|Course code: 316106||Subject title: ARTS AND HISTORICAL HERITAGE|
|Credits: 6||Type of subject: Mandatory||Year: 1||Period: 2º S|
|Department: Ciencias Humanas y de la Educación|
|ALMOGUERA MARTON, ARÁNZAZU (Resp) [Mentoring]||ARCOCHA MENDINUETA, ELORRI [Mentoring]|
|FERNANDEZ CARCAR, MIGUEL [Mentoring]||ECHAVARRI LOPEZ, MIRARI [Mentoring]|
Basic training / History
BP1 - Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level which, albeit with the support of advanced textbooks, also includes some aspects which imply knowledge of the latest developments in their field of study.
BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.
BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.
GP2 - To promote and facilitate learning in early childhood from a global perspective, integrating the different cognitive, emotional, psychomotor and volitional dimensions.
GP3 - To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.
GP12 - To understand the function, possibilities and limits of education in today's society, and the core competences which affect early childhood education centres and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.
GP2 To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.
GP4 To design and regulate learning spaces in contexts characterized by diversity which attend to the gender equality, fairness and respect for human rights which underpin the values of education in citizenship.
GP8 To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.
GP10 To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning and promote it among schoolchildren.
GP11 To be familiar with Information and Communication Technology and apply it in the classroom. To distinguish the audiovisual information which contributes to learning, civic education and cultural richness in a selective manner.
GP12 To understand the function, possibilities and limits of education in today's society and the core competences which affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centers.
TP1 - To demonstrate a level of competence in English, French, German or Italian equivalent to the C1 level of the Council of Europe's Common European Framework of Reference for Languages.
SP2 - To promote learning in early childhood from a global perspective, integrating cognitive, emotional, psychomotor and volitional dimensions.
SP3 - To design learning spaces in contexts characterised by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.
SP11 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.
SP12 - To organise actively the processes of teaching and learning the contents of Early Childhood Education from a perspective of skills development.
SP2 To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.
SP3 To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.
SP4 To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.
SP7 To encourage cooperation, the motivation and desire to learn, and to participate actively in the school¿s projects.
SP8 To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.
SP9 To acquire autonomous and cooperative learning habits and skills in order to encourage the active involvement of schoolchildren in their social and personal development.
SP10 To reflect on classroom practices in order to innovate and improve teaching, and associate them with the basic psychological processes, pedagogical models and disciplinary criteria of the stage of education.
SP12 To organize actively the processes of teaching and learning the contents of Primary Education from a perspective of skills development. To be familiar with quality improvement models.
The learning outcomes are the concretion of the competences that the student will acquire in the subject. Three levels are established:
-Optimum: acquisition of 100% of the competences and mastery in at least 75% of them.
-Medium: acquisition of the majority of the intended competences in the subject and mastery in those aspects that contribute to the specific competences of the degree.
-Deficient: insufficient acquisition of the aspects that contribute to the specific competences of the degree.
A student gets an rating if the level of learning is optimal or medium.
These learning outcomes are specified in this subject as follows:
LO1- To know different manifestations of contemporary plastic/visual art, the different uses to which they obey and the relationship between the visual arts and visual culture.
LO2- To understand the educational opportunities that visual art and culture can offer us. To interpret what works of art may be relevant for use in educational contexts based on specific educational objectives.
LO3- To understand the different modes of representation and communication strategies used by artists throughout history and therefore be able to identify, explain, describe and classify them.
LO4- To apply knowledge and understanding about artistic manifestations, their modes of representation and plastic/visual communication strategies for the interpretation of images and the realization of images or aesthetic artifacts of their own.
LO5- To analyze and to compare contemporary artworks to identify and distinguish different modes of representation and communication strategies.
LO6- To know and understand conceptual aspects related to cultural, natural heritage of world and national rank.
LO7- To learn to distinguish and categorize cultural heritage, natural.
LO8- To apply knowledge of cultural, natural heritage and in the nearest environment of schools (regional and local).
LO9- To be aware of the different dimensions of the musical phenomenon.
LO10- To have a perspective of cultural and artistic competence in the curriculum of the Education degrees.
LO11- To understand musical heritage as a pedagogical element and as a source of information to gain knowledge of social, economic and cultural processes.
LO12- To know the social functions of music.
|TM1||Lecture with full attendance|
|TM2||Interaction in large group|
|TM3||Interaction in medium-sized group|
|TM4||Interaction in small group|
|TM5||Individualised interaction: tasks and guidelines for autonomous study|
|LA1||Theory classes (foundation, examples, proven applications and developments)||45||100|
|LA2||Practical classes or, in the event, practical experience (in the field)||15||100|
|LA3||Preparation of papers and oral defence||30||10|
|LA6||Oral or written exams||5||100|
|LA1||BP3, BP4||All of them||TP2||All of them|
|LA2||BP3, BP4||All of them||TP2||All of them|
|LA3||BP3, BP4||All of them||TP2||All of them|
|LA4||BP3||All of them||TP2||All of them|
|LA5||BP3, BP4||All of them||TP2||All of them|
|LA6||BP3, BP4||All of them||TP2||All of them|
English, Spanish and Basque
|Weight (%)||It allows
|LO1, LO2, LO3, LO8, LO11, LO12||ES1 Attendance and participation in class.||0||No||No|
|LO1, LO2, LO3, LO8, LO11, LO12||ES2 Theory review and summary work||30||Yes||No|
|LO1, LO2, LO3, LO8, LO11, LO12||ES3 Practical work: observation, proposal and, where appropriate, evaluation||30||Yes||No|
|LO4, LO5, LO6, LO7, LO9 y LO10||ES4 Complete oral or written assessments
The subject is divided in three modules. Each module has the weight detailed below and is reflected in Final Test of the assessment of the subject, as well as in the number of sessions: Arts 40% (6 weeks), Heritage 40% (6 weeks) and Music 20% (3 weeks). Teaching order will be established at the beginning of the course in each group.
