Source: Art and Cultural Education at School in Europesee ...€¦ · teachers are competent in: -...

Art and Culture

The Dutch government doesn’t provide a fixed and normative curriculum art and culture for education.

There are guidelines. But however the schools themselves determine the content of the curriculum and the

time should be spent (institutional autonomy).

The attention of the number of hours in the primary schools for the subjects art and culture strongly

declines from group 4 (an average 5.5 hour per week). 1

General objectives art education:

- concerned with those aspects of cultural heritage that people have used during the course of time

to give form and meaning to their existence;

- concerned with the acquisition of some knowledge of the present-day artistic and cultural diversity;

- investigate the expressive possibilities of various materials by means of aspects such as colour,

form, space, texture and composition.

Assessment criteria are the responsibility of the individual schools. The teachers decide freely on methods

of assessment in the arts. The outcome of teacher assessment is recorded to the way the

school/competent authority has decided on (in general this will be a school report).

The decision what to do in case of low grades in art subjects is at the school's discretion.

Some countries have fixed and normative curricula and fixed art subjects.2

To avoid that the development of the curriculum Art and Culture Internationale Pabo becomes entangled in

jurisdiction and regulations of the several governments, I will look for overlapping areas of study, subjects

and aims, guided by the basic idea of clustering knowledge areas and subjects by projects or theme’s.3

1 Source: Cultuurnetwerk Nederland, http://www.cultuurnetwerk.nl/

2 Source: Art and Cultural Education at School in Europesee, figure 5.3, 5.4, 5.5

3 Source: ‘De Eekhorst in het algemeen bijzonder’ pag 76 -77 The study programme was based on clustering knowledge and subjects

OVERLAPPING OBJECTIVES:

European Teacher Education for primary school competences

Train teachers who stimulate children’s socio-emotional and moral development, values and attitudes

related to the context of international mindedness.

So that these children become independent and social responsible citizens with an intercultural mindset in

a European global oriented society.

teachers are competent in:

- Exploring identity and diversity in relation to themselves

- Developing and analyzing their awareness of local issues related to global issues for education

purposes within the international primary schools

- Intercultural communication (taking in account values and ethics in relation to the international

and cultural background of their students)

EU legislation summaries

Key competences in the shape of knowledge, skills and attitudes appropriate to each context are

fundamental for each individual in a knowledge-based society. They provide added value for the labour

market, social cohesion and active citizenship by offering flexibility and adaptability, satisfaction and

motivation. Because they should be acquired by everyone, this Recommendation proposes a reference tool

for the Member States to ensure that these key competences are fully integrated into their strategies and

infrastructures, particularly in the context of lifelong learning.

International Teachers Certificate (ITC)

The study requires in-depth critical thinking skills and reflective practice that is learner-centred and focused

on authentic school-based activity. The ITC is multi-cultural, multi-disciplinary and cutting-edge.

• Education in an intercultural context

• Teaching competencies for the international teacher

• The language dimension

• Student transition and mobility

• Continuing professional development as an international educator

International Primary Curriculum

Professional objectives: specific knowledge (fact and information), skills (practical competences),

comprehension (important issues and concepts).

Personal objectives: research objectives, flexibility, ethics, communication, empathy, cooperation, mutual

respect and adaptation.

International objectives: learning methodology in which pupils learn to cope with change and development

of society in national as well as international perspective.

International Baccalaureate

Students in the 21st century are faced with the challenge of learning about an interconnected world where

knowledge is constantly developing. The International Baccalaureate® (IB) Primary Years Programme

prepares students to be active participants in a lifelong journey of learning.

Eurydice

General objectives art education in the Netherlands:


to give form and meaning to their existence.

- concerned with the acquisition of some knowledge of the present-day artistic and cultural diversity.


form, space, texture and composition.

These mutual objectives can be tested in an assessment using the same criteria

SUBJECTS:

- Visual arts

- Music

- Drama

- Dance


- cultural awareness and expression

Concerning professional teacher training, the following areas of art and culture study may be considered:

child development in the arts, arts curriculum content, arts pedagogy, arts history, the personal art skills,

development of the prospective teacher, and pupil assessment.


cultural awareness and expression

which involves appreciation of the importance of the creative expression of ideas, experiences and

emotions in a range of media (music, performing arts, literature, and the visual arts).

