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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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- Children's art expression, its theory. - Origin and essence of children's art expression. - Graphomotorics and children's artistic expression. - Stages of development of children's art expression, characteristic features. - Period of content-free and content doodles - possibilities of cognition. - Period of spontaneous content children's drawing - possibilities of cognition and development. - Representation of human figure, family, space, ways of displaying. - The importance of colors and symbols in children's drawings and children's lives. - Specialties in children's art - typology. - Case report of preschool children, diagnosis of children's drawings. - Phenomenon of illustration (form and content); illustrations and text; illustration for children; authors of children's books, comics. - Integration of educational components in the educational process (music education, art education, physical education). - Preparation and realization of model lessons - practice, improvement. - Preparation, realization and analysis of student's work in kindergarten.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Demonstration, Analysis of a work of art, Experience (self-experience)
- Participation in classes
- 56 hours per semester
- Educational trip
- 16 hours per semester
- Preparation for course credit
- 18 hours per semester
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| prerequisite |
|---|
| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| to define children's artistic expression |
| to define children's artistic expression |
| to describe the individual stages of children's artistic expression |
| to describe the individual stages of children's artistic expression |
| to describe the basic features in children's creative expression |
| to describe the basic features in children's creative expression |
| to describe peculiarities in children's creative expression - typology |
| to describe peculiarities in children's creative expression - typology |
| describe the development in the depiction of the human figure, family - methods of depiction |
| describe the development in the depiction of the human figure, family - methods of depiction |
| Skills |
|---|
| to explain the connections between graphic motor skills, children's drawing and pedagogical diagnostics |
| to explain the connections between graphic motor skills, children's drawing and pedagogical diagnostics |
| to recognize the characteristic features of children's artistic expression in children's drawings |
| to recognize the characteristic features of children's artistic expression in children's drawings |
| to recognize individual stages of children's artistic expression in children's drawings |
| to recognize individual stages of children's artistic expression in children's drawings |
| to explain peculiarities in children's artistic expression and to apply artistic typology in the process of planning the educational process |
| to explain peculiarities in children's artistic expression and to apply artistic typology in the process of planning the educational process |
| to prepare and implement an educational lesson in pedagogical practice |
| to prepare and implement an educational lesson in pedagogical practice |
| teaching methods |
|---|
| Knowledge |
|---|
| Experience (self-experience) |
| Demonstration |
| Demonstration |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Analysis of a work of art |
| Monologic (Exposition, lecture, briefing) |
| Experience (self-experience) |
| Analysis of a work of art |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
|---|
| Analysis of the student's performance |
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Analysis of the student's performance |
| Composite examination (Written part + oral part) |
| Grade (Using a grade system) |
| Grade (Using a grade system) |
| Composite examination (Written part + oral part) |
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Recommended literature
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Babyrádová, H. Symbol v dětském výtvarném projevu.. Brno: Masarykova univerzita, 1999.
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Bednářová, J. & Šmardová, V. Školní zralost: co by mělo umět dítě před vstupem do školy.. Brno: Computer Press, 2010.
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Davido, R. Kresba jako nástroj poznání dítěte: dětská kresba z pohledu psychologie.. Praha: Portál, 2001.
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Goodman, N. Jazyky umění. Nástin teorie symbolů.. Praha: Academia, 2007.
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Hazuková, H. Výtvarné činnosti v předškolním vzdělávání.. Praha: Raabe, 2011.
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Koťátková, S. Hry v mateřské škole v teorii a praxi - význam hry, role pedagoga, cíl hry, soubor her.. Praha: Grada, 2005.
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Krajcarová, J. Kreativita jako jeden ze současných požadavků na vzdělávání. Kreatívne vzdelávanie. 1. vyd.. Zohor: Virvar, 102 ?103, 2014.
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Kubíček, J. Úvod do estetiky animace.. Praha: Akademie múzických umění, 2004.
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