AESTHETICS AND ART-EDUCATION (Mod3)
Theory and practices promote experiences and instigate reflections on the differences between transforming and deconstructing artistic interventions and proposals.
Also discussed are the power of symbologies and in which symbolic recognition may or may not favor art-educational processes and, why creative freedom needs to be respected; its effects when subjective practices receive interference or control from the educator.
objectives
Reflect on the role of art as a transforming agent of meanings and aesthetics.
Thinking and acting on the differences between transforming and deconstructing in art education.
Observe child behavior considering the child who presents himself and the child he is.
Reflect on the symbolic power of art and the effects of interference and censorship on the artistic object.
Target Audience
Professionals in the area of education, art, health and/or interested in the process of child and adolescent development.
[ Art-Educators, Educators, Artists, Psychologists, Art Therapists and Professionals in Career Transition. 🇧🇷
Methodology
Based on the value given to the occurrences collected in class, the Dynamics of Reflective Practices, created by Helio Rodrigues, guides the art-educational thinking and doing practiced during the course.
According to the teacher, "the occurrences organize our actions, strengthen and help to think about the art-educational practices that we bring to the classes. They are important arguments of artistic language."
The contents covered during the course are intentionally connected with each other with the help of reflections that students are encouraged to carry out. The artistic practices presented also strengthen these connections, as well as helping students to legitimately appropriate the resources presented so that they do not become mere repeaters.
Program content
THEORETICAL PART
Module 3 - Aesthetics and Art Education
1. Transformation as a Tool in Art I
2. Transformation as a Tool in Art II
3. Transformation and Deconstruction
4. People and Personas
5. Symbology and Art
6. Creativity and Censorship
PRATICAL PART
Numerous artistic techniques are worked on such as painting, engraving, collage, modeling, monotype and sculpture, but these techniques are conveyed by proposals created especially to establish a relationship with the theoretical content addressed in each class, that is, in the classroom. “People and Personas”, the artistic proposal presented should instigate the student to reflect on this theme.
Once completed, the works are posted by the students for contemplation and exchanges between colleagues, added to comments recorded by the teacher, where he addresses issues relevant to the process and product that may be contained in that particular proposal. The intention is not just to present activities, but to develop the look and review of aesthetic concepts, and thus prepare these future professionals to act with greater respect and consistency on the processes and products of their students.
Information
- To carry out the proposals, it is necessary to acquire some materials. See here the list of materials.
- Taught by Professor Helio Rodrigues and assistant professors support students throughout the course.
Assessment and Certificate
The final student assessment is composed of: Participation in the course + Reflective Exercise.
to have a good review, is important attend classes, read texts, carry out proposals, interact in the discussion forums and do the reflective exercise that will be presented.
Cerification issued by Brazil Action Art with extension level.
Duration
This course lasts for 15 hours, containing:
- Video classes
- Art-Educational Proposals (Practices)
- Texts and Case Studies
- Exchanges of Experiences
Note: We recommend booking around 3h per week to be able to complete it in 35 days, but all content will be available for Four months from the date of its acquisition.
Prerequisite
Course completion INTRODUCTION TO ART-EDUCATION (Mod1).