These key competences are all interdependent, and the emphasis in each case is on critical thinking,

creativity, initiative, problem solving, risk assessment, decision taking, and constructive management of

feelings.


• A knowledge and appreciation of one’s own culture and an openness to other cultures

• The aim of ensuring that all students gain cross-cultural awareness and understanding as well as the skills

to solve the problems that inevitably arise in a globalised world


- knowledge and comprehension of essential similarities between people and countries in this world.

Thus pupils will develop a mindset to feel at ease with people of different cultures and habits.

Professional objectives about specific knowledge, skills, comprehension are defined for the subjects history,

geography, biology and physics, technique, art and culture, music, physical education and international

mindedness.


—concepts, knowledge, skills, attitudes, action— so that students are given the opportunity to:

- gain knowledge that is relevant and of global significance

Eurydice

the Netherlands:

The pupils learn to use images, language, music, games and movement to express their feelings and

experiences and to communicate with.

- The pupils learn to reflect upon their own work and the work of others.

- The pupils acquire knowledge about and learn to appreciate aspects of cultural heritage.

These mutual objectives can be tested in an assessment using the same criteria

THEORY:


- Basic theories of culture / identity, basic ethics and values

- Central international global issues and political systems

- Key principles that relate to diversity in education

- Basic theories and concepts about intercultural communication and habits


The emphasis in each case is on critical thinking, creativity, initiative, problem solving, risk assessment,

decision taking, and constructive management of feelings.


Internationally-minded: appreciation of the way that differences can enrich and enhance the teaching and

learning of students of all ages; ability to incorporate into the teaching repertoire the values of cooperative

learning and peaceful (or negotiated or non-violent) conflict resolution.


- Field of interest of pupils (stimulating intrinsic motivation)

- Practical approach of activities (learning by doing, all activities are related to subject specific, personal and

international objectives)

- Based on new principles of learning 4(learning style, behaviour style, multiple intelligences)


the written curriculum—what do we want to learn?


- develop an understanding of concepts, which allows them to make connections throughout their learning

Eurydice

The Netherlands

- investigate the expressive possibilities of various materials by means of aspects such as colour, form,

space, texture and composition



4 Source: Howard Gardner, Spencer Kagan, Jelle Jolles

http://www.leraar24.nl:80/dossier/758/hersenvriendelijk-leren

http://www.leraar24.nl/dossier/758/hersenvriendelijk-leren

TASK:

In all the articles are no descriptions of tasks, but there are certain indications that might define the

conditions of a task.


The educational activities and studies should result in international or transnational projects suited for the

international primary schools.

- Intercultural communication

- communication in the mother tongue

- digital competence

- communication in foreign languages

- sense of initiative and entrepreneurship



communication in the mother tongue

communication in foreign languages

digital competence

social and civic competences

sense of initiative and entrepreneurs

cultural awareness and expression


The ITC is multi-cultural, multi-disciplinary and cutting-edge.

Education in an intercultural context

The aim of ensuring that all students gain cross-cultural awareness and understanding as well as the skills



- development of skills of the pupils in field of language, reading and writing.

- research objectives, flexibility, ethics, communication, empathy, cooperation, mutual respect and

adaptation

- learn to cope with change and development of society in national as well as international perspective

The profit of multidisciplinary approach (the relation between the different subjects helps pupils to

comprehend and cope with constant changing environment)


learning about an interconnected world where knowledge is constantly developing

transdisciplinary themes and subject areas

- acquire transdisciplinary and disciplinary skills

develop attitudes that will lead to international-mindedness

Students aged 10 to 12 who are in their final year of the programme are expected to carry out an extended,

collaborative inquiry project, know as the exhibition, under the guidance of their teachers.

Eurydice

The Netherlands

- the development of their creativity, and their acquisition of social, cultural and physical skills

no regulation.

