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Lecturer(s)
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Kirschenmann-Tenter Johannes, Prof. Dr.
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Zapletal Aleš, MgA. et MgA. Ph.D.
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Course content
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1. Personalisation and acculturalisation dimension of expressive education. Authority and professionalism in expressive education, the role of justification of lege artis 2. Reflective balance of pedagogical work; pre-and then structured reflection. The artistic experience analysis function for teaching preparation and for evaluating its quality. Added value in the context of the quality of the art experience 3. Content and its transformation in teaching as the processes of symbolizing and shaping the learning environment. Types of symbolism by N. Goodman and in addition to the perspective of the first person 4. Analysis of content and its transformation. Experiential and experience components: thematic, constructive, empathic, experiential 5. Concept, expression and its meaning as a basic unit of didactic analysis of expressive creation 6. Pedagogical work, its situation and its relation to expressive experience 7. Personal preconception - didactic content unit. Socio-cognitive challenge and educational motives 8. Content as a result of world-creation. Reality, a possible world, a fictional world in culture and art. Existential situation 9. Pedagogical treatment of the boundaries between fiction and non-fiction. Concept of potential space and experience modalities: pretend, merging, reflection 10. Arranging the artistic situation in expressive education. Terms, demands: "what is art?", "When is art?" Canons of the object, canons of the subject in interpreting and evaluating the artistic situation in art education 11. Evaluation as a means of socio-cognitive challenge and educational motives in expressive education. Reflective dialogue and its relation to pupil's personality characteristics. Hermeneutical identity 12. Alteration and version of analytical procedures in the evaluation of expressive work in pedagogical practice 13. The subject in expressive education and its peculiarities compared to the teaching subjects. Didactic Analysis of Educational Process in Artphiletics
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Learning activities and teaching methods
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- Contact hours
- 26 hours per semester
- unspecified
- 30 hours per semester
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| prerequisite |
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| Knowledge |
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| to pass the KVK / ZA course or have the professional knowledge, professional competence and general competence to the extent required after completing this subject; |
| to clarify the terminology required, to explain the content of concepts logically in the cognitive context of the field and in the desired broader interdisciplinary or philosophical context; |
| to describe the link between the creative side of its pedagogical activity and its program curricular background in the FEP. |
| Skills |
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| to explain theoretical knowledge on model examples from practice; |
| to reflect modeling educational situations, to analyze, to describe and to interpret their essential elements, relationships and structure, to evaluate them and to consider their context at the ontodidactic and psychodidactic level; |
| to use professional terms, respectively. criteria for analysis, interpretation, interpretation, judging and evaluation within model or real-world situations. |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| to realise the required facts from the historical development of art education and related arts disciplines and to explain them with regard to the current state and development perspectives of the field; |
| to describe the links between the creative side of its pedagogical activity and its program curricular background in the FEP; |
| to clarify the relationship between the contents and the contents of the Art and Culture field, to illustrate this link with appropriate visual material and to explain its essence. |
| Skills |
|---|
| to reflect, analyze and interpret the experiences of model situations and to derive generalizing judgments from them, advocate, discuss and critically analyze these judgments with respect to the group discussion; |
| to analyze the connections between different types of concepts, their means of expression and subjective content; |
| to discern and interpret the connections between cultural concepts and subjective manifestations of preconceptions; |
| to represent, justify and defend in the reflective dialogue in the group their preparatory model and discuss possible improvement variants of the pedagogical work. |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture |
| Lecture supplemented with a discussion |
| Discussion |
| Skills |
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| Seminar |
| Skills demonstration |
| Collaborative instruction |
| Cooperative instruction |
| Individual study |
| Students' portfolio |
| Competences |
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| Task-based study method |
| Lecture supplemented with a discussion |
| Students' portfolio |
| Discussion |
| assessment methods |
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| Knowledge |
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| Oral exam |
| Continuous assessment |
| Skills |
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| Portfolio |
| Self-evaluation |
| Seminar work |
| Skills demonstration during practicum |
| Competences |
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| Oral exam |
| Continuous assessment |
| Portfolio |
| Self-evaluation |
| Seminar work |
| Skills demonstration during practicum |
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Recommended literature
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SLAVÍK, J. et al. Reflexe a hodnocení kvality výuky. Západočeská univerzita v Plzni, 2020. ISBN 978-80-261-0920-4.
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SLAVÍK, J., WAWROSZ, P. Umění zážitku, zážitek umění. 2. díl : teorie a praxe artefiletiky. Praha : Univerzita Karlova-Pedagogická fakulta, 2004. ISBN 80-7290-130-3.
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Slavík, Jan; Chrz, Vladimír,; Štech, Stanislav. Tvorba jako způsob poznávání. Vyd. 1. V Praze : Karolinum, 2013. ISBN 978-80-246-2335-1.
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Slavík, Jan. Umění zážitku, zážitek umění. 1. díl : teorie a praxe artefiletiky. V Praze : Univerzita Karlova-Pedagogická fakulta, 2001. ISBN 80-7290-066-8.
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Slavíková V., Slavík J., Hazuková H. Výtvarné čarování - artefiletika pro předškoláky a mladší školáky. Univerzita Karlova v Praze - Pedagogická fakulta: Praha, 2000.
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Valenta, Milan; Humpolíček, Pavel. Hra v terapii. Vydání první. 2017. ISBN 978-80-262-1190-7.
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