the course are described in section 4.

Background, General Knowledge,

Scientific Area, Skill Development

Please describe the learning outcomes of the course: Knowledge, skills and

Abilities acquired after the successful completion of the course.

·         1. To be able to plan, organize and implement an art education lesson with an interdisciplinary dimension at school. (MA4, MA5, MA6)

·         2. To recognize, utilize and apply techniques for teaching visual arts at school as well as to recognize the use of special materials and tools. (MA5)

·         3. To be able to express themselves personally through the visual arts, using their specific terminology and to evaluate their compositions according to defined criteria. (MΑ8)

·         4. To be able to observe, describe, analyze and interpret a work of art, compare it with others, understand and describe differences and similarities, in order to use them in the lesson. (MA4)

·         5. To be able to design, organize and implement a course in approaching the work of art in an experiential way.  (MA5)

·         6. To be able to recognize the stages of development of children’s design and its communicative character, as well as the value of artistic expression for the all-round and balanced development of the child’s personality. (M6, M10)

·         7. To understand and utilize the psychotherapeutic effect of the arts and their importance in educational practice. (M6, M10)

·         8. To recognize, use and transform discardable and natural materials from the environment in order to create artistic compositions, both flat and three-dimensional, in order to develop environmental awareness. (M6)

·         9. To become capable of both autonomous creative work and team collaboration. (M14)

Name the desirable general skills upon successful completion of the module

Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and

sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Teamwork

Promoting free, creative and inductive thinking

Respect for diversity and multiculturalism

Respect for the natural environment

The purpose of the course is to familiarize students with issues of Art Education at school.

More specifically, the 13 three-hour sessions are as follows:

1. Introduction. Elaboration of basic questions: Role and importance of Art education at school. Purpose of the course and goals for the semester. Creativity, intersectionality. First meeting with team members.

2. Experiential workshop on “The Mask-the disguise”. Their role in Culture. (Theatre, burial, religious rituals, manners and customs). The manufacture of mask for the eyes, half and full face made of cardboard. Examples of constructions made of other materials Halloween.

3. Visual arts and young children, part one. (Power point view). Experiential workshop: Design, structure, organization and implementation of a course with the “Stensil” technique. Cross-curricular objectives and its utilization at school.

4. Visual arts and young children, part two. (Power point view). Experiential workshop: Design, structure, organization and implementation of a course with the technique “Engraving with oil pastel”. Cross-curricular objectives and its utilization at school.

5. Retrospection of important milestones in art history, from Antiquity to the present day. Important artists and artistic currents, with emphasis on the 19th and 20th centuries. Connection of the work of art with the era, the social situation, technological achievements, philosophy, science, and religion.

6. Experiential workshop on: Methodology of experiential approach of the work of art. Its interdisciplinary use at school.

7. Experiential workshop on: Utilization of useless, discardable and natural materials, aiming at the development of ecological consciousness. Artistic activities and programs of Environmental education.

8. The language of drawing from toddler to adolescent: Its importance for the balanced development of the child. Psychotherapeutic dimension of creative expression. Diagnosis of peculiarities and Therapy through art.

9. Teaching art education in primary school: Visual arts books, axes, goals, interdisciplinary dimension.  The structure and organization of a lesson (power point view).

10. Experiential workshop: Construction of dolls and “emotions smiley” from waste materials.

11. Experiential workshop: Plastic with clay (dough, plasticine). Techniques, planning and organization of a lesson.

12. Preparation for Practical Training at school. Instructions for the construction of a three-dimensional mock-up.

13. Implementation of a three-hour Internship at school. Evaluation of results. Alternatively, power point view with images from previous actions.

e-Class asynchronous training platform

Email

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise,

Bibliographic and  research analysis, Tutoring, Internship

(Placement), Clinical Exercise, Art Workshop, Interactive

learning, Study visits, Study / creation, project, creation, project.

Etc.

The supervised and unsupervised workload per activity is indicated here, so that the total workload per semester complies to

ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay

Development Questions, Problem Solving, Written Assignment,

Essay / Report, Oral Exam, Presentation in front of an audience, Laboratory

Report, Clinical examination of a patient, Artistic interpretation,

Other/Others

Please indicate all relevant information about the course assessment and how students are informed

5. SUGGESTED BIBLIOGRAPHY

For the evaluation of the student, the following are taken into account:

1. His/ Her presence and participation in the course, the quality of the artistic constructions-compositions produced by the student (35%)

2. A written assignment on the experiential approach to the work of art and its visual approach (35%)

3. A written exam with short open-ended questions and a visual part (construction of a three-dimensional model from waste materials) (30%)

(Evaluation criteria: Ability to identify, analyze and synthesize visual elements, creative thinking, ability to combine and transform materials in a visual way, imagination, dexterity in the use of materials and tools, ingenuity and originality of ideas).

Papanikolaou Roula (1994): Painting in kindergarten and primary school, Thessaloniki: Little Prince.

Notes (documents) of the instructor.

Indicative interdisciplinary bibliography and links.

Available software of the Pedagogical Institute.

Teacher’s articles (art22.gr website).