ART AND CULTURE CURRICULUM:

The starting point of this curriculum is to guarantee the European Teacher Education for Primary School

Competencies5 as a standard.

The art and culture curriculum includes eight key competences as formulated in the EU legislation

summaries 6(endorsed by the participating countries) and is used as guideline for the structure of this new

curriculum.

If we base the structure of the new art and culture curriculum on the mutual starting points as formulated

in the schemes above, it is possible to avoid conflicts with fixed and normative curricula.

The structure of the art curriculum consist of four themes / projects in the field of art pedagogic, art

didactic, art practise and art and culture knowledge. Every project leads to several tasks that a student has

to for fill to prove his competences.

Theme / Projects

1. ‘All about my art’; Personal art product and process

2. ‘The artist as a creator’; Research historical and contemporary art and culture issues

3. ‘Media impact and youth culture; Trivial images and contexts, youth culture

4. ‘Cultural heritage in global perspective’; Survey of traditional Craftsmanship, habits, rituals,

products and meaning

MODULE 1‘All about my art’

Assessment Teaching practice Theory: Products:

Portfolio: product and process

Developing lessons; aims

Development visual language children

Technique samples Artproduct

5 see Annex 7 European Teacher Education for Primary School

6 see Annex 2 SUMMARY: EU legislation summaries

QuickT ime™ en een-decompressor

zijn vereist om deze afbeelding weer te geven.

QuickTime™ en een-decompressor


description Exhibition art products

planning, instruction, evaluation. Teaching

Creativity and problem solving Learning principles, behaviour styles, brain friendly learning

(experiments) Cycle of 5 lessons Exhibition artwork of children

MODULE 2 ‘The artist as a creator’

Assessment Teaching practice Theory: Products:

Essay Report excursion Exhibition

Arrange excursion; aims planning, instruction, evaluation. Teaching: guiding / handout Developing lessons

Art history: overview:

- Greek, Roman

- Renaissance

- 17th century

(Golden age)

- 19th century

- Modern art

Iconography, iconology; description, symbols, meaning

Preparation for excursion; Ppt examples: period, artwork, context and meaning. Handout for excursion Essay about an artpiece in the context of periode and the significance tot our own time. Exhibition of created work

MODULE 3 ‘Media impact and youth culture’

assessment Teaching practice Theory: Products:

Report of research Report of project (international and multidiscipline setting) Exhibition

Research influence media and youth culture Developing study programme media impact and youth

Communication theories Ethics and values Influence; Television, commercials, internet

Report of research Report of project Sampling, censored, retouches. Digital study






zijn v ereist om deze af beelding weer te gev en.

culture. Developing lessons

Youth culture programme for children. Scan of youth culture and products. (graffiti, clips, MTV, Sesamestreet, Nickleodeon, News….) Exhibition of created work

MODULE 4 ‘Cultural heritage in global perspective’


Report of research Report of project (international and multidiscipline setting Exhibition

Research the relation between the development op Hanze steden and the development of the internet. Developing study programme

Hanze steden (1500): the econonomic and art -cultural exchange between commercial cities in the Baltic connection. (architecture, tradition, symbolics) VOC: connection art, culture, society and habits present time Cultural self-consciousness and basic skills: observation, imagination, conceptualizing and analyzis

Exhibition of created work

Module1: All about my art 7,5 ECTS


Portfolio: product and process description Exhibition art products

Developing lessons; aims planning, instruction, evaluation. Teaching

Development visual language children Creativity and problem solving Learning principles, behaviour styles, brain friendly learning

Technique samples Artproduct (experiments) Cycle of 5 lessons Exhibition artwork of children

ETEPS competencies:

1. Intercultural;

2. Interpersonal;

3. Pedagogical;

4. Methodological (subject knowledge and didactics);

5. Organizational;

6. Collaborating;

7. Communicating;

8. Reflection and development;

Overall planning

This module is divided in four categories:

1. Individual art; practise and technique skills

2. Art pedagogic; creative and mental growth and understanding children’s drawing

3. Art didactics; art appreciation and reflection. Developing lessons related to learning principles

4. Specialization; younger / older children (choice)

Characteristic

Important issues are:

- What is the importance of creating images and why should I know something about it?

