Art Education (5 cr)

Evaluation scale

0-5

Content scheduling

We learn children´s art education and guiding theories, as well as arts and crafts techniques throughout the semester. The preparation of puppet theater presentation begins with the picture book analysis, and it will be ready in November or December.

Objective

The students
• know the meanings of art education aunderschool age
• know the pedagogical, as well as psychological arguments of art education, and are able to apply those arguments in their pedagogical guiding practice
• have both pedagogical as well as methodological skills in planning, guiding and evaluating children's art education
• are able to develop as well as document their own professional guiding practice

Content

• The educational, and psychological basics of art education, creative thinking and activities
• Planning, counseling and assessing of
• The methods, tools and materials in visual expression
• Integrative art work; literature and puppet theater

Materials

Rusanen, S., Kuusela, M., Rintakorpi, K. & Torkki, K. 2014. Musta tuntuu punaiselta. Kuvataiteellinen toiminta varhaisiässä. Helsinki: Lasten Keskus. ISBN 9789522880840.
Ruokanen, I., Rusanen, S. & Välimäki A.-L. (Toim.) 2009. Taidekasvatus varhaiskasvatuksessa. Helsinki: Yliopistopaino. ISBN 978-952-245-137-8 (painettu) ISSN 1798-0097 (painettu)ISBN 978-952-245-138-5 (verkko) ISSN 1798-0100 (verkko)

Teaching methods

In this course you learn art education for children through reading, reflecting, as well as in exercises, and dialogues with your group and teacher. You apply your knowledge in practical arts and crafts workshops. You write a manuscript for a puppet theater performance for children in an early childhood education unit.
In your written assignments, you analyze a picture book for children, define your pedagogical principles in children's art education, you perform a drawing as an interaction situation observation and analyzing. You assess your competence in guiding, as well as in client work.

Employer connections

You perform a puppet theater show in an early childhood education unit and observe a child in a drawing situation.

Student workload

Independent preparing, reading the course literature, for the lessons, 30 hours.
An analysis of a picture book for children, 6 hours.
Workshops, contact lessons, 24 hours.
Manuscript for the puppet theater performance, one puppet and other props for the performance, two acts in an early childhood education unit, 50 hours.
Written assignments in principles for early childhood art education, observation and analysis of a drawing situation with a child, assessment of the competences, 25 hours.
Total 135 hours.

Assessment criteria, satisfactory (1)

Sufficient (1) The students are able to name their own views and principles in art education. They can describe the development stages of visual and creative expression of children. The students are able to plan as well as implement art education activities for children. They are be able to use the learned practices of working with children. They are able to describe their own actions and skills in practice.

Satisfactory (2) The students are able to perform their justified view and principles in art education. They notice and describe the development stages of visual and creative expression of children. The students are able to plan, implement, as well as assess art education activities for children. They are able to reflect and describe their own actions, skills as wells as competences in practice.

Assessment criteria, good (3)

Good (3) The students are able to express and justify their views and principles for supporting children by means of art education. They are able to distinguish the developmental stages of sensor-motor and cognitive skills in visual and creative expression of children. The students are able to design, implement and assess goal-oriented as well as child centered art education for children. They apply the learned ways of working in their integrative pedagogical art education, and they are able to assess their own professional development.

Very good (4) The students are able to express and theoretically justify their views and principles for supporting children by means of art education. They are able to distinguish the developmental stages of sensor-motor and cognitive skills in visual and creative expression of children. The students are able to innovate, implement and assess child centered art education for children of different ages. They apply new ways of working in their integrative pedagogical art education. They are able to critically assess their own professional competences.

Assessment criteria, excellent (5)

Excellent (5) The students are able to express and theoretically justify their views and principles for supporting children by means of art education. They are able to distinguish and evaluate the developmental stages of sensor-motor and cognitive skills and challenges in visual and creative expression with children. The students are able to design, implement and assess educational and purposeful art education activities for children in different ages. They can apply and create new integrative ways of working on the basis of theoretical and pedagogical knowledge of art education. They are able to critically assess their own professional competence as well as professional development.

Qualifications

The students know the basic principles of social- and health care. They know the general phases of human physical and psychological growth and development.

Further information

You get spoken feedback from the exercises and from the puppet theater performance. You get pee assessment from your group members, as well as you make a self assessment of your own competence according the assessment criteria.