Education, Art and Culture

Code:

OP119

Acronym:

EAC

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2017/2018 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	25	Official Curricular Structure	1	-	6	49	162

Teaching language

Suitable for English-speaking students

Objectives

The course Education, Art and Culture offers students of the Masters of Education Science a deliberate reflection on the place of art in educational processes, in the light of the social and cultural transformations of contemporaneity. Such reflection, at the same time seeking to emphasise the transformative value underlying the Art/Education/Culture triad, is framed by some of the educational and artistic movements that have been giving body to the practices and the concerns of different authors and actors in the field of art education. To that extent, if on the one hand this course constitutes a space for artistic and theoretical exploration of the meaning of the arts in the educational field, on the other, their paramount aim is rightly questioning instrumentalists and essentialists prospects, for which has been made the compliment of artistic expressions in the contexts of formal and non-formal education.

Learning outcomes and competences

-Understand the diversity of social, historical and political factors inherent in the construction of the various modes of addressing the high dependence of the arts in education and cultural education;

-recognize the vulnerabilities, the tensions and the emergency of an artistic education linked to community and social life, by counterpoint to political action and cultural logics of current education and training systems;

-investigate languages, practices, projects and texts on the issues of art in education, taking into account the broad universe of this field of study;

-know interpret different proposals of artistic education from the educational and cultural approaches that characterise and logics of power-know in which liabilities;

-make critical  and imaginative decisions, while facilitators agents for art education, vis-à-vis the development of experiences in this field in different contexts of non-formal education (art centres, museums, cultural associations, educational services, etc.);

-act professionally in the educational field, assuming the art as a way of thinking and imagining the change.

 

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Does no apply

Program

The programme is organised around four main themes, of whose epicenter (rotative and recoverable whenever possible in each discussion) comes a sustained reflection on Education/Art/Culture triad. The fourth and final shaft here indicated constitutes the backdrop that will accompany the reflections produced by the students and communicated orally to the group.

1. The social, the art and contemporary issues

1.1 Art and social life

1.2 Art, experience and transformation

2. Art Education (AE) and Visual Culture: transitions and conflicts

2.1 The issue of visual culture in the arts and in education

2.2 AE: some currents and models

3. Art education and cultural pluralism

3.1 Art_Arts, Culture_Cultures: cultural expressions, diversity and knowledge

3.2 Proposals and approaches to intercultural artistic education

4. The educational and artistic intervention and building communities of meaning

4.1 The relationship with the artistic object

4.2 Communicate, transform and change with the arts

 