- Which solutions concerning concepts, knowledge skills and attitudes can I use to support and guide

a child in its visual learning processes? (Understand motives and strategies of children.)

- What do I need to know about the meaning of visual expression and communication to apply this

as a useful instrument in my lessons and for personal development; artistic and cultural diversity;

principles of learning.

_____________________________________________________________________

Intention

By this module you will get more overview on teaching main content, work and evaluation methods on the

subject visual art in the elementary school; you will be encouraged to work on effective aims, planning and

instruction; and that you know to make responsible decisions in offering lessons curricular or thematic.

Art pedagogic

time CONTENT STUDYMETHOD THEORY / Literature competence

. Introduction: Creative and mental growth and understanding children’s drawing

Lecture Ppt. development of children’s drawing

3./4.

Research and analyzing children’s drawing on intention, strategy and creativity, artistic and cultural diversity.

Individual Cathy Malchiodi, Understanding children’s drawing Victor Lowenfeld, Creative and mental growth Robert Schirrmacher, Art and creative development for younger children Ppt. creativity

4.

Individual art


Introduction: Technique samples and experiments

Workshop 4./6./7./8.

Printing techniques Workshop 4./6./7./8.

Experiment and individual artwork

Individual 4./6./8.

Exhibition Artwork (personal / children)

Individual 4./6./7./8.

Art didactics


Introduction: art appreciation and reflection Structure of art lessons

Lecture Structure of lessons visual arts Learning principles Ppt album of images Ben Schasfoort, De basis van beeldbeschouwen, van Gorcum, ISBN 978 90 232 4320 5 Ben Schasfoort, Beeldonderwijs en didactiek, Wolters Noordhof, ISBN 90 01 77312 5 Jos Onna, Anky Jacobse, Laat maar zien, ISBN 9001794033 € 27,50 Ad de Visser, Hardop kijken. Een inleiding tot kunstbeschouwing, SUN, € 25,--

1./3./4.

Collecting images (trivial, art and design) as a source for lessons

Individual 1./3./4

Teaching practise: Developing and teaching 5 lessons

Individual 1./2./3./4./5./6./7./8.

Specialization


Teaching practise: Developing and teaching 5 lessons

Individual 1./2./3./4./5./6./7./8.

assessment

test content group setting judgement

Attendance Lectures; active participation

Individual

Report and own artwork

Experiment several techniques

Individual

Written Lessons Individual

Report and artwork children

Research children’s drawing

Team or individual

Report Research image album

Individual

Module 2: The artist as a creator 7,5 ECTS


Essay Report excursion Exhibition

Arrange excursion; aims planning, instruction, evaluation. Teaching: guiding / handout Developing lessons

Art history: overview:

- Greek, Roman

- Renaissance

- 17th century

(Golden age)

- 19th century

- Modern art

Iconography, iconology; description, symbols, meaning

Preparation for excursion; Ppt examples: period, artwork, context and meaning. Handout for excursion Essay about an artpiece in the context of periode and the significance tot our own time. Exhibition of created work

ETEPS competencies:

1. Intercultural;

2. Interpersonal;

3. Pedagogical;


5. Organizational;

6. Collaborating;

7. Communicating;


Overall planning

This module is about historical art knowledge related to topics in our own time:

1. Art history; Greek, Roman period/ Renaissance/17th century/19th century/. Modern art

2. Essay; Research artwork, context and meaning related to modern society

3. Excursion / fieldtrip: artist/gallery/museum, preparation and accompany an art excursion for/with

childeren

Characteristic


- What is the importance of created art pieces (regional and global) during the ages and why should I

know something about it?

- Can I learn to appreciate and understand several artworks en their influence on society in our time

and transfer this knowledge to educational programs?

- What do I need to know about the meaning of symbols and cultural background to apply this as a

useful instrument in my lessons and for personal development.