In general, the evaluation of the subject will be continuous. This type of evaluation has a dual function: to contribute to the final qualification of the students (summary assessment) and to provide information on their scope of the competencies (training assessment). Although, in cases where the student is unable to attend the classes, students will be provided with the completion of the continuous evaluation tests or the completion of a final evaluation in which all the aspects and contents (theoretical and practical) worked in the subject will be collected. Consequently, the evaluation weight will be 100%.
Given the modular distribution of the subject and in order to give unity to the process of evaluation and learning of the subject, the final score will be obtained from:
-An individual final and recoverable oral or written test (40%) (SE 4) that will take place at the end of the subject. The content of which will integrate in a percentage way each of the modules worked in the subject. It will be essential to have a minimum rating of 4/10 to weight the final score of the subject.
-The continuous evaluation score with a weight of 60% and it will correspond to the weighted average from the different tests of evaluation established for each module (depending on its weight in the subject) and will be obligatory the presentation of all the tests of continuous evaluation in the times established for each one of them.
To know different representation strategies in the visual arts in order to enrich the educational processes of early childhood and primary education
To know the most significant elements of heritage, such as historical heritage that integrates and interrelates diverse concepts of history, geography and arts.
To know arts and heritage as a source of information to obtain knowledge of social, economic and cultural processes.
To know how to define and know the scope of the terms: Music, Music and Heritage, Music and Territory, Music and Ideology and Musical Style.
To know the social spaces and social function of music. To approach to the manifestations of musical art and musical culture, as well as its value for education.
To approach to musical manifestations in other times and cultural contexts, as well as their value to education. To know the management of the Spanish musical heritage.
Theme 1: Art as a representation of reality. Art as mimesis vs. art as story
Theme 2: Abstractions. Art as aesthetic research.
Theme 3: Expressionisms. Art as expression.
Theme 4: Narrations. Art as a transmission and communication of ideas.
Theme 5: Narrations. Art as a commentary on society and culture. Critical discourses.
Theme 6: Heritage and identity in a multicultural educational space; cultural heritage as an educational resource for the learning history; the urban landscape from the archaeological perspective to the current urbanism.
Theme 7: Cultural heritage and territory: elements, analysis and protection
Theme 8: Natural heritage: elements, interpretation and protection.
Theme 9: Teaching activities related to heritage: museums and didactic workshops, itineraries and cultural routes.
Theme 10: Dimensions of the musical phenomenon: music as an object; music as a process.
Theme 11: Social spaces and social function of music.
Theme 12: Musical Heritage: criteria and definition; management of musical heritage; Navarre' musical heritage; music bibliographic funds from Universidad Pública de Navarra.
BERGER, John (1972) . Barcelona: Gustavo Gili (2014)
CHARMAN, Helen, ROSE, K. y G. WILSON (eds.) (2006). London: Tate
DE DIEGO, Estrella. (2004). . Madrid: Obra Social Caja Madrid
FREELAND, Cynthia, (2003). , Cátedra, 2003
GOMBRICH, Ernest. (1960) Phaidon (2008)
AGIRRE, Imanol (2000). Barcelona: Octaedro (2005)
BARROSO, Julia. (2005). . Piedras Blancas: Aljimez
CALVO SERRALLER, Francisco. (2001). . Madrid: Taurus
FÓSTER, Hal; Krauss, Rosalind; Bois, Yve-Alain, Benjamin;Buchloh, H.D. (2006). . Madrid: Akal
HERNÁNDEZ, Fernando (1997). . Barcelona: Octaedro
TATARKIEWICZ, W. (1979). .Madrid: Tecnos (2002)
CALAF MASACHS, R: Didáctica del patrimonio. Epistemología, metodología y estudio de casos. Gijón: Trea, 2009.
ESTEPA, J. (edi.). La educación patrimonial en la escuela y el museo. Investigación y experiencias. Huelva: Universidad de Huelva, 2013.
GONZÁLEZ VARAS, I.: Patrimonio cultural: conceptos, debates y problemas. Madrid: Cátedra,2015.
UNESCO: Patrimonio Mundial en Manos de Jóvenes. Conocer, Atesorar y Actuar. París: Unesco, 2005 (2ª edi.).
OBSERVATORIO DE LA SOSTENIBILIDAD EN ESPAÑA: Patrimonio natural, cultural y paisajístico. Claves para la sostenibilidad territorial. Madrid: Ministerio de Medio Ambiente y Medio Rural y Marino, 2009.
Chao Fernández, R., Gisbert Caudeli, V. y Chao Fernández, A. (2020). Contribución a la conservación del patrimonio musical en Educación Primaria. Estudio de caso en Galicia en 2003 y 2019. Revista Electrónica de LEEME, 45, 111-125 DOI: 10.7203/LEEME.45.16880
Díaz-Emparanza, M., Peruarena, J. y Jiménez R. (2017). Actividades de intervención educativa y de difusión del patrimonio organístico en entornos formales y no formales. Estudios Pedagógicos XLIII, 4, 277-292
Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.