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SUBJECT SYLLABUS
Degree

103.0

Philosophy
UD Credits 4,5 ECTS Credits 3,5

Academic year 2009/10

Subject code and title 33064 Art and Education Type Language ELECTIVE SPA

Duration Semester 2

*Lecturer Amigo Fdez. de Arroyabe, Mara Luisa DESCRIPTION

The subject of Art and Education provides philosophy students with a reflection on the educational value of art in the formation of human beings. It covers the various literary, visual and musical manifestations of art., and especially its potential for establishing spheres of meaning. Education is seen as a process of lifelong learning and as leisure education.

PREREQUISITES
None.

LEARNING OUTCOMES IN TERMS OF GENERIC AND SPECIFIC COMPETENCES

Identifying the specific values that art brings to human education. Detecting the symbolic dimension of works of art and the values that they bring. Learning the theories and models of art education. Identifying the distinctive aspects of the various arts and their contribution to knowledge of persons. Assessing lifelong education through art. Reasoning concerning the contributions of the various arts to human development. Designing art education projects. Applying creative thinking and seeking out new educational possibilities. Learning to be critical and to relate ideas. Developing a sensitivity to the diversity of practices and ways of living. Exercising the skill of examining divergent ways of thinking.

CONTENTS
The subject content is organised in the following thematic blocks: 1. Art & human development. 2. Art & education in Greece 3. The theatre: pleasure, knowledge & education. Artistotle & Brecht. 4. Sensitive beauty & symbolic transcendence: communicating through pictures 5. Art & reality. Painting and novels 6. The ethical dimension of the literature of suffering: writing to understand 7. Art & human feelings: poetry 8. Art & leisure education Attitudes & values. - Discovering the values of sensitivity, intelligence and conscience through art. - Recognising individual creative contributions. Developing intuition. Cultivating potential for ideas and imagination. Respecting the reasons of others expressed in artistic manifestations - Recognising the sentiments of the human heart. Respecting creative freedom and awareness of the ethical & aesthetic limits of artistic creations. Developing awareness of the wealth of symbols manifested in works of art. Understanding the expression of the great themes of human beings. Valuing art as an area of feeling and opening up to transcendence. Personal orientation towards knowledge. Personal critical reflection on ones own attitudes in the face of aesthetics.

TEACHING-LEARNING STRATEGY
The subject is taught using the following strategies: Explanations of theoretical & practical aspects of the subject content by the lecturer. 15 hours Individual study (reading & analysis of documents, preparation of a theoretical & practical report on 5 topics) 50 hours Teamwork (project design) 15 hours Practical work supplementary to topics: 10 hours Communication & group discussion: round tables & in-class debates: 10 hours

ASSESSMENT SYSTEM
Assessment of generic and specific competences can be summarised as follows: 1.- Design of an art education project in groups (30%) 2.- In-class education experience & presentation of materials (20%) 3.- Preparation of topics & activities listed in the portfolio (50%) Assessment will be based on depth of analysis, originality & personal vision, use of the relevant vocabulary, quality of 200910.103.0.33064.EN GUR01007 Pg. 1 de 2

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documentation, attention to formal aspects & participation in activities in class.

BIBLIOGRAPHY
Textos de consulta Amigo, M L.(2000). El arte como vivencia de ocio. Bilbao: Universidad de Deusto. Arnheim, R. (1993). Consideraciones sobre la educacin artstica. Barcelona: Paids. Berger, R. (1976). El conocimiento de la pintura. Tomo I: El arte de verla. Tomo II: El arte de comprenderla. Tomo III: El arte de apreciarla. Barcelona: Noguer. Bloom, H. (2000). Cmo leer y por qu. Madrid: Crculo de Lectores, Eco, U. ( 2005).Historia de la belleza. Barcelona: Lumen. Francastel, P. (1988). La realidad figurativa, 2 vols. Barcelona: Paids. Garca Leal, (1995). Arte y conocimiento. Granada: Universidad de Granada y Diputacin Provincial de Granada. Gardner, H. (1994). Educacin artstica y desarrollo humano. Barcelona: Paids. Gennari, M. (1997). La educacin esttica. Arte y literatura. Barcelona: Paids.Goodman, N. (1976). Los lenguajes del arte. Barcelona: Seix Barral.Hospers, J. (1980). Significado y verdad en las artes. Valencia: Fernando Torres.Kundera, M.(1987). El arte de la novela, Barcelona: Tusquets.Lpez Quints.(1994). Cmo formarse en tica a travs de la literatura. Anlisis esttico de obras literarias. Instituto de ciencias para la familia. Madrid: Rialp.Lpez Quints, A. (2004) La experiencia esttica y su poder formativo. Bilbao: Universidad de Deusto.Lpez de la Vieja, T. ( 2003). tica y literatura. Madrid: Tcnos.Muoz Molina. (1998). Pura alegra. Madrid: Alfaguara. Parsons, M. J. (2002). Cmo entendemos el arte. Una perspectiva cognitivo-evolutiva de la experiencia esttica. Madrid: Paids.Quintana Cabanas, J. M.. ( 1993 ). Pedagoga esttica. Madrid: Dykinson. Read. H. ( 1982 ). Educacin por el arte, Barcelona: PaidsSouriau, E. (1998). Diccionario de Esttica. Madrid: Akal.Small, Ch.(1989). Msica, sociedad, educacin. Madrid Alianza Msica. Steiner, G. (2001). Gramticas de la creacin. Madrid: Siruela.Steiner, G. (1998). Errata. Examen de una vida. Madrid: Siruela Tolstoi, L. (1992). Qu es el arte?. Barcelona: Nexos.Urp, C. (2000). La virtualidad educativa del cine. Pamplona: Eunsa.

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