Childhoods: Inclusive Narratives through Art
Code: 106073Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Early Childhood Education | OP | 4 |
| Primary Education | OP | 4 |
Contact lecturer
- Name :
- Montserrat Rifa Valls
- Email :
- montserrat.rifa@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
To be enrolled in this subject, it is recommended to pass the following compulsory subjects, previously, according to the degree:
Primary education degree: "Musical and visual education" and "Musical and visual education, and learning"
Early Chilhood education degree: "Visual Arts Education I" and "Visual Arts Education II".
Objectives
This subject belongs to the mention on Performative education of the arts, which main objetive is to train future educators in early childhood and primary education through art education, based on the idea of constructing embodied learnings from a transdiciplianary view. The mention is constituted by this groups of subjects, which are clearly related among them:
Didactic innovation in the visual arts; Audiovisual languages and artistic expression; Artistic projects; Childhood: Inclusive Narratives Through the Arts; Territories of contemporary art as learning spaces*
In the case of this subject, we wish to achieve three specific goals:
1. Approaching to childhood, from a non adultcentric and decolonizing perspectives, in other words, from the analysis of power relations that intervene in the positions of age, gender, race-ethniticy, other capabilities, social class and sexual diversoty;
2. Knowing the tactics of arts-based educational research in a dialogue with the identities of children represented and experimented by artists, educators, researchers, from a perspective of social justice and inclusion;
3. Creating collaborative experiences of inclusive education to produce multiple stories of childhood throught the arts and learning how to share them.
Learning outcomes
- Have the capacity to organize both personal and group work to perform the tasks required of the subject.
- Guide parents regarding family education in the 0-6 period.
- Express critical and objective arguments with respect to the functions and tasks performed by social institutions.
- Displaying creative and reflective capabilities in the implementation of art projects.
- Demonstrate competence in understanding and disseminating the various manifestations of art in different communicative and multicultural formats.
- Acquire criteria and resources to advise and intervene at the primary education stage.
- Be open to signs of aesthetic, social and cultural changes that make it possible to avoid aesthetic or didactic stereotypes.
- Demonstrate capacity for creation and reflection in carrying out artistic projects.
- Demonstrate competence in the comprehension and dissemination of the different artistic manifestations in different communicative and multicultural formats.
Contents
This subject is structured through four main topics:
1. The construction of children's identities from a decolonial gaze. The \"other\" childhood
2. Narrators of childhood: transdiciplinary stories from contemporary arts and visual culture
3. Childhood, agencement and learnings from inclusive art education
4. Collaborative design of performative art education as a mode of empowering children's life.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Contemporary narratives of childhood in contemporary arts and visual culture | 30 | 1.2 | |
| Childhood and diversity: stories of otherness | 15 | 0.6 | |
| Arts-based inclusive design in education and counter-narratives of childhood | 75 | 3 | |
| Theoretical presentations and readings on the visual history of diverse childhood | 30 | 1.2 |
Performative Arts Education places the focus on people’s learning processes through the arts, eschewing traditional teaching methodologies.
A change of perspective that leads us to talk about a pedagogy of the event and transformation scenarios, where the interaction of knowledge is prioritized, presences-identities and artistic languages. In addition to rethinking the conceptions of time and space in the learning of the arts, we propose to live artistic creation and participate in collaborative projects, connecting with current changes in innovation-oriented education.
The teaching strategies are based on the performative pedagogies of the arts, in arts-based educational research, and the narrative construction of learnings, identities and diversity.
Regarding the materials that will be used during the subject in the workshop sessions, priority will be given to natural elements and recycled materials.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Individual activity 2. Critical reflection and presentation of a reading about childhood | 25% | 0 | 0 | 1, 3, 7 |
| Group activity 2. Cocreation of inclusive narratives with children | 25% | 0 | 0 | 1, 5, 6 |
| Individual activity 1. Writing and analysis of an autobiographical account of childhood | 25% | 0 | 0 | 2, 3, 7 |
| Group activity 1: Designing a collective story through art | 25% | 0 | 0 | 4, 5, 8, 9 |
The delivery of the activities will be done according to this forecast:
- Individual activity 1. At the beginning of topic 1.
- Group activity 1. At the end of topic 2.
- Individual activity 2. At the end of topic 3.
- Final activity 2. At the end of the course.
The students will receive feedback on the activities in a maximum period of 20 days after they have been delivered.
Only individual activities and/or evidence can be recovered (recovery date is: 01/22/2027). There is no possibility of reevaluation when plagiarism is detected.
A student will be considered "non-evaluable" if he/she does not present all the evaluation evidence in the virtual campus.
The single evaluation will consist of a written exam (essay type) on the four topics of the subject (the exam will be held in the last session of the subject: 8/01/2027). The recovery of the single evaluation will consist of an oral test (on the same date as the ongoing evaluation: 01/22/2027).
With the objective of guaranteeing consistency and transparency in the use of AI in the subject and its evaluable activities, we adhere to model 3. of Responsible Use: In this subject, the use of Artificial Intelligence (AI) technologies is permitted as an integral part of the development of the work, as long as the final result reflects a significant contribution of 'analysis'. The student will have to clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The non-transparency of the use of AI will be considered a lack of academic honesty and may lead to a penalty in the grade of the activity, or greater sanctions in serious cases. But it must be taken into account that the use of artificial intelligence (AI) involves considerable energy consumption. Therefore, it is important to promote a responsible and efficient use of AI in the educational field, prioritizing applications with a positive impact and avoiding its unnecessary use to minimize the environmental impact.
One of the criteria necessary to pass this subject will consist of demonstrating, throughout the course, that the student has developed personal and social skills essential to being "a good teacher" / "a good teacher": active participation in classes, responsibility and rigor in autonomous work, not judging, arguing, appropriate use of electronic devices (mobile phone, computer, etc.), critical thinking and behaviors that favor a friendly and positive, democratic environment where differences are respected. The teacher of the subject will be observing, documenting the sessions and noting evidence in relation to these personal and social skills of the students; and will be evaluated throughout the course. The evaluation will also focus on the competencies for cooperative and team work and will be sensitive to gender. To pass this subject, it is necessary for the student to show good general communication skills, both orally and in writing, and a good command of the vehicle language or languages listed in the teaching guide. Given that the subject involves the creation and co-creation of narratives through the arts, this dimension affects both the individual and collective dimensions.
Bibliography
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Software
Text and image editors.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan | first semester | afternoon |
| (PAUL) Classroom practices | 1 | Catalan | first semester | afternoon |
| (PLAB40) Pràctiques de laboratori (40 estudiants per grup) | 1 | Catalan | first semester | afternoon |