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Lecturer(s)
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Onufer Pavel, MgA. et MgA. Ph.D.
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Kovář Ivo, Prof. Dr.
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Heringová Jitka, Mgr. Ph.D.
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Hovorová Markéta, PhDr. Ph.D.
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Course content
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1. Artefiletics in branch contexts and in the history of art education or art education 2. Theoretical and programmatic starting points of artefiletics: social and pedagogical constructivism, concept of reflective practice, semantics and theory of fictional worlds 3. Types of symbolism by N. Goodman and their function in reflection of expressive creation and its perception 4. Expression experience, expressive experience and their components in interpreting the cognitive process in artefiletics 5. Expression, Reflective Dialogue and Sociocognitive Conflict as a Source of Conceptual Cognition 6. Preconcept and concept, discovery of visual expressions, art and visual culture in reflective dialogue 7. Expression, symbolism and real metaphor in artefiletics. The Fictional World and Its Prophecies, the Design and Reconstruction of the Fictional World 8. The concept of teaching and its relation to the curriculum. Reflection of the concept of teaching; Schön's concept 9. Positive prevention and early care in artefiletics. Artefile understanding of psychodynamic inspiration 10. Pedagogical Arrangement of the Situation. Expression experience in artefiletics in the context of experiential pedagogy 11. Teaching forms and working phases in artefiletics. Fundamentals of the methodology of preparation for artefile activities 12. Evaluation of pupil activities in artefiletics in the context of a welcoming and mediating concept of teaching 13. Reflection and assessment of teaching or interest in artefiletics. Objectives, learning outcomes and outputs of the curriculum in mutual relationships. Fundamentals of Concept Analysis Conception: The concept of the subject is based on the concept of constructivist pedagogy and self-experience training, whose main means is expressive creation; the methodology is based on the recognition of reflective dialogue in conjunction with expressive creation. Continuity: General Theory of Education and Education: Artefiletics as an educational subject is related to a number of themes in the field of education theory, namely: individual and group conception, communication and empathy in education, pedagogical-psychological, philosophical and social starting points. Fundamentals of reflection and assessment of teaching quality: One of the key themes of artefiletics is reflection and reflective practice, which is also directly related to the practice of listening in bc study of Visual Culture with a focus on education.
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Learning activities and teaching methods
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- Contact hours
- 39 hours per semester
- Preparation for an examination (30-60)
- 40 hours per semester
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| prerequisite |
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| Knowledge |
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| to clarify knowledge of art culture at the level of secondary education; |
| to characterize historical development of art culture or related artistic disciplines. |
| Skills |
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| to use various art techniques; |
| reflect their own artwork. |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| to explain the terminology required in the field and in the wider interdisciplinary or philosophical context; |
| to grasp 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 reflect typical 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 clarify the links between the creative aspect of their pedagogical activity and its program curricular background in the FEP. |
| Skills |
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| to use professional terms or criteria for analysis, interpretation, judging and evaluation within model or real-world situations; |
| to explain theoretical knowledge on model examples from practice; |
| 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 represent, justify and defend their preparatory model and discuss possible improvement variants of the pedagogical work in the reflective dialogue in the group. |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture |
| Discussion |
| Skills |
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| Lecture with visual aids |
| Seminar |
| Task-based study method |
| Collaborative instruction |
| Cooperative instruction |
| Students' portfolio |
| Competences |
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| Lecture supplemented with a discussion |
| Seminar |
| Cooperative instruction |
| assessment methods |
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| Knowledge |
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| Oral exam |
| Continuous assessment |
| Skills demonstration during practicum |
| Skills |
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| Skills demonstration during practicum |
| Portfolio |
| Seminar work |
| Competences |
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| Oral exam |
| Continuous assessment |
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Recommended literature
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Doležel, Lubomír. Heterocosmica : fikce a možné světy. Vyd. 1. Praha : Karolinum, 2003. ISBN 80-246-0735-2.
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Goodman, Nelson. Jazyky umění : nástin teorie symbolů. Vyd. 1. Praha : Academia, 2007. ISBN 978-80-200-1519-8.
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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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Šicková-Fabrici, Jaroslava. Základy arteterapie. Praha : Portál, 2002. ISBN 80-7178-616-0.
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