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Lecturer(s)
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Grygar Miroslav, Doc. PaedDr. CSc.
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Hovorová Markéta, PhDr. Ph.D.
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Course content
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1.Change of approach to art education in contemporary school and thereof resulting claims for teacher. 2. Psychotherapy, its principal aims and its instruments. Its significance for art therapy and pedagogy. 3.Art therapy, its principal aims and its instruments. Significance of art therapy for contemporary art education. Options for use of some modified methods and aims in art education. 4.Key penetrations and differences between psychotherapy, art therapy and art education. 5.Psychological aspects of expressive creation - memory and its influence on actual knowledge, "here and now" moment. Theory of mentalisation of P. Fonagy and E. Target, pretend modus and fictional world. 6.Psychodynamic psychotherapy for educational work with interpersonal relations. Basic contribution of human oriented psychotherapy for educational work with interpersonal relations. 7.Individual work with clients - possibilities and limits. 8.Interpersonal learning and its significance to work with educational group, corrective emotional experience, feedback, reflective dialogue. 9.Communication, rules and borders into interpersonal relation. 10.Interpersonal learning and its significance to work with educational group, corrective emotional experience, feedback, reflective dialogue.
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Learning activities and teaching methods
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Collaborative instruction, Cooperative instruction, Discussion, Instruction based on dialogue, Multimedia supported teaching, Students' portfolio, Skills demonstration, Task-based study method, Individual study, Self-study of literature, Textual studies
- Individual project (40)
- 25 hours per semester
- Contact hours
- 52 hours per semester
- Preparation for an examination (30-60)
- 40 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| Positive and active attitude for visual expressive creation, visual culture in general, experience pedagogy, psychology and art therapy. |
| learning outcomes |
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| 1. Students in interactive theoretical entry (45 - 60 min) gain experience and knowledge from area constructivist pedagogy and art philetics, psychology and art therapy, which are important for realization of experience visual activities, their reflection and interpretation. 2. Students experience and learn psycho-social phenomena, which impact process and quality of interactive work with visual art experience in educational process. 3. Students connect given theory with personal experience, they think where they encounter given phenomenon and they illustrate their understanding by optional concrete examples. 4. Students in presented concrete micro-casuistry identify, analyze, and interpret key elements, which determine course of given situation, subsequently they abstract them into more abstract categories and they assign them theoretical concepts (terms) they were familiarized in theory by which. 5. They create visual sketch by various visual art techniques according to subject reserved by lecturer. 6. Subsequently they reflect individual creative processes and incurred artifacts. 7. During reflection they identify moments which were important for genesis and form of given artifact. 8. They auto-diagnose, analyze and interpret relations between themes of visual artifact, its form, and incurred content, emotional accompaniment of creative process and personal experience of its author. 9. They auto-diagnose, analyze, interpret and assess relation individual person/group and interpersonal relations in real experience from visual creation and its reflection. 10. They do specific recursive motion between theory and immediate personal experience, it means they adopt their knowledge to experienced reality in the course and they abstract and construct generally valid which are related to a work with visual expression experience. 11. In individual part of written reflection they attain required distance for checking knowledge acquired by immediate experience. They diagnose, analyze, interpret and assess meaning of personal experience from action in a context of routine reality of life. 12. In final seminar paper they diagnose, analyze, interpret and assess influence of intensive continual work with visual experience and its reflection on individual self-knowledge, its influence on psychic fitness and psycho-social abilities and on their development. 13. Subsequently they assess seminar progress - its powerful and weak features and optionally they design procedures by what way to adapt content and development of the course to better fulfills follow objectives. |
| teaching methods |
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| Multimedia supported teaching |
| Task-based study method |
| Textual studies |
| Skills demonstration |
| Collaborative instruction |
| Cooperative instruction |
| Self-study of literature |
| Individual study |
| Students' portfolio |
| Discussion |
| assessment methods |
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| Skills demonstration during practicum |
| Portfolio |
| Seminar work |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Continuous assessment |
| Self-evaluation |
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Recommended literature
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Jedlička, R. et al. Poruchy socializace u dětí a dospívajících. Praha: Grada, 2015. ISBN 978-80-247-5447-5.
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Liebmann, Marian. Skupinová arteterapie : nápady, témata a cvičení pro skupinovou výtvarnou práci. Praha : Portál, 2005. ISBN 80-7178-864-3.
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Prochaska, James O.; Norcross, John C. Psychoterapeutické systémy : průřez teoriemi. Praha : Grada, 1999. ISBN 80-7169-766-4.
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Riedel, Ingrid. Obrazy v terapii, umění a náboženství : interpretace obrazů z pohledu hlubinné psychologie. Praha : Portál, 2002. ISBN 80-7178-531-8.
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Rubinová, Judith Aron. Přístupy v arteterapii. Praha - TRITON, 2008.
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Sborník. Současná arteterapie v České republice a v zahraničí. Univerzita Karlova v Praze- Pedagogická fakulta ve spolupráci s Českou arteterapeutickou asociací, 2000.
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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. 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, Vladimíra; Hazuková, Helena; Slavík, Jan. Výtvarné čarování : (artefiletika pro předškoláky a mladší školáky). V Praze : Univerzita Karlova-Pedagogická fakulta, 2003. ISBN 80-7290-016-1.
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Šicková-Fabrici, Jaroslava. Základy arteterapie. Praha : Portál, 2002. ISBN 80-7178-616-0.
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Vavrda, Vladimír. Otázky soudobé psychoanalýzy : tradice a současnost. Praha : Nakladatelství Lidové noviny, 2005. ISBN 80-7106-672-9.
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Yalom, Irvin D. Teorie a praxe skupinové psychoterapie. Praha : Portál, 2007. ISBN 978-80-7367-304-8.
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Ženatá, Kamila. Obrazy z nevědomí : práce v arteterapeutickém ateliéru. Praha : Portál, 2005. ISBN 80-7367-033-X.
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