_____________________________________________________________________

Intention

By this module you will get more overview on teaching and explaining the role of art in any society; you will

be encouraged to develop a personal curiosity towards the phenomenon art as an inspiring source for

creative problem solving and producing new concepts and products.

Art history


Greek, Roman period Lecture ppt 1./4./8.

Renaissance Lecture 1./4./8.

17th century Lecture 1./4./8.

19th century Lecture 1./4./8.

Modern art Lecture 1./4./8.

Essay


Research the context of an art piece and the significance to our own time

Individual Hugh Honour en John Fleming, A World History of Art (Papermac: London), ca. € 50,- H. W. Janson, History of Art (Harry N. Abrams, Inc.: New York), ca. € 50,-- Stephen Little, Understanding art. (Librero), € 8,-- Arnold Hauser, The social history of art

1./4./5./7./8.

Creating own artwork related to the subject of the essay

Individual 1./4./5./7./8.

Excursion/ fieldtrip


Visiting museum, artist, gallery (or likewise)

Team 1./2./3./4./5./6./7./8.

Preparation and guiding an excursion/fieldtrip for children

Team 1./2./3./4./5./6./7./8

assessment


Attendance Lectures; active participation

Individual

Report own excursions

Team

Written Essay; contextual research

Individual

Digital Report and evaluation excursion children

Individual

exhibition Artwork; sketches , experiment related to the essay

Individual

Module 3: Media impact and youth culture 7,5 ECTS


Report of research Report of project (international and multidiscipline setting) Exhibition

Research influence media and youth culture Developing study programme media impact and youth culture. Developing lessons

Communication theories Ethics and values Influence; Television, commercials, internet Youth culture

Report of research Report of project Sampling, censored, retouches. Digital study programme for children. Scan of youth culture and products. (graffiti, clips, MTV, Sesamestreet, Nickleodeon, News….) Exhibition of created work

ETEPS competencies:

1. Intercultural;

2. Interpersonal;

3. Pedagogical;


5. Organizational;

6. Collaborating;

7. Communicating;


Overall planning


1. Media and youth culture; influence, ethics, values

2. The media is the message; censored, retouches, sampling

3. Digital study program; developing lessons

Characteristic


- What do I need to know about media influence and communication

- How does media communication work: strategy, image, idols, value and ethics

- Which expression / communication skills and attitudes can I use to support and guide a child

towards an international oriented and intercultural mindset

_____________________________________________________________________

Intention

By this module you will get more overview on teaching about the impact of the mass media; you will

explore several ways of communication and the effect on value and ethics; you will be encouraged to use

modern design techniques as a demonstration model;

Media and youth culture


Inventory of communication platforms; e-mail, video conference, chat, etc

Workshop / team

3./4./6./7./8.

Research relation youth culture and media; such as Mtv clips, commercials radio and tv

Team 1./3./4./6./7./8

Mass media and the influence on behaviour of children; analyzing tv commercials

Workshop 1./3./4./6./7./8

The media is the message


The shock of the new individual Robert Hughes, The schock of the new (+ dvd)

1./3./4./8

Tell and sell; own commercial and communication strategy

Team / individual

1./2./3./4./6./7./8

Digital study program


Building a website / web quest

Workshop 1./3./4./5./7./8.

video editing Workshop 4./8.

Photoshop Workshop 4./8.

Developing a digital learning environment about (regional / inter regional) mass media and communication

Team 1./2./3./4./5./6./7./8.

assessment


Attendance Workshop; active participation

Individual

Report Research relations youth culture and mass media

Team

Digital Report and evaluation digital learning environment

Team l

Product Own commercial and Team

communication strategy

Module 4: Cultural heritage in global perspective 7,5 ECTS


Report of research Report of project (international and multidiscipline setting Exhibition

Research the relation between the development op Hanze steden and the development of the internet. Developing study programme

Hanze steden (1500): the economic and art -cultural exchange between commercial cities in the Baltic connection. (architecture, tradition, symbolic) VOC: connection art, culture, society and habits present time Cultural self-consciousness and basic skills: observation, imagination, conceptualizing and analysis

Exhibition of created work

ETEPS competencies:

1. Intercultural;

2. Interpersonal;

3. Pedagogical;


5. Organizational;

6. Collaborating;

7. Communicating;


Overall planning


1. Cultural heritage and entrepreneurial influence; Hanze steden, VOC

2. Research on cultural heritage: craftsmanship, architecture, stories

3. Developing a study programme cultural heritage (art and crafts) in global perspective for children and

teachers; (international learning company)

Characteristic


- What is cultural heritage and how does it sustain in nowadays society.