Mandatory literature

Agamben Giorgio; O que é o contemporâneo?, Argos, 2009. ISBN: 978-85-7897-005-5
Bamford Anne; The Wow factor. Global research compendium on the impact of arts in education, Waxmann Munster, 2009. ISBN: 978-3-8309-1617-8
Barrett Maurice; Educação em arte
Benjamin Walter; Sobre arte, técnica, linguagem e política. ISBN: 972-708-177-0
Bourdieu Pierre; As^regras da arte. ISBN: 972-23-2121-8
Bruner Jerome; O^processo da educação. ISBN: 972-44-0976-7
Caldwell Brian, Vaughan Tanya; Transforming education through the arts, Routledge, 2012. ISBN: 978-0-415-68701-0
Dewey John; Art as experience, Perigee Books, 1980
Duncum Paul; How Art Education can contribute to the Globalization of Culture, Jade 19.2, 2000
Duncum Paul; Visual Culture Art Education: Why, What and How, Jade 21.1, 2002
Eça Teresa; A educação artística e as prioridades educativas do início do séc. XXI, Revista Iberoamericana de educación, 52, pp. 127-146, 2010
Efland Arthur D., Freedman Kerry, Sthur Patricia; La educación en el arte posmoderno, Paidós, 2003. ISBN: 84-493-1422-4
Eisner Elliot E.; O que pode a educação aprender das artes sobre a prática da educação?, Currículo sem fronteiras, vol. 8, 2, pp. 5-17, 2008
Fish Stanley; Is There a Text in this Class?, 1995. ISBN: 0-674-46726-4
Freedman Kerry; Teaching Visual Culture: Curriculum, Aesthetics, and the Social Life of Art, Teachers College Press, 2003
Hernández Fernando; A^organização do currículo por projectos de trabalho. ISBN: 85-7307-366-7
Kuhn Thomas S.; A^tensão essencial
Lúcio Álvaro Laborinho; Educação, Arte e Cidadania, Temas & Lemas, 2008. ISBN: 978-989-95765-0-6
Madoff Steven H. (Ed.); Art School. Propositions for the 21st Century, MIT Press, 2009. ISBN: 978-0-262-13493-4
Nogueira Paulo José Vieira; A^escrita e os escritores
Nussbaum Martha; Uma crise planetária na educação, Courrier Internacional, Ed. Portuguesa, 175, 2010
Pacheco Natércia A. 570; Expressões. ISBN: 978-989-8148-52-0
Read Herbert; A^educação pela arte
Ribeiro Agostinho Dias Sousa; A^escola pode esperar. ISBN: 972-41-3201-3
Santos Arquimedes da Silva; Estudos de psicopedagogia e arte. ISBN: 972-24-1051-2
Silva José Carlos de Paiva e; Arte/desenvolvimento
Schlanger Judith; A^vocação. ISBN: 972-8407-84-X
Sousa Alberto; Educação pela Arte e Artes na Educação, Piaget, 2003. ISBN: 972-771-617
Stoer Stephen R.; Levantando a pedra. ISBN: 972-36-0499-X
UNESCO; Roteiro para a Educação Artística, 2006
Valéry Paul; Discurso sobre a estética, poesia e pensamento abstracto, Vega, 1995. ISBN: 972-699-477-2
Vygotsky Lev Sémionovitch; A^imaginação e a arte na infância. ISBN: 978-989-641-045-2

Teaching methods and learning activities

Will privilege the following methods and dynamics in the classroom:

Exposition of concepts; Reading and interpretation of texts and images; Survey of information by students; Small and large group work; Discussions and debates from the educational and artistic experiences lived by the students during the semester.

keywords

Social sciences > Educational sciences > Education
Social sciences > Educational sciences > Education > Art education
Social sciences > Cultural studies
Humanities > Arts

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	100,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	47,00
Frequência das aulas	49,00
Trabalho de campo	10,00
Trabalho escrito	56,00
Total:	162,00

Eligibility for exams

The assessment scheme adopted assumes compliance with the compulsory attendance. It is considered that the student complied with the attendance, having been regularly enrolled and to that extent not exceeding the limit number of fouls, corresponding to 25% provided for (cf. Article 9, 2 of regulation of evaluation).

 

Calculation formula of final grade

The final assessment is obtained by evaluating an individual written paper performed by the student. Such written paper, personal and theoretically supported, will be object of communication to the group in the calendar set. The individual written paper will focus on a critical reflection on educational and artistic experience lived by the student during the semester.

This written paper will have a weighting of 100% on the final standings and will be ranked on a scale of 0 to 20 values. To get final approval, the student must obtain a minimum of 10 values.

Examinations or Special Assignments

Does not apply

 

Internship work/project

Does not apply

 

Special assessment (TE, DA, ...)

Students who by law are required to frequently in class may be called upon to perform a particular paper, with a view to the assessment of skills and knowledge provided in this course. To this end, such a situation of layoff must be communicated to the teacher at the beginning of classes, with a view to defining the terms of delivery of special paper (cf. Article 7, 4 of regulation of evaluation).

Classification improvement

Improvements in the final assessment will take place under the terms of the regulation of evaluation (i.e. only once and in one of the two seasons immediately subsequent to that assessment in which students obtained approval), and shall consist of a complete reformulation of individual written paper.