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Lecturer(s)
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Kirschenmann-Tenter Johannes, Prof. Dr.
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Uhl Skřivanová Věra, PhDr. Ph.D.
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Course content
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1. Fine art, artwork and the possibilities of its mediation. Visual culture and audiovisual in education. The content of art and audiovisual education and learning, the curriculum and its relationship to teaching methods. Curriculum documents and their relationship to the implementation of the curriculum in the secondary school. 2. Situation of teaching and experience, transformation of artistic and visual culture contents. Implementation of the curriculum of art and audiovisual education in teaching in secondary schools. Art and visual culture as an inspirational starting point and teaching content. 3. Teaching task as a basis for semantization and conceptualization of educational content in art and audiovisual education. Intersubjective, subjective and objective aspects of content transformation in learning tasks in SHS. Development of creativity and visual literacy through active work with digital content. 4. Methodology, methodology and method in art and audiovisual education. Interaction between teacher, students and content on the basis of learning tasks in art and audiovisual education in secondary schools. Methodology of art and audiovisual activities and didactic structure of preparation for teaching. 5. Contemporary art in contemporary school. Interdisciplinary approaches in new media art as an inspirational starting point for teaching in secondary schools. Current possibilities for the intersection of pedagogical and artistic performance activities in the school. 6. Curriculum in art and audiovisual education; dynamic and static aspects of curriculum existence with a focus on the SHS. Educational content, aim, curriculum and expected outcomes of the Framework Educational Programmes in the Czech Republic. Analysis of creative tasks and its relation to curriculum documents. 7. Stages and ways of applying the curriculum as a form of existence of educational content. The hidden curriculum in art and audio-visual education and its relations to the formal (explicit) curriculum. Educational content, aim, curriculum and expected outcomes of the Framework Educational Programmes in the Czech Republic. Issues of creation as a way of curriculum implementation. 8. Didactic categories of preparation of the unit of art and audiovisual education. Idea maps and conceptualization of the content (e.g. 3A methodology). 9. Art and audiovisual education in and out of school. Specifics of gallery and museum education. Preparation of educational programme. Mediation of new media art. 10. Potential of contemporary art and audiovisual education in school, out-of-school practice and social work or public space. Directing teaching towards the development of digital competences. 11. Art education and intercultural education, intergenerational understanding, education of the elderly. 12. Reflection of teaching as a tool for analysing, evaluating and improving the quality of teaching in art and audiovisual education. The links between teaching reflection, action research and curriculum research in the SHS. Conceptual analysis of the educational program. 13. Curriculum research in art and audiovisual education. Action research on teaching, self-evaluation, comparative curriculum research with a focus on SHS. Implementation, validation, reflection and improvement alteration of educational programme. Quality improvement of education. 14. Basic concepts in the field of reflection and evaluation of teaching - relation to the subjects KPG/ZRHV and KPG/RHV.
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Learning activities and teaching methods
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- Preparation for an examination (30-60)
- 40 hours per semester
- Contact hours
- 26 hours per semester
- Undergraduate study programme term essay (20-40)
- 35 hours per semester
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| prerequisite |
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| Knowledge |
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| to clarify the basic rules for training, curriculum implementation and teaching reflection; |
| to explain the basic concepts for teaching analysis; |
| to describe basic procedures for interpretation and critical analysis of curriculum documents. |
| Skills |
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| to observe the lesson, to shape her thought image and to reflect it analytically; |
| to form the basics of preparation for teaching; |
| to apply the basic skills of realizing the curriculum. |
| 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 clarify the required rules for teaching preparation, curriculum implementation and reflection of teaching, and to explain their teaching sense; |
| to explain the required concepts for teaching analysis and to understand their meaning for educational practice; |
| to interpret and critically analyze curricular documents with an understanding; |
| to explain the content of the basic didactic categories. |
| Skills |
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| to observe the lesson, to shape her thought image and analytically reflect it with the application of the required terms; |
| to create teacher's preparation for lesson and critically correct it in expert argumentation or practice; |
| to apply the skills of realizing the curriculum with an understanding; |
| to use theory effectively to reflect, evaluate and improve their own teaching practice; |
| to creatively transform educational content from visual and audiovisual culture; |
| plan teaching with a focus on digital competences. |
| Competences |
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| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture with a video analysis |
| Lecture supplemented with a discussion |
| Textual studies |
| Cooperative instruction |
| Seminar |
| Multimedia supported teaching |
| Collaborative instruction |
| Self-study of literature |
| E-learning |
| Students' portfolio |
| Skills |
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| Cooperative instruction |
| Individual study |
| Students' portfolio |
| Textual studies |
| Content analysis of the curriculum. Analysis according to the 3A methodology. |
| Competences |
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| Students' portfolio |
| Discussion |
| assessment methods |
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| Knowledge |
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| Portfolio |
| Seminar work |
| Individual presentation at a seminar |
| Formative evaluation |
| Skills |
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| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Continuous assessment |
| Portfolio |
| Self-evaluation |
| Competences |
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| Skills demonstration during practicum |
| Continuous assessment |
| Self-evaluation |
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Recommended literature
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DEHART, J., HASH, P. Arts-Based Research Across Visual Media in Education. Routledge, 2023. ISBN 9781032279183.
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Kirchner, C.; Kirschenmann, J. Kunst unterrichten: Didaktische Grundlagen und schülerorientierte Vermittlung. Kallmeyer, 2015. ISBN 978-37-800-4828-8.
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STEHLÍKOVÁ BABYRÁDOVÁ, H., DRURY et al. Participace v umění a ve výchově. Praha: Vydavatelství MU, nakladatelství Dokořán. 2021.
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Uhl Skřivanová, V., Plíhalová M. Pozice české výtvarné výchovy v mezinárodním kontextu. Západočeská univerzita v Plzni, 2022. ISBN 978-80-261-1099-6.
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UHL SKŘIVANOVÁ, Věra, ed. Pedagogika umění ? umění pedagogiky, aneb Inovativní, interkulturní a interdisciplinární přístupy k edukaci.. Ústí nad Labem: Univerzita J. E. Purkyně v Ústí nad Labem, 2013. ISBN 978-80-7414-582-7.
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UHL SKŘIVANOVÁ, Věra. Pojetí vzdělávacích cílů v ČR a Německu aneb umělecko-pedagogická interpretace kurikulárních dokumentů českých a bavorských gymnázií.. Brno: Paido, 2011. ISBN 978-80-7315-228-4.
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