PdF:SZ6060 Creative art techniques such a - Course Information

SZ6060 Creative art techniques such as space for diversity in inclusive school

Extent and Intensity

0/2/0. 3 credit(s). Type of Completion: k (colloquium).

Teacher(s)

Mgr. Pavel Sochor, Ph.D. (lecturer)

Guaranteed by

prof. PhDr. Karel Pančocha, Ph.D., M.Sc.
Department of Education – Faculty of Education
Supplier department: Institute for Research in Inclusive Education – Faculty of Education

Timetable of Seminar Groups

SZ6060/Prez01: Tue 18:00–19:50 učebna 22, P. Sochor
SZ6060/01: Sat 2. 5. 9:00–16:50 učebna 22, P. Sochor

Prerequisites

SOUHLAS
None;

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 40 student(s).
Current registration and enrolment status: enrolled: 0/40, only registered: 0/40, only registered with preference (fields directly associated with the programme): 0/40

fields of study / plans the course is directly associated with

there are 59 fields of study the course is directly associated with, display

Course objectives

The course aims to provide students with a critical framework for understanding the importance of diversity of pupils with special educational needs in the inclusive school - through creative art techniques. They offer one of the practical tools for the prevention of socially pathological phenomena, which the teachers can meet at their pupils. The aim is also to introduce the basic concepts and interdisciplinary contexts related to socio-cultural issues of ex/inclusion in school and extracurricular activities with pupils with special educational needs. Students are expected to learn the foundations of socio-cultural concept of disability in inclusive school. Individual topics are illustrated with examples of life stories - pupils with disabilities and their families. The seminar emphasizes interdisciplinary, relying on sociocultural, philosophical, psychological and aesthetical knowledge and puts them into the context of teaching. Through the acquisition of selected creative techniques of artistic creation and the students (in the role of teachers) are better able to interpret the otherness of their future students with disabilities or their uniqueness (talent). At the end of this course, students will be able to build on the acquired theoretical knowledge to enable the project to support a student with a disability and his family in an environment of mainstream culture, which is part of the inclusive school.

Learning outcomes

- identify and summarize basic theoretical interdisciplinary background - describe the factors that influence the teacher's concept of teaching - describe pedagogical diagnostics of artefiletic

Syllabus

• Outcomes of learning: • understanding of theories of sociocultural concepts of disability and the socio-cultural environment (in and outside school); • ability to apply selected creative art techniques such as space for diversity in inclusive school; • understanding of pupils with special educational needs through art projective techniques and their interpretation; • understanding of phenomen diversity, which is not a barrier experience success in the classroom, community, school and society; • describe the processes that lead to exclusion of children (pupils) with disabilities of the natural social environment (eg. Class, party, family, etc.) - to reflect the sociocultural model approach to disability; • student is able to make informed (with the support of the theory and research) and critically discuss the questions raised in the course syllabus; • student is able to reflect on their attitude to diversity and its impact on their own teaching practice; Main topics (outline): 1. What is normal and what is abnormal in culture? How can we define the socio-cultural norms? May be otherness a positive value in the class group and school? 2. What is the role of authenticity and originality of the social interaction among peers? 3. What is the relationship between art and culture? What are the aspects of the creation of cultural values ​​in the context of inclusion? 4. What are the models of visual culture? 5. What is the potential of cooperative, reflective, creative and experiential approach to education for all students regardless of common educative environment in the context of art therapy? 6. What are the experiential creative techniques drawing from the art forms? Students apparent their use in school and outside the school environment. Clarify, what techniques to convey to all pupils knowledge of their normality and diversity? Which are difficult to verbally reportable and explainable? Course content: The subject will be realized through exercises. Students will be discussed topics such terminological definition of the concept of disability, inclusive of visual culture, art creative technology in education, creativity of students as a space of otherness and diversity in the classroom and the school influence art persons disability (disability art, art brut, outsider art,) the current paradigm of disability, theory of normality and diversity, and selected art therapy techniques. Structure of the course will consist of presentations also examples of successful cultural and educational projects and discussions with parents of children with disabilities on issues of creative education. Topics for project creation: 1) Displaying student with disabilities in film, photography and visual arts. 2) Cultural institutions that promote inclusive trends in schools at home and abroad. 3) A talented student with a disability in inclusive school. At the end of the course students will be able to reflect the acquired knowledge and the skills of environment inclusive culture that respects the specific needs of students with disabilities and their families. Students will be able to identify the end of the course selected aspects of the specific needs of a student with disabilities - both in the role of creator of cultural activities (film, photography, fine art, etc..) And as a recipient of cultural values ​​in the school and outside the school environment.

Literature

required literature
• SOCHOR, P. Člověk s postižení a výtvarná tvorba. Od zobrazování k autorství. Brno: MU, 2015. ISBN978-80-210-7925-0.
• PANČOCHA, K. Postižení jako axiologická kategorie sociální participace. Brno: MU, 2013. ISBN 978-80-210-6344-0.
• ŠICKOVÁ-FABRICI, J. Základy arteterapie. Praha: Portál, 2002. ISBN 80-7178-010-0.

Teaching methods

Theoretical training and practical exercises, development projects;

Assessment methods

Colloquium - presentation of the project (solutions in the role of teacher / assistant teacher); Additional information:   Conditions for successful completion of the course: - Active participation in seminars min. 80% - Preparation for seminars - the study of documents stored in IS: range of 20 pages, watch videos / movies, discharging seminars tasks, project preparation. Condition for completing the course is a semester project and its oral defense at the colloquium. Project topics will be course materials on the document server. Students perform exercises and assignments are inserted into IS - in electronic form.

Language of instruction

Czech

Further Comments

The course is taught annually.

• Enrolment Statistics (Spring 2020, recent)
  
• Permalink: https://is.muni.cz/course/ped/spring2020/SZ6060