- Which cultural heritage is specific for a society or region; which parts are mutual? And how did it

affect social and civic circumstances?

- Which habits and products of cultural heritage are important for children to know about?

_____________________________________________________________________

Intention

By this module you will get more overview on cultural differences and indifferences; you will be

encouraged to work on a mutual chosen topic in an international setting [International learning

company](video conference, mail, google docs); you will explore regional and interregional cultural heritage

as a contribution to a cultural heritage programme for children and teachers.

Cultural heritage and entrepreneurial influence


Introduction: Lecture / David S. Landes, The wealth 1./4./8.

Hanze steden; cultural heritage in the Baltic connection

individual and poverty of nations: Why some are so rich and some are so poor.

Introduction: V.O.C.; influence on tradition, cultural habits and objects

Lecture 1./4./8.

Products of craftsmanship Individual 1./4./8.

Research


research on: Hanze steden; cultural heritage in the Baltic connection

Individual / team

1./4./5./6./7./8.

research on: V.O.C.; influence on tradition, cultural habits and objects

Individual / team

1./4./5./6./7./8.

study programme


Developing: Regional – interregional study programme cultural heritage: background information, lessons, cultural difference -indifference

ILC 1./2./3./4./5./6./7./8.

assessment


Attendance Lecture, team; active participation

Individual

Report Research on Hanzesteden or V.O.C.

Team / individual

Digital Report and evaluation regional – interregional study programme cultural heritage

Team / individual

Product Study programme cultural heritage for children and teachers; background information, lessons

Team

Products of craftsmanship

Individual

SUGGESTED LITERATURE:

ART

H. W. Janson, History of Art (Harry N. Abrams, Inc.: New York), ca. € 50,--

This standard work is used by students in the Netherlands on universities ( specific for art until 1700) The

book is very extended, from prehistory to the 20th century, informative with lots of colour illustrators and

clear time tables. (about 800 pages).

Hugh Honour en John Fleming, A World History of Art (Papermac: London), ca. € 50,-

Good alternative for Janson. The book also gives an interesting overview of art history in Africa, Asia and

South America. In each chapter there is a detailed explanation of a specific art piece within its context. The

amount and quality of images can be compared with Janson. The book provides more information about

the development of art from 1700 till 2000. (about 800 pages)

Stephen Little, Understanding art. (Librero), € 8,--

Understanding Art is a perfect pocket-sized, richly illustrated guide that describes the main important art

movements / paintings from 1400 – 2000. Using an informative and engaging style with informal and direct

tone, each of the numerous "isms" that are used to define-but often misleadingly cloud-art movements are

explained in simple terms and made accessible to the reader. Readers are encouraged to think of styles as

useful tools for conversation and exploration rather than as hard and fast academic definitions, and to

relate to the art itself rather than to a merely conceptual idea. (about 160 pages)

ART & CULTURE

Arnold Hauser, The social history of art

This book contextualises all the art productions according to the philosophical principles that underlie

them, establishing the necessary link with the historical panorama and the social and political backdrop at

the time that each artist lived and produced his/her works. The book doesn't stick to the analysis of the

visual arts as most art books do, it extends to literature, drawing, paintings and even film.

David S. Landes, The wealth and poverty of nations: Why some are so rich and some are so poor.

