course-details-portlet

MGLU5237 - Aesthetic learning processes

About

New from the academic year 2021/2022

Examination arrangement

Examination arrangement: Assignment
Grade: Letters

Evaluation Weighting Duration Grade deviation Examination aids
Assignment 100/100

Course content

The course is directed to how aesthetic learning processes represent a complex view of learning where body, senses and emotions are activated as a prerequisite for learning and how these can be used in different academic contexts and lay a foundation for in-depth learning and ambiguous learning. Aesthetic learning processes are complex processes that do not provide unambiguous answers, but where the individual's and community's understandings are explored, challenged and developed. They represent an expanded view of knowledge with emphasis on practical creative, emotional, relational and reflective moments at the same time. Aesthetic learning processes can be a resource in the work with democracy and citizenship, community, health and life skills, sustainable development and in-depth knowledge.

Learning outcome

Knowledge

The student

- has in-depth knowledge of aesthetic, physical, inclusive and health-promoting learning processes in school

- has in-depth knowledge of how visual and material culture, analogue and digital, provides a basis for making conscious choices as a consumer and citizen in their own creative work.

- has in-depth knowledge of subject renewal and aesthetic learning processes in the educational science context in primary school

- has in-depth knowledge of how students can learn and develop through perception, thinking, aesthetic forms of expression and practical activities.

- be able to facilitate creative learning through various aesthetic expressions, communication and performances that help to develop students' self-confidence and identity. Skill the student

- can independently articulate and theorize explanatory methods and quality-oriented texts about aesthetic learning processes in a reflected and advanced way

- has skills in aesthetic learning processes and working methods as a form of expression and learning tools

- can use dramaturgy and visual design as a form of expression, planning tool and as a tool in teaching

General competence

The student

- can identify active and inclusive forms of learning and teaching resources based on aesthetic learning processes

- has a reflection on how aesthetic learning processes can contribute to in-depth learning, public health and life skills, sustainability, democracy and citizenship.

- can define and present a larger perspective on creative learning processes as a prerequisite for students' formation and identity development.

Learning methods and activities

The forms of learning in the course are of a practical and theoretical nature, and creating visual expressions as well as written and oral work as well as critical reflection. Activities in the course are workshops, lectures, group and individual assignments as well as planning and implementation of a teaching program in groups.

Compulsory assignments

  • Compulsory assignments according to course description

Further on evaluation

Mandatory activities

1. Two colloquium meetings where key texts, previous master's theses and planning documents on aesthetic learning processes are analyzed and discussed. The colloquium meetings will result in a colloquium report written with formal requirements, cf. the subject text genre with correct reference and bibliography.

2. Group presentation of colloquium report - an analytical reading of a selected central text, report and / or planning document. The subject text is presented as a paper presentation.

Mandatory work requirements are assessed with approved / not approved.

Form of assessment

For the exam, a multimodal group presentation of a teaching program is delivered that further develops and processes work requirements 2, literature discussed in compulsory activity 1, and based on principles for in-depth learning and aesthetic learning processes. The teaching program is carried out as micro-teaching on campus in addition to a digitized format.

Assessed as approved / not approved.

Specific conditions

Compulsory activities from previous semester may be approved by the department.

Admission to a programme of study is required:
Primary and Lower Secondary Teacher Education for Years 1-7 (MGLU1-7)
Primary and Lower Secondary Teacher Education for Years 5-10 (MGLU5-10)

Required previous knowledge

Candidate must have successfully passed Arts and Crafts 1 and completed Arts and Crafts 2 to begin Cycle 2 courses. Passing is understood as the student completing the course and passing the examination. Completed is understood as having all obligatory coursework approved and qualifying the student for the course examination.

Course materials

The final reading list will be posted on Blackboard before the start of the study.

More on the course

No

Facts

Version: 1
Credits:  7.5 SP
Study level: Second degree level

Coursework

Term no.: 1
Teaching semester:  AUTUMN 2021

Language of instruction: Norwegian

Location: Trondheim

Subject area(s)
  • Teacher Education
Contact information
Course coordinator:

Department with academic responsibility
Department of Teacher Education

Examination

Examination arrangement: Assignment

Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
Autumn ORD Assignment 100/100

Release
2021-11-18

Submission
2021-11-25


09:00


15:00

INSPERA
Room Building Number of candidates
Spring ORD Assignment 100/100 INSPERA
Room Building Number of candidates
  • * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.
Examination

For more information regarding registration for examination and examination procedures, see "Innsida - Exams"

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