Examination arrangement

Course content

The course is directed to how aesthetic learning processes represent a complex view of learning where body, senses, emotions and cooperation 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 in which 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 of democracy and citizenship, community, health and life mastery, sustainable development and in-depth learning.

Learning outcome

Learning outcomes

Knowledge

The student

• have in-depth knowledge of aesthetic, physical, inclusive and health-promoting learning processes in the school
• have 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 primary school as a context
• has in-depth knowledge of how pupils can learn and develop through perception, thinking, aesthetic forms of expression and practical and creative activities.
• be able to facilitate creative learning through various aesthetic expressions, communication and performances that contribute to developing the pupils´ self-confidence and identity.

Skills

the student

• can in an independent and reflective way articulate and theorize explanatory ways and research-based texts on aesthetic learning processes
• has skills in aesthetic learning processes and working methods as a form of expression and learning tools
• can use dramaturgical thinking in didactic contexts 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
• can reflect with others 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 aesthetic learning processes as a prerequisite for pupils' 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

• Two colloquium meetings that will result in two written colloquium reports.Verbal group presentation of the two colloquium reports, with an aesthetic angle.
• Guidelines for the two work requirements are distributed by the course coordinator at the start of the course.

Compulsory work requirements are assessed as approved / not approved.

Valuation form

• The exam is a teaching scheme that further develops and uses the work requirements in a practical didactic form.

Assessed as passed / failed

Specific conditions

Recommended previous knowledge

MGLU4207 - Arts and Crafts. Exploring Materials and Techniques in Workshops

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

Reading list will be posted on Blackboard before the start of the study.

Credit reductions