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Lecturer(s)
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Vašíková Jana, Mgr. PhD.
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Deutscherová Beáta, PhDr. MBA
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Course content
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Problems and overview of art history, art culture for art education. - Prehistory - prehistoric painting, first sculptures, Palaeolithic monuments. - Egypt - architecture, sculpture, painting. - Greece, Rome - architecture, sculpture, painting. - Gothic. - Renaissance, Mannerism - architecture, sculpture, painting. - Baroque - architecture, sculpture, painting. - 19th-century art - classicism, romanticism, realism, impressionism. - Modernism - Cubism, Futurism, Dadaism, Surrealism, Expressionism. - Orientation in the visual arts and monuments in the Czech Republic. - Fine arts, fine arts. - The aim and content of fine art. - Communication in art; visual sign means in art. - Art, fine art in the life of a child.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Projection (static, dynamic)
- Participation in classes
- 5 hours per semester
- Preparation for course credit
- 20 hours per semester
- Home preparation for classes
- 35 hours per semester
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| prerequisite |
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| Knowledge |
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| not specified |
| not specified |
| learning outcomes |
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| to define basic terms (art, visual arts, visual perception) |
| to define basic terms (art, visual arts, visual perception) |
| to describe the issue and overview of the history of art, art culture for art education |
| to describe the issue and overview of the history of art, art culture for art education |
| to describe the purpose and content of fine art |
| to describe the purpose and content of fine art |
| to explain the importance of art, visual arts in the child's life |
| to explain the importance of art, visual arts in the child's life |
| to describe fine arts and selected monuments in the Czech Republic |
| to describe fine arts and selected monuments in the Czech Republic |
| Skills |
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| actively use professional terminology in your speech |
| actively use professional terminology in your speech |
| to apply knowledge from the theory of the history of visual culture and visual arts to the educational proces |
| to apply knowledge from the theory of the history of visual culture and visual arts to the educational proces |
| to evaluate the importance of art, visual arts in the life of a child |
| to evaluate the importance of art, visual arts in the life of a child |
| to recognize fine arts and selected monuments in the Czech Republic |
| to recognize fine arts and selected monuments in the Czech Republic |
| to create a proposal for educational activities for children of preschool age using knowledge from the history of visual arts and art education |
| to create a proposal for educational activities for children of preschool age using knowledge from the history of visual arts and art education |
| teaching methods |
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| Knowledge |
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| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Projection (static, dynamic) |
| Projection (static, dynamic) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Grade (Using a grade system) |
| Analysis of seminar paper |
| Analysis of seminar paper |
| Grade (Using a grade system) |
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Recommended literature
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BALEKA, J. Výtvarné umění. Výkladový slovník malířství, sochařství, grafika. Praha, 1997.
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BERNARDOVÁ, E. Moderní umění. Praha, 2001.
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DEMPSEYOVÁ, A. Umělecké styly, školy a hnutí. Bratislava, 2002.
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GERO, Š., HUSÁR, J., SOKOLOVÁ, K. Úvod do teórie výtvarnej kultúry. Banská Bystrica, 1997.
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GOMBRICH, E. H. The Story of Art. London, 1970.
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GOODMAN, N. Jazyky umění. Nástin teorie symbolů. Praha: Academia, 2007.
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HRIVŇÁKOVÁ, S. Načo nám je výtvarná výchova. Nitra, 2006.
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Krajcarová, J. Postavení současné výtvarné výchovy - výtvarné kurikulum Anglie = Contemporary art education - art curriculum of England. Zohor: Virvar, 2013.
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LITTLE, S. .. izmy. Ako rozumieť umeniu. Bratislava, 2012.
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SZIMETHOVÁ, M. Základy výtvarné kultury - studijní opora. Zlín, 2013.
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