consideraciones sobre la educación plástica. Barcelona: Paidós. Arheim, R (1986). El pensamiento visual. Barcelona: Paidós. Balada, M. y Juanola, R. (1987). La educación visual en la escuela. Barcelona: Paidós. Bellocq, G y Gil, M.J. (2012). Tocar el arte. Madrid: Kaleida Forma. Berrocal, M. (2005). Menús de educación visual y plástica. Barcelona: Graó

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Contino, A. (2008). Nens, objectes, monstres y mestres. Barcelona: Graò. Dondis, D.A. (1976). La sintaxis de la imagen. Barcelona: Gustavo Gili. Ederfield, J. (1993). El fauvismo. Madrid: Alianza. Einsner, E.W. (1995). Educar la visión artística. Barcelona: Paidós. Eisner, W. (1998). El cómic y el arte secuencial. Barcelona: Norma. Fatas, G. y Borrás, G. (1999).Diccionario de términos de arte. Madrid: Alianza. Figueras, M. (2000). Traçtocats: experieQFLHVSOjVWLTXHVDPEO¶DUW%DUFHORQD7UDo Freinet, C. (1970). Los métodos naturales II. El aprendizaje del dibujo. FontanellaEstella. Barcelona. Frutiger, A. (1981). Signos, símbolos y señales. Gustavo Gili. Barcelona. Gardner, H. (1994). Educación artística y desarrollo humano. Barcelona: Paidós. Gasca, L y Gubern, R. (1991). El discurso del comic. Madrid: Cátedra. Gasca, L (1969). El cómic en España. Barcelona: Lumen. Golging, J. (1993). El cubismo. Madrid: Alianza. Gombrich, E.H. (1979). Historia del arte. Madrid: Alianza. Hargreaves, D.J. (1991). Infancia y educación artística. Madrid: Morata. Lowenfeld, V. y Lambert Brittain, N (1985). Desarrollo de la capacidad creadora. Buenos Aires: Kapelusz. Marin R. (coord.)(2003). Didáctica de la educación artística. Madrid: Pearson. Matisse, H. (2010). Escritos y consideraciones sobre arte. Barcelona: Paidos. Micheli, M. (2006). Las vanguardias artísticas del siglo XX. Madrid: Alianza Editorial. Munari, B. (1976). Diseño y comunicación visual. Barcelona: Gustavo Gili. Munari, B. (1968). El arte como oficio. Madrid: Alianza. Ortega y Gaset, (1999). La deshumanización del arte. Madrid: Espasa.

Universidad Católica de Valencia ³San Vicente Mártir´

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Torres, M. y Juanola, R. (1998). Dibuixar: mirar i pensar. Consideracions sobre educació artística. Torres, M. y Juanola, R. (1998). Una manera d´ensenyar arts plástiques a l´escola. 140 exercicis per a educació infantil i primaria. Barcelona: Rosa Sensat. Raquejo, T. (1998). Land art. San Sebastian: Nerea. Rewald, J. (1994). Historia del impresionismo. Barcelona: Seix Barral. Rewald, J. (2008). El postimpresionismo: de Van Gogh a Gauguin. Madrid: Alianza Editorial. Romanega, J. (1989). El cine en la escuela. Elementos para una didáctica. Barcelona: Gustavo Gili. Sáinz, A. (2003). El arte infantil conocer al niño a través de sus dibujos. Madrid: Eneida. Sánchez, J.l. (2002). Historia del cine. Teorías y géneros cinematográficos, fotografía y televisión. Madrid: Alianza. Stangos, N. (2000). Conceptos de arte moderno. Barcelona: Destino. Vigotsky, L.S. (1982): La imaginación y el arte en la infancia. Madrid: Akal Wong, W. (1982). Fundamentos del diseño bi- y tri-dimensional. Barcelona: Gustavo Gili.

Universidad Católica de Valencia ³San Vicente Mártir´