Artistic Expressions I

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Objectives

To acknowledge the importance of drama in the Elementary School; To explore the expressive capacities of the body; To internalize sensations and emotions experienced when in contact with the real and imaginary world; To experience different dynamics concerning human relationships; To understand concepts of time and space as references of artistic expression; To utilize different drama resources to acknowledge expressive skills; To use drama as a means of self awareness (unique and autonomous), related to principles like respect for others, for their differences and as a way of gaining knowledge about the world; To recognize the interdisciplinary possibilities of drama in the educational context.

Program

The course work starts with body exploration exercises in order to make students aware of the dynamics related to body, movement, and their expressive potentialities. This approach will allow students to gain a deeper understanding of body dynamics. For an effective understanding of drama, as a mean of self awareness, and of respect for others and for their diferences, including knowledge of the world, students will work in groups, using monologue and quartet methodologies. These approaches will stress some of the fundamental aspects of drama, such as space, time, verbal and non verbal communication, breathing, as well as the character, all of which are important in highlighting the potentialities of drama, in both the expressive and the school scenarios.In order to provide a deeper understanding of the interdisciplinary potentialities of drama, some of the drama resources will be explored in a course-related event aiming at the integration of other artistic expressions.

Teaching Methodologies

Classes are based on theoretical and practical experiences, stressing situations in which students, individually or in groups, and with or without the support of drama resources, can feel sensations and emotions capable of enhancing their expressive skills and teaching abibilities.

Assessment will be mostly formative and continuous. Practical aspects will be valued, considering the pragmatic nature of course content. The final grade is based on the following: a written test (30%); a pratical presentation based on skills acquired during the course and prepared specifically for children, with their participation (20%), level of student involvement in these activities (40%) and punctuallity and assiduity (10%).

Bibliography

BEJA et al (1996). Drama, Pois! - Jogos e Projectos de Expressão Dramática; Porto
Editora, Porto.
COSTA e BAGANHA; (1989). O Fantoche que ajuda a crescer, Edições Asa: Porto.
FAURE e LASCAR; (1982). O Jogo Dramático na Escola Primária, Editorial
Estampa: Lisboa.
FERRAZ, M. (Cood.) (2011). Educação Expressiva um Novo Paradigma Educativo. Tuttirév Editorial. Lda.
LANDIER e BANNET. (1991). Expressão Dramática e Teatro, Edições Asa: Porto.

LENHARDT, P. (1974). A Criança e a Expressão Dramática, Editorial Estampa: Lisboa.
ROOYACKERS, P. (2003). 101 Jogos Dramáticos, Edições Asa: Porto.
SOUSA, A. (2003). Educação pela Arte e Artes na Educação: Drama e Dança, Horizontes Pedagógicos.
Instituto Piaget.
SOUSA, A.(2003). Educação pela Arte e Artes na Educação: Bases psicopedagógicas, Horizontes Pedagógicos.
Instituto Piaget.
VAYER, P.(1992). O Diálogo Corporal, Instituto Piaget: Lisboa.
WIERTSEMA, H. (1999). 100 Jogos de Movimento, Edições Asa: Porto

Code

0105780

ECTS Credits

6

Classes

  • Orientação Tutorial - 6 hours
  • Teóricas - 15 hours
  • Teórico-Práticas - 45 hours

Evaluation Methodology

  • Attendance and Participation: 10%
  • Frequency: 30%
  • Individual and/or Group Work: 20%
  • level of student involvement in these activities: 40%