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Lecturer(s)
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Onufer Pavel, MgA. et MgA. Ph.D.
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Hovorová Markéta, PhDr. Ph.D.
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Course content
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1/ Learn about new and revise existing theoretical informations on the psychosocial, education and psychodidactics, which are crucial for work with groups in the context of visual experience and its reflection. 2/ Connect the theory with personal experience, document the understanding of the lecture topics by specific examples. 3/ In particular submitted micro casuistic identify, analyze and interpret the key elements that determine the course of the situation, then the abstract to the more general categories and assign them to theoretical concepts, which they obtain in the theory. B) Practical 4/ Formulate and propose a plan in the context of the current curriculum and artefiletic approach to the concept of working with creative expression in educational process. 5/ Identify the basic structure of the task, the subject, creative technology, creative content and important problem, curriculum and focuses its attention on the psychodidactic part of preparational process. 6/ Realises planned activities (action and its reflection) in the model situation during the course under the supervision of the course instructor. 7/ In the reflection that follows: -justifies and explains his concept of action - receives feedback through constructive criticism from other students and teachers -moves back and forth between theory and experience, operationalizes theoretical knowledge of the course constructs abstract and generally applicable laws that relate to the work experience of artistic expression. 8/ Through reflective dialogue, under the supervision identifies, analyzes, interprets and assesses the strengths and weaknesses of its output in the context of psychodidactics. 9/ In written reflection individually revizes, analzesg and evaluats existing knowledge of its supervised action. 10/ Based on such review, re-formulates the strengths and weaknesses of action and new forms of procedures which would lead to more effective fulfillment of educational objectives of the action. 11/ In the final work identifies, analyzes, interprets and evaluates its own leadership experience. 12/ Subsequently, evaluates the workshop, its strengths and weaknesses and suggests procedures or how to modify the content and conduct the course in order to get better objectives.
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Learning activities and teaching methods
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Collaborative instruction, Cooperative instruction, Discussion, Multimedia supported teaching, Students' portfolio, Skills demonstration, Task-based study method, Individual study, Textual studies, Seminar
- Preparation for an examination (30-60)
- 30 hours per semester
- Preparation for comprehensive test (10-40)
- 15 hours per semester
- Graduate study programme term essay (40-50)
- 40 hours per semester
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| prerequisite |
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| Knowledge |
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| to interpret, justify and apply theory from the psychosocial field in relation to the realization of artistic experience in a group with a formulated goal at a basic level; |
| to interpret, justify and apply the in-depth theory of artistic experience and its interpretation; |
| to interpret, justify and apply the basic theory in the field of ontodidactics and psychodidactics, which are key to working with the group in the context of artistic experience and its reflection in relation to the educational goal. |
| Skills |
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| to identify, analyze, interpret and abstract key moments in the realized specific micro-case studies into more general categories and assign them theoretical concepts with which they were acquainted in theory; |
| to design, implement and evaluate an artefiletic approach to the concept of work with artistic expression in micro-case studies with an educational context; |
| to design and implement the basic structure of educational micro-case studies in relation to the objective, theme, chosen art technique and form of evaluation; |
| to justify and discuss their concept of the event with regard to feedback in the form of a reflective dialogue from the lecturer and students; |
| to analyze and evaluate in the form of a written reflection the strengths and weaknesses of the implemented action and formulate new procedures that would lead to a more effective fulfillment of its educational goals; |
| to analyze and evaluate the experience of active participation in the seminar for their own future pedagogical practice in the final written seminar work. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| to interpret, justify and apply in-depth theory from the psychosocial field, which are key to the field of educational work with the student class in the context of designing and implementing artistic experience and its reflection in relation to Framework Educational Programme and School Educational Programme; |
| to interpret, justify and apply the theory of ontodidactics of the field; |
| to interpret, justify and apply the connection between the artefiletic approach in art education and FEP. |
| Skills |
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| to transform the presented theory into personal experience from pedagogical practice, when they encountered the given phenomenon and to prove their understanding of the lectured topics by concrete examples; |
| to identify, analyze and evaluate in the preparations for the teaching unit the key moments that determine its implementation from an ontodidactic point of view and then abstract them into more general categories and theoretical concepts; |
| to design, implement and evaluate the artefiletic approach through the presented proposal of a teaching unit focused on working with artistic expression in relation to the FEP and SEP; |
| to design and implement the structure of the preparation of the subject educational unit in relation to the observed goal, theme, chosen art techniques, methods of work and forms of evaluation; |
| to justify and discuss their concept of preparation and implementation of the teaching unit with regard to feedback in the form of a reflective dialogue from the lecturer and students; |
| to identify, analyze and evaluate the strengths and weaknesses of self-training and its implementation in the context of the "teacher's concept of teaching"; |
| to analyze and evaluate in the form of verbal and written reflection the strengths and weaknesses of the presented preparation and formulate new procedures that would lead to more effective fulfillment of its pursued educational goals in terms of ontodidactics; |
| to analyze and evaluate the experience of active participation in the seminar for their own future pedagogical practice in the final written seminar work. |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Lecture supplemented with a discussion |
| Discussion |
| Multimedia supported teaching |
| Seminar classes |
| Self-study of literature |
| Textual studies |
| Lecture |
| Lecture with visual aids |
| Field trip |
| Skills |
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| Interactive lecture |
| Collaborative instruction |
| Cooperative instruction |
| Students' portfolio |
| Internship |
| Skills demonstration |
| Task-based study method |
| Individual study |
| Seminar |
| Practicum |
| Competences |
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| Students' portfolio |
| Individual study |
| assessment methods |
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| Knowledge |
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| Oral exam |
| Test |
| Continuous assessment |
| Skills |
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| Seminar work |
| Portfolio |
| Individual presentation at a seminar |
| Skills demonstration during practicum |
| Combined exam |
| Group presentation at a seminar |
| Practical exam |
| Self-evaluation |
| Competences |
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| Practical exam |
| 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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Jedlička,R. Poruchy socializace u dětí a dospívajících ? prevence životních selhání a krizová intervence.. Praha, 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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Parkinson, B., Fischer, A.H., Manstead, A. S.R. Emotions in social relations. New York, 2005.
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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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RUBIN, J. A. (ed.). Approaches to Art Therapy (Theory and Technique). New York, 1987.
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Slavík, J. Umění zážitku, zážitek umění. 2. díl : teorie a praxe artefiletiky. V Praze : Univerzita Karlova-Pedagogická fakulta, 2004. ISBN 80-7290-130-3..
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SLAVÍKOVÁ, V.; HAZUKOVÁ, H.; SLAVÍK J. Výtvarné čarování: (artefiletika pro předškoláky a mladší školáky).. V Praze: UK, Pedagogická fakulta, 2003. ISBN 80-7290-016-1.
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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 & praxe skupinové psychoterapie. 1. vyd. Hradec Králové : Konfrontace, 1999. ISBN 80-86088-05-7.
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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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