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Lecturer(s)
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Šedivá Vladislava, PhDr. Ph.D.
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Heringová Jitka, Mgr. Ph.D.
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Hovorová Markéta, PhDr. Ph.D.
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Jansová Hana, Mgr.
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Course content
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1. Terminological definition of the concept of disability 2. What is normal, what is abnormal in culture? How can socio-cultural standards be defined? Can otherness be a positive value in class and school collectives? 3. The theory of normality and diversity 4. Inclusive visual culture 5. The potential of a co-operative, reflective, creative and experimental concept of education for all pupils without distinction in a common educational environment in the context of art education 6. Creativity of pupils as a space for differentness and diversity in class and school 7. Role of authenticity and originality in social interaction between classmates 8. Talented pupil with disability in an inclusive school 9. Impact of disability art (disability art, art brut, outsider art) on the current paradigm of disability 10. Creative creative techniques in education 11. Experimental creative techniques drawing from art forms 12. Selected art therapy techniques 13. Basic competencies of the teacher in an inclusive process Seminar: Creative activities focused on inclusive education and reflection. Reflection in all its forms benefits from lectures.
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Learning activities and teaching methods
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- Preparation for an examination (30-60)
- 30 hours per semester
- Contact hours
- 39 hours per semester
- Undergraduate study programme term essay (20-40)
- 20 hours per semester
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| prerequisite |
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| Knowledge |
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| to interpret, justify and apply the theory of basic facts, concepts and relationships from the field of constructivist pedagogy, artefiletics, psychology and artetherapy to realization of experiential art activities, their reflection and interpretation; |
| to interpret, justify and apply the theory of basic psychosocial phenomena that influence the course and quality of the interactive work with the artistic experience in the educational process with an emphasis on self-development and support of the psychosocial cohesion of the group. |
| Skills |
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| to identify, analyze and interpret the key elements of the demonstrated real-life experience of the art experience in relation to theoretical knowledge; |
| to implement the art sketch by different art techniques and procedures on the subject; |
| to analyze and interpret in the reflective dialogue the relations between the subject of the work of art, its form, the created content, the emotional accompaniment of the creative process and the personal experience of the author; |
| to analyze, interpret and evaluate the individual / group relationship and group relationships in the reality of the art experience and its reflection; |
| to analyze and interpret the importance of personal experience from the creative process and its interpretation in the context of the common reality of life; |
| to take psychological distance from the visual experience to reviewing immediate knowledge after "action" through written reflection and time distance; |
| to analyze and evaluate through the final seminar paper the influence of intensive continuous work with the art experience and its reflection on the psychosocial development of the individual. |
| 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 interpret, justify and apply deepening knowledge of the theory of inclusive education in art education in relation to the realization of the artistic experience in the group with a formulated educational goal; |
| to interpret, justify and apply the theory of basic information in the field of field ontodidactics and psychodidaktics, which are key to working with the group in the context of the visual experience and its reflection in relation to the pursued educational goal; |
| to interpret, justify and apply a deepened theory of inclusive education to design and implement work with artistic expression. |
| Skills |
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| to identify, analyze, interpret and abstract the key moments in realized concrete techniques into more general categories and to assign them the theoretical concepts they were familiar with in theory; |
| to design, implement and evaluate an inclusive approach to the concept of working with art expression; |
| to design and implement the basic structure of educational microcases in relation to the objective pursued, theme, chosen art techniques art and forms of evaluation; |
| to justify and discuss their concept of action with regard to feedback through a reflective dialogue from the lecturer and student colleagues; |
| to identify, analyze and evaluate the strengths and weaknesses of its Micro-Design proposal in the context of inclusive education; |
| to analyze and evaluate in a written reflection the strengths and weaknesses of the proposed action and formulate new procedures that would lead to a more effective fulfillment of its educational and inclusive goals; |
| to analyze and evaluate the experience of active participation in the seminar for their own future pedagogical practice in the final written seminar paper. |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture with visual aids |
| Lecture supplemented with a discussion |
| Interactive lecture |
| Discussion |
| Students' portfolio |
| Self-study of literature |
| Task-based study method |
| Collaborative instruction |
| Cooperative instruction |
| Skills |
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| Seminar |
| Practicum |
| Collaborative instruction |
| Task-based study method |
| Skills demonstration |
| Discussion |
| Students' portfolio |
| Individual study |
| Self-study of literature |
| One-to-One tutorial |
| Group discussion |
| Cooperative instruction |
| Competences |
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| Lecture |
| Lecture supplemented with a discussion |
| Seminar |
| Cooperative instruction |
| Task-based study method |
| assessment methods |
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| Knowledge |
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| Written exam |
| Test |
| Portfolio |
| Seminar work |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Self-evaluation |
| Skills |
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| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Portfolio |
| Self-evaluation |
| Seminar work |
| Competences |
|---|
| Seminar work |
| Written exam |
| Skills demonstration during practicum |
| Self-evaluation |
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Recommended literature
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Case, C., Dalley, T. The Handbook of Art Therapy. New York, 2006.
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Kantor, Jiří; Drlíčková, Svatava,; Friedlová, Martina; Weber, Jana; Koucun, Jan,; Komzáková, Martina,; Kružíková, Lenka. Muzikoterapie a arteterapie pro žáky se speciálními vzdělávacími potřebami. 2015. ISBN 978-80-7510-096-2.
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Komzáková, Martina; Slavík, Jan. Umění ve službě výchově, prevenci, expresivní terapii : výzkumný záměr Učitelská profese v měnících se požadavcích na vzdělávání. Praha : Univerzita Karlova, Pedagogická fakulta, 2009. ISBN 978-80-7290-415-0.
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Pančocha, Karel. Postižení jako axiologická kategorie sociální participace. 1. vydání. 2013. ISBN 978-80-210-6344-0.
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Parkinson, B., Fischer, A.H., Manstead, A. S.R. Emotions in social relations. New York: Psychology Press, 2005.
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RUBIN, J. A. (ed.). Approaches to Art Therapy (Theory and Technique). New York, Bruner/Mazel, 1987.
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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,J. 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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SOCHOR, P. Člověk s postižení a výtvarná tvorba. Od zobrazování k autorství.. Brno: MU, 2015. ISBN 978-80-210-7925-0.
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ŠICKOVÁ-FABRICI, J. Základy arteterapie.. Praha: Portál, 2002. ISBN 80-7178-010-0.
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Valenta, Milan; Humpolíček, Pavel. Hra v terapii. Vydání první. 2017. ISBN 978-80-262-1190-7.
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