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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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Course content
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1. Changes in the concept of education - integration and inclusion in contemporary schools. Changes in the relationship to people with disabilities in the history of society. Inclusive society as an ideal of humanity; 2. Terminological definition of disability and handicap. Risks of social exclusion. Prejudices, stereotypes and generalizations; 3. Theories of normality and diversity. What is normal, what is abnormal in culture? How can sociocultural norms be defined? Can diversity be a positive value in the classroom and school collective? 4. Inclusive art pedagogy. The potential of cooperative, reflective, creative and experiential approaches to education to develop all individuals without distinction; 5. Creativity as a space for difference and diversity in the classroom, school and society; 6. Art activities as stimulation of the senses, imagination and thinking; 7. Specifics of art education for the elderly; 8. Support measures for pupils with special educational needs in art education; 9. Issues of intercultural education. Intercultural dialogue as an inspiration for art education; 10. Influence of art of people with disabilities (disability art, art brut, outsider art) on the contemporary disability paradigm; 11. Inclusive visual culture. "Exclusion vs. inclusion" as a topic in visual arts - participatory art, socially engaged art, gender issues, intercultural dialogue; 12. Constraints as an inspiration for visual art; 13. Developing social and communication skills on the way to an inclusive society. Basic competences of the educator in the inclusive process.
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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)
- 35 hours per semester
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| prerequisite |
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| Knowledge |
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| describe the developmental specifics of children's artistic expression; |
| explain the concept of creativity and visual literacy; |
| to clarify the contemporary concept of art education with its roots in constructivist pedagogy. |
| Skills |
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| to have a reflective dialogue in the group; |
| to formulate creative art assignments; |
| experiment with art techniques; |
| to interpret artistic expression. |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| Distinguish between the concepts of integration and inclusion; |
| to clarify the educational potential of art activities in an inclusive concept; |
| describe the special educational needs of different target groups of children and adults; |
| find interdisciplinary connections between visual arts, visual culture, art education and inclusive pedagogy; |
| to find suitable inspirational starting points in art for planning inclusive art activities. |
| Skills |
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| Communicate respectfully with individuals with disabilities and choose appropriate terminology; |
| design educationally beneficial art tasks in relation to the special educational needs of the target group; |
| to reflect the implementation of inclusive art activities; |
| explore different ways of developing creativity based on experimental art tasks. |
| 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 |
|---|
| 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 |
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| Seminar work |
| Written exam |
| Skills demonstration during practicum |
| Self-evaluation |
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Recommended literature
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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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Pančocha, Karel. Postižení jako axiologická kategorie sociální participace. 1. vydání. 2013. ISBN 978-80-210-6344-0.
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PENKETH, C. A History of Disability and Art Education. Routledge, 2023. ISBN 9780367537913.
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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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Slowík, Josef. Inkluzivní speciální pedagogika. Praha, 2022. ISBN 978-80-271-3010-8.
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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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STEHLÍKOVÁ BABYRÁDOVÁ, H., DRURY SOJKOVÁ, A., BUREŠOVÁ, L., HÁJKOVÁ, L. MIKULOVÁ, T. VELERIANOVÁ, D. Participace v umění a ve výchově. Praha: Vydavatelství MU, nakladatelství Dokořán, 2021. ISBN 978-80-7675-040-1.
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