Recommended Prior Knowledge

-

Objectives

The learning objectives of this unit are:

- To experience artistic creation and performances that integrate different forms of expression, developing skills in the context of specific needs and inclusion (A);

- To promote the development of theoretical, technical and artistic tools that enable imaginative and experimental practices (B);

- To encourage the use of creative teaching methods and methodological strategies in interpersonal education and training processes (C);

- To understand the value of the arts and different modalities in the development of a harmonious education and identity, in a context of specific needs and always from an inclusive perspective (D).

The expected competences are divided into four areas: (a) framing the arts in the context of inclusion; (b) designing, creating and producing a multimedia artistic project; (c) integrating the arts, creativity and pedagogy of different forms of expression into educational contexts that respect and value difference; (d) understanding the different components and modalities of creative work in the context of working with children and young people with specific educational needs.

Teaching Methods

The sessions are structured around three components. The first focuses on the practical work of creating and producing an artistic project involving different types of expression, processes, techniques, procedures and communication objectives. The second involves the public presentation of the project and the last one involves a comprehensive analysis of the work and its transfer to the most diverse contexts of education and, in particular, to those that require greater respect for difference. In this context, the sessions will also include practical work involving experimentation and reflection on artistic practices, the presentation of content by teachers, and small and large group discussions on the topics involved.

Trainees are expected to complete the required assessment tasks.

Internship(s)

Não

Syllabus

The syllabus for the Arts and Inclusion course is organised around the following themes:

1. The processes of artistic creation and experimentation;

2. Teaching methods and methodologies in the processes of artistic enjoyment (creation and interpretation);

3. Learning, imagination and creativity;

4. The role of the arts in the context of inclusive education.

Content Explanation

The contents expressed in points 1 and 2 are linked to the objectives set out in A and in B. The creation and experimentation processes as well as their teaching and methodologies are more easily apprehended if we take into account that the objectives of our pedagogical intervention seek to provide artistic experiences and develop skills and instruments that allow the aesthetic domain of the different expressions in terms of an harmonious and integral formation of the individual in its intrinsic specificity.

The contents expressed in 3 and 4 are linked to the objectives set out in C and D, since the understanding of the educational value and the formative role of the arts, imagination and creativity is possible only if our pedagogical objectives contemplate the fostering of creative and experimental didactics in the constant search for an adaptation to the contexts and the specific needs of the learners.

Methodology Explanation

The work of a practical nature is articulated primarily with the first three sets of defined objectives: A, B and C. Theoretical and analytical work with the objectives expressed in D.

Responsible Lecturer(s)

António Ângelo de Jesus Ferreira de Vasconcelos - 2.º Semester

Bibliography

Ansdell, G. (2015). How music helps in music therapy and everyday life. Ashgate.

Clift, S., & Camic P. M. (Ed.) (2016). Oxford textbook of creative arts, health, and wellbeing: International perspetives on practice, policies and research. Oxford University Press.

Cruz, H. (Coord.) (2019). Arte e esperança - Percursos da iniciativa PARTIS 2014–2018. Fundação Calouste Gulbenkian.

Matarasso, F. (2019). Uma arte irrequieta. Fundação Calouste Gulbenkian.

Onyx, J., Darcy, S., Grabowski, S., Green, J., & Maxwell, H. (2018). Researching the social impact of arts and disability: Applying a new empirical tool and method, VOLUNTAS. International Journal of Voluntary and Nonprofit Organizations, 29(3), 574-589.

Referências complementares:

Ansdell, G., & DeNora, T. (2016). Musical pathways in recovery: Community music therapy and mental wellbeing. London Routledge.

APPG (2017). Creative health: The arts for health and wellbeing. APPG.

Bain, C., & Hasio, C. (2011). Authentic learning experience prepares preservice students to teach art to children with special needs. Art Education, 64(2), 33–39.

Cerqueira, A. F. F., Figueiredo, C. C. F. V., et al. (2016). Aprendizagem baseada em projetos: Conhecer e aprender para depois intervir. In Cnappes.16 – Congresso Nacional de Práticas Pedagógicas no Ensino Superior (pp. 89–94). Cnappes.

Frederickson, N., & Cline, T. (2002). Special educational needs inclusion and diversity: A textbook. Open University Press. Disponível em http://www.mcgraw-hill.co.uk/openup/chapters/0335204023.pdf.

Fu, D., & Shelton, N. R. (2007). Including students with special needs in a writing workshop. Language Arts, 84(4), 325–336. http://www.jstor.org/stable/41962201

MacDonald, R. A. R., Kreutz, G., & Mitchell, L. (Eds.). (2012). Music, health, and wellbeing. Oxford University Press.

Meireles, M. T. (2003). A arca dos contos. Jogo de cartas para estimular a criatividade e o gosto pela leitura. Fundação Calouste Gulbenkian.

Williams, E., Dingle, G. A., Jetten, J., & Rowan, C. (2019). Identification with arts‐based groups improves mental wellbeing in adults with chronic mental health conditions. Journal of Applied Social Psychology, 49(1), 15–26. https://doi.org/10.1111/jasp.12561