Expressions, Creativity and Education

Code:

E102

Acronym:

ECE

Keywords
Classification	Keyword
OFICIAL	Psychology of Education

Instance: 2008/2009 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCE	0	Plano de transição	1	-	3	-
LCED	105	Official Curricular Structure	1	-	3	-

Teaching language

Portuguese

Objectives

-- To initiate the construction of a community of mutual learning by organizing interaction situations that promote communication among the elements of the group;
-- To arrange for contact with cultural events taking place in Porto and which are capable of stimulating reflection about oneself, others, education and the world;
-- To use significant day-to-day moments to stimulate reflection about oneself, others, education and the world;
-- To confront students with situations invoking new ways of reading and looking at current facts which have been transformed into facts understood as evident by tacit acceptance;
-- To stimulate the development of writing skills via the production of various kinds of texts justified by the training experiences within the work group;
-- To stimulate the development of communication skills through the use of multiple instruments and expressive mediums (body, music, visual, etc.);
-- To favour the creation of co-operation,questioning and sharing moments which bring sense and meaning to all the activities taking place within this course;
-- To contribute to gaining awareness regarding an approach to day-to-day life as a process of knowing oneself and others;
-- To contribute to students' process of self-knowledge and self-training;
-- To develop, based on testimonies from lived experiences, competencies in expressing, understanding and analysing the training dynamics present in discourse and narratives about the self and other;
-- To facilitate spaces/situations for expression/individuation and knowledge of the self and the other appealing to lived experience, imagination and the sensed world;
-- To recognize the fundamental part that the body and emotion play in reasoning, knowing and decision-making processes;
-- To deepen bodily and dramatic expression processes as well as those regarding communicating with another, privileging interactive methodologies.

Program

This curricular unit aims, firstly, at promoting contact between students and the surrounding human, social and cultural reality. It is from this contact, chosen bearing in mind an approximation to the Educational Sciences field, that it is expected students could benefit: from a group of personal and social experiences which can be appropriated as training opportunities - since they may allow for the development of communication skills, established with different kinds of communication tools; and for the development of a more creative relationship with others and with the world. More than appropriating concepts in the domains of expression and creativity, as educational phenomena, it is important to use students' lived experiences, in this regard, as resources for training. This could, on one hand, lead students into using other analytic tools capable of potentiating their competencies in reading and interpreting the world; and, on the other hand, make students understand the educational possibilities opened by the use of educational tools which value learners' protagonism. In this respect, this curricular unit becomes, also, an opportunity for academic socialization of students enrolling in the Educational Sciences degree.
Working with and on relational and emotional dimensions is therefore favoured, following a Rogerian slant (constructive change, meaningful learning, congruence, and positive and unconditional regard). Attitudes and the effects of communicative interactions are also worked, together with a focus on some of the relevant aspects present in the dynamics of interviewing. Dramatic games as a pedagogical approach, are tools for knowing ourselves and others; are pedagogical tools capable of taking us from participation to facilitation, composition and expression of our creativity; and, finally, are communication tools carrying us from the body to the character.

Mandatory literature

Haetinger, Max; Criatividade:Criando Arte e Comportamento, 1998
Ferreira, Sueki; O Ensino das Artes, Papirus Editora, 2004
Alencar Eunice M. L. Soriano de; Psicologia da criatividade
Frois João Pedro; Educação Estética e Artística, Fundação Calouste gulbenkian, 2000
ROGERS, Carl ; Tornar-se Pessoa, Moraes Editores, 1961
LEAL, Isabel; Entrevista clínica e Psicoterapia de Apoio., Lisboa: ISPA, 1999
NÓVOA, António (Org.); O método (auto)biográfico e a formação. , Lisboa: Ministério da Saúde. Departamento de Recursos Humanos e da Saúde., 1998

Teaching methods and learning activities

Teaching and learning methodologies during contact hours:
Lecturing
Cultural events and field trips
Group work in class
Work or conference presentations
Debates [in class]

Ways of learning during autonomous work hours:
Developing and producing a final reflection assignment
Preparing conferences and work presentations
Writing personal reflection texts about the field trips, the debates, the work presentations, the lectures and the group activities

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Subject Classes	Participação presencial	28,00
	Teste	40,00
	Teste	13,00
	Total:	-	0,00

Eligibility for exams

Given the objectives of this course and the nature of the activities it involves, it requires students' presence in at least 75% of the presented classes and students' respect for the norms regarding attendance.

Calculation formula of final grade

Final classification will be calculated as a function of the individual or group assignments to be produced, the production of materials to be assessed, as well as students' participation in debates and programmed and developed activities. Each one of the assignments will be graded to a maximum of 10 (on a scale ranging between 0 and 20), the remaining grade being attributed based on the participation in debates and programmed activities, depending on the number of assignments and participation events.

Examinations or Special Assignments

Not applicable.

Special assessment (TE, DA, ...)

Even though students with special attendance conditions may have singular work programs, it is not considered possible that these can occur completely separate from the generic program of activities designed for the rest of the group. Any distinct evaluation project will have to be negotiated with the lecturer during the first two weeks of classes (or after that if there are justifying reasons, or if students have frequently attended classes).

Classification improvement

In accordance with the terms on the regulation for students' evaluation (Chapter 13, article 11), all students can request an opportunity to improve his/her classification. They can request, depending on the cases, for a revision of the assignments or of the logbook (journal), a decision that will have to be sanctioned by the lecturer. As decided by the lecturer, students may: (i) review their assignments and present and defend them orally; (ii) review the assignments without having to present and defend them orally.
Any student is entitled to having his/her evaluation reviewed. If so intended, students have to present an appeal to that effect. The lecturer must then follow the obligatory legal requirements.