Workshop - Integration of Idioms

Objectives

1. To experience various dynamics in the relationship, with oneself and with others, through various integrated projects in expression.
2. To express feelings and emotions experienced in contact with reality and imagination.
3. To explore the motor, expressive and communicative abilities of the body.

4. To understand the role of time and space as references to various forms of expression.
5. To use resources of expression in order to enrich expressive and creative abilities.
6. To recognize the educational potential of expressions integration in multidimensional development of the child.
7. To explore the potential of an interdisciplinary approach in the field by promoting the expression of workshops.
8. To research in local educative contexts in order to become familiar with cultural heritage activities related to childhood and to understand their pedagogical potential.

Program

I. Physical expression, movement and body expression activities, dance and games; the characteristics of movement: space, time, dynamics, relation with objects in the communication process; creative movement and playfulness.
II. Musical expression: body, voice, instruments, expression and creation, song and dance.
III. Drama: the knowledge of self and others, exploration of the body, awareness of body movement, dynamics, relations and resources of expression in the process of creating a character.
IV. Artistic expression: perceptive organization and the development of visual expression; language and visual communication, drawing and free expression, the audio-visual resources.
V. Integrative themes: the artistic expression of contemporary childhood education: a) the perceptive, expressive, creative and imaginative components; b) Environmental Education; c) Coeducation; d) the appreciation of cultural heritage.

Teaching Methodologies

This course is organized in a continuous perspective that includes theoretical and practical sessions, focusing on research, document analysis, visualization of films; and on the experience of situations wherein (individually or in groups) students can enrich their expressive capacities in the production of performances developed in workshops.
The emphasis is placed on field work, and on the development of cooperation and exchange of experiences among students.
The assessment of students is viewed as a continuous process and will emphasize formative aspects. It will include: (1) group tasks regarding integrative themes (50-70%); (2) research or field work (30-45%); (3) activities that focus on the individual involvement of students (5-10%).

Bibliography

1.CONDESSA, I. (2006). “O Movimento Criativo”, pp 37-52 in Castro, G. e Carvalho, M.. Actas do Colóquio “A Criatividade na Educação”. Ponta Delgada: Universidade dos Açores.
2.CONDESSA, I. (2009). (Re)Aprender a Brincar. Da Especificidade à Diversidade. Ponta Delgada: Universidade dos Açores.
3.CONDESSA, I. & FIALHO, A. (2010). (Re)Aprender a Brincar. Na Barca do Pirata. Ponta Delgada: Universidade dos Açores.
4.DGEBS (1990). Ensino Básico. Programa do 1º Ciclo. Lisboa: Editorial Ministério da Educação.
5.FERRAZ, M. (2011). Educação Expressiva. Um Novo Paradigmas. Col. Expressão em terapias. Vol.II. Lisboa: Tuttirév Ed.
6.IAC. (2011). Guia do Animador. Ideias e práticas para criar e inovar. Lisboa: Edições Sílabo.
7.ME-DEB (1997). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: Editorial do Ministério de Educação.
8.SOUSA, A. (2003). Educação pela Arte e Artes na Educação. 1º, 2.º, 3.º Vol . Colecção Horizontes Pedagógicos. Lisboa: Instituto Piaget.