Experiência Artística como Direito Educacional

Code:

OP127

Acronym:

EACDE

Keywords
Classification	Keyword
CNAEF	Educational Sciences

Instance: 2018/2019 - 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	17	Official Curricular Structure	1	-	6	49	162

Teaching language

Suitable for English-speaking students

Objectives

To acquire professional competence and critical engagement in the use of music and other arts- based activities within the classroom or other learning environment

To appraise a range of ethical frameworks to work with children and young people affected by adverse life experiences

To develop reflective and critical thinking and learning styles

Learning outcomes and competences

This European module focuses on developing the use of music and other arts in the students’ practice to support the relational health of children and young people affected by adverse life events and trauma.

The student will be required to design and carry out a two-stage inquiry in their workplace following workshops and lectures on the ethical frameworks and skills and resources needed to work with music and the arts to support relational health.

Students do not need a background in music and the arts to undertake this module.  Those who do have some pre-existing relevant skills and knowledge in the arts will be encouraged to develop these.

 

On successful completion of this module students will be able to:

• Demonstrate critical engagement in the use of music and other arts- based activities within the classroom or other learning environment
• Critically appraise a range of appropriate ethical frameworks to work with children and young people affected by adverse life experiences
• Design an appropriate classroom inquiry within this ethical framework incorporating the use of arts-based activities to support social and relational wellbeing in the classroomor other learning environment
• Implement and document this inquiry using a reflexive approach
• Critically engage with literature pertaining to the use of the arts to develop social and relational learning and the importance of attachment 
• Demonstrate and appraise their developing trauma-informed professional competences in relation to a Framework of Competences

Working method

Presencial

Program

1. Arts based skills and resources to be introduced into the workplace


2. Ethical frameworks including UNCRC principles and recent policy drives


3. European Policy context for the relational health of children and young people in education


4. Relationship between creativity and recovery from trauma and disadvantage situations


5. Relevant evaluation tools for use in action-based inquiries using the arts


6. Design of a workplace inquiry using music and the arts


7. Reflective learning styles

Mandatory literature

Awartani, Marwan & Looney, Janet ; Learning and Well-being: An agenda for change. World Innovation Summit for Education, 2016
Barone Tom; Arts based research. ISBN: 978-1-4129-8247-4
British Education Research Association (BERA) ; Ethical guidelines for educational research., 2018
Clough, Nick, Tarr, Jane, Stachyra, Krzysztof, Addessi, Anna Rita, & Katarzyna Maliszewska; Clough, Nick, Tarr, Jane, Stachyra, Krzysztof, Addessi, Anna Rita, & KatarzynaExploring teacher competences for relational health in schools. Educação, Sociedade & Culturas, 50, 15-32., 2017
Cohen, Jonathan; Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being. Harvard Educational Review, 76 (2), 201-237., 2006
Denzin Norman K. 340; Strategies of qualitative inquiry. ISBN: 0-7619-1435-8
Denzin Norman K. 340; Strategies of qualitative inquiry. ISBN: 0-7619-1435-8
Jennings, P., & Greenberg, M. ; The prosocial classroom: Teacher social and emotional competence in relation to child and classroom outcomes. Review of Educational Research, 79, 491–525., 2009
Macedo, Eunice, Carvalho, Alexandra, Torres, Flora, Santos, Sofia A., with Helena C. Araújo, & Pedro Ferreira; Addressing teacher competences: A qualitative impact study in four European countries, [Unpublished LINK Project Scientific Report]. Erasmus+, 2017
Macedo, Eunice, Santos, Sofia, Torres, Flora, Hardalova, Poliksena; Reinventing the allegory of the cave through drama: Teachers’ challenges and competences in the Education of vulnerable young adults in Portugal. Educação, Sociedade & Culturas, 50, 75-94, 2017
Macedo Eunice; Prazer de fazer. ISBN: 972-0-34952-2
Ribeiro, Agostinho ; O mistério da criatividade: Teorias e práticas nas ciências e nas artes, na vida quotidiana e na educação, Afrontamento, 2018
UNICEF; A Convenção sobre os Direitos da Criança, UNICEF, 2004
Zanchi, Barbara, Bacarella, Elena, Bonfiglioli Luisa, Adessi, Anna, Colace, Elisabeta & Quadrelli, Francesca ; Inclusive practice in Italian schools: body and music for listening without words. Educação, Sociedade & Culturas, 50, 33-52., 2017

Complementary Bibliography

Macedo, Eunice; Vozes jovens entre experiência e desejo: Que lugares de cidadania?, Afrontamento, 2018

Teaching methods and learning activities

The module employs a variety of techniques requiring the students to use and further develop their skills of independent learning.

 There is a practical element to the module, involving:

Training in musical and arts-based activities which can be used to support the relational health of young people through workshops

Supported practical application of this within the workplace (or partner institution when the students are not student-workers).

Online lectures about much of the module content

 Module content will be further discussed and developed in face-to-face seminars

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	10,00
Participação presencial	20,00
Trabalho escrito	30,00
Trabalho prático ou de projeto	40,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	39,00
Estudo autónomo	50,00
Frequência das aulas	49,00
Trabalho de investigação	12,00
Trabalho escrito	12,00
Total:	162,00

Eligibility for exams

The attainment of the UC implies:

1 - At least 75% attendance of the planned classes
2 – Reflexive presentation on the practice (incorporating audio-visual elements - 20 minutes)

3 - Practice portfolio

4 - Inquiry portfolio (individual)

5 – Oral participation in seminars

Calculation formula of final grade

Evaluation Formula

 Opportunities will exist for formative assessment in the module, through intervision, individual feedback from tutors and peer reflection.

• Reflexive presentation on the practice - 30%
• Practice portfolio (group) - 20%
• Inquiry portfolio (ind.) - 30%
• Oral participation in lessons 20%

Examinations or Special Assignments

N/A

Internship work/project

N/A

Observations

This curricular unit results of two international projects: Stalwarts - Supporting teachers and learners with the arts, ongoing, and LINK - learning in a new key, concluded in 2018.