Diploma in Art and Media Resources for Teaching

presentation

Selecting resources and generating artistic media is a frequent activity in education. However, systematic and conceptual reflection does not accompany this educational activity – in general. Today, and largely enabled by technological access, the offer of art resources is extremely wide. In this situation, it is a challenge to organize and nurture your own repertoire while making critical reviews, establishing criteria, recognizing logic, and finding training opportunities to aims to promote strong learning.

The concept of an artistic resource allows us to face the processes of teaching design and development. It is a creative work in which each educator actively and consciously participates in processes of recycling, redistribution, mixing and symbolic use that characterize part of the art and culture of the today.

The thoughtful and sensitive inclusion of the arts in teaching and everyday life means adopting a position regarding art education. It is an artistic education that considers among its goals and objectives to be present at the recreation of one’s own identity – personal and social -, the expansion and construction of citizenship, active and conscious participation boys and girls in their community. It also represents a valuable way to promote the cultural awareness of individuals, starting with recognizing and appreciating local culture.

The connection between art and society also raises the need to expand teaching areas. It is about expanding the conditions and strengthening the network between different fields and institutions for artistic education understood as a right and not as part of an elitist training. Schools, museums and other exhibition and production spaces, networks and virtual environments, public spaces, mass media, and community work environments are posted as friends in this work.

Starting from these original buildings, the following interesting topics are established: the role of the school and its creative potential, work with museums and other cultural institutions, the use of images in teaching, the Internet and the new art statements that he offers for the work of the school and the connection of the school with the artistic experience of the community.

Evaluation method

Throughout the Diploma, participants will develop a “portfolio”. At the end of each module they will make a performance that will be part of it. For the final editing and delivery, work is planned led by tutors, individually and in small groups, and consultation sessions with the teaching professors of the modules.

About the portfolio

The portfolio, or the digital portfolio/box/container/folder is a way to display student productions to encourage learning assessment. It is a record of the materials that are produced in the learning process and at the same time it is a collection of evidence of the various projects that have been carried out. It can include your own texts, bibliographic reviews, meta-analytic reflections, classroom presentations, images, audio recordings, among others. Although it is currently used in many disciplines, its creation has its origins in practice in the field of art that was posted by Howard Gardner and his colleagues as an artistic assessment strategy of the PROPEL Art program (1992). It is not a work package that is given to the teacher so that he or she can examine and evaluate it from the outside, it is a process, a tool to build a clear “memory” of each student’s learning.

For more information on content, timetable and assessment forms, download the programme (download PDF).