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ISMAT 23573

Didactics of Visual Arts I

Teaching of Visual Arts in the 3rd Cycle of Basic Education and in Secondary Education
  • ApresentaçãoPresentation
    The Visual Arts Didactics I course unit inaugurates the formative axis of arts didactics, providing theoretical, methodological, and practical foundations for teaching visual arts. Situated within the field of Art Education and Teacher Training, it works to articulate art, pedagogy, and culture, promoting an understanding of teaching-learning processes and the aesthetic and creative development of students. Its scope involves the planning, conducting, and evaluating educational practices, focusing on critical reflection, pedagogical innovation, and inclusion. Essential to the study cycle, it forms the basis for conscious, creative, and culturally responsive teaching, and is further developed in Visual Arts Didactics II.
  • ProgramaProgramme
    1. Fundamentals and paradigms in visual arts didactics: concepts, theories, and historical and contemporary models (Self-expression, DBAE, Visual Culture, Creative Problem Solving, Curriculum Integration); 2. Expressive and aesthetic development in children and adolescents: stages of graphic and artistic development; visual thinking and symbolism; creativity and aesthetic sense; 3. Visual language and drawing/art teaching: structural elements and visual organisation; techniques and expressive media; methods and strategies for teaching drawing; 4. Planning and assessment: analysis of official programmes; lesson/unit/yearly planning; assessment models and tools; 5. Pedagogical innovation in visual arts: didactic resources; digital technologies and inclusion; introduction to action-research; differentiated and inclusive teaching strategies.
  • ObjectivosObjectives
    1. Understand the epistemological, didactic and pedagogical foundations of art education and visual arts didactics; 2. Analyse and apply paradigms and teaching/learning models in visual arts, including key modern and postmodern approaches; 3. Recognise the expressive and aesthetic development of children and adolescents and its relevance for pedagogical planning and didactic strategies; 4. Master the structural elements of visual language and methods for teaching drawing and artistic expression; 5. Plan, conduct and assess visual arts lessons and teaching units; 6. Apply principles of pedagogical innovation, critically reflecting on practices and paradigms in art education; 7. Begin action-research practices, promoting critical thinking on teaching and learning; 8. Adopt a reflective and collaborative professional approach, fostering inclusive and culturally responsive practices.
  • BibliografiaBibliography
    Barbosa, A. M. (2020). A imagem no ensino da arte. Editora Perspectiva SA. Eça, T. (2010). A Educação Artística e as prioridades educativas do início do Séc. XXI. RIE, 52, 127–146. Efland, A. D. (2002). Art and Cognition. Teachers College Press. Eisner, E. W. (2002). The Arts and the Creation of Mind. Yale UP. Fowler, C. (1996). Strong Arts, Strong Schools. Oxford UP. Freedman, K., & Stuhr, P. (2020). Art Education for a Global Society. Routledge. Gauntlett, D. (2018). Making is Connecting (2nd ed.). Polity Press. Gude, O. (2020). Postmodern Principles. Art Education. Marín, R. V. (2003). Didáctica de la Educación Artística para Primaria. Pearson. Marín, R. V. (2005). Investigación en Educación Artística. Univ. Granada. Marshall, J. (2014). Transdisciplinarity and Art Integration. Studies in Art Education. Molina, J. J. G. et al. (2001). El Manual de Dibujo. Cátedra. Thulson, A. (2022). Big Ideas in Art & Education. Teachers College Press.
  • MetodologiaMethodology
    • Interactive lectures using audiovisual resources and critical analysis of core texts, supporting systematisation and problematisation of content; • Case studies and problem-solving tasks rooted in real classroom contexts (e.g. curriculum challenges, inclusive strategies); • Collaborative learning through group projects simulating the planning of lessons and teaching units, with plenary presentation and feedback; • Individual and group tutorials to support the development of students’ work and link pedagogical references to their creative practices; • Reflective observation, self-assessment, and metacognition as tools for professional development and the construction of a critical and grounded teaching identity.  
  • LínguaLanguage
    Português
  • TipoType
    Semestral
  • ECTS
    6
  • NaturezaNature
    Mandatory
  • EstágioInternship
    Não