. The book illustrates a complex interplay of cultural mores and historical circumstance. And gives a world

historical overview about tracing and understanding the main stream of economic advance and

modernization

Robert Hughes, The shock of the new

The book shows the revolution in art at the turn of the 20th century as reacting to the revolution in

technology and living standards and the rapid changes in every part of society -- the "shock" of this race to

"newness" that really starting picking up speed a hundred years ago. (The corresponding TV series are on

DVD)

ART PEDAGOGIC / DIDACTICS

Victor Lowenfeld, Creative and mental growth

The content is aimed at an understanding and appreciation of children and their art products. It is not the

making of products that is the concern of this book, but rather it is the process of art and the value of these

experiences to children's learning that is crucial. It is fascinating to realize that as children grow and

experience the world in both physical and psychological settings, their physical, mental, and creative

growth also change.

Cathy Malchiodi, Understanding children’s drawing

Providing an overview of the multidimensional aspects of children's drawings, this text covers the variety of

their meanings; explores them from different perspectives - developmental, emotional, interpersonal,

somatic and spiritual; and explains the importance of contextual influences.

Robert Schirrmacher, Art and creative development for younger children

Art and Creative Development for young Children, 5E, written for early childhood professionals and those

preparing to work with children in child care, preschool, or a Kindergarten through third grade setting, is a

comprehensive, must-have resource for setting up a developmentally appropriate art program. This

updated text takes a child-centered approach to art education. It covers the important issues of creative

experience, art and the developing child, special needs and diversity, childrenas artistic development,

planning, developing, implementing and evaluating art, integrating art across the curriculum, roles and

strategies that facilitate children as artistic expression, evaluation and assessment.

Rhoda Kellog, Scott O’ dell, The Psychology of children’s art

DUTCH DIDACTIC LITERATURE:7

Ben Schasfoort, De basis van beeldbeschouwen, van Gorcum, ISBN 978 90 232 4320 5

Ben Schasfoort, Beeldonderwijs en didactiek, Wolters Noordhof, ISBN 90 01 77312 5

Jos Onna, Anky Jacobse, Laat maar zien, ISBN 9001794033 € 27,50

Ad de Visser, Hardop kijken. Een inleiding tot kunstbeschouwing, SUN, € 25,--

Een uitstekend, rijk geïllustreerd (z-w), boekje waarin veel elementen uit de kunstbeschouwing aan bod

komen. Het wordt gebruikt door studenten kunstgeschiedenis. Soms is het wat simpel en kort door de

bocht, maar het is een lastig onderwerp om over te schrijven zonder in abstracties en wollig taalgebruik te

vervallen. Het is de schrijver uitstekend gelukt een heldere inleiding in het onderwerp te geven.

7 Not in English available

Annex 1

SUMMARY: European Teacher Education for primary school competences

Mission:

By means of international awareness of differences in values, traditions and ethics it is possible to learn and

motivate children that culture makes the difference. Mutual understanding and respect (social cohesion,

adapting to change and integration) can unite people across boundaries of race, faith and national borders.

Objective:

Train teachers who stimulate children’s socio-emotional and moral development, values and attitudes

related to the context of international mindedness.

So that these children become independent and social responsible citizens with an intercultural mindset in

a European global oriented society.

These teachers are competent in:

- Exploring identity and diversity in relation to themselves

- Developing and analyzing their awareness of local issues related to global issues for education

purposes within the international primary schools

- Intercultural communication (taking in account values and ethics in relation to the international

and cultural background of their students)

Assignment:

The educational activities and studies should result in international or transnational projects suited for the

international primary schools.

Theoretical framework:

- Basic theories of culture / identity, basic ethics and values

- Central international global issues and political systems

- Key principles that relate to diversity in education

- Basic theories and concepts about intercultural communication and habits

Eight key competences

- communication in the mother tongue

- communication in foreign languages

- mathematical competence and basic competences in science and technology

- digital competence

- learning to learn

- social and civic competences

- sense of initiative and entrepreneurship


Concerning professional teacher training, the following areas of art and culture study may be considered:

child development in the arts, arts curriculum content, arts pedagogy, arts history, the personal art skills,

development of the prospective teacher, and pupil assessment.

Annex 2

SUMMARY: EU legislation summaries8

Key competences in the shape of knowledge, skills and attitudes appropriate to each context are

fundamental for each individual in a knowledge-based society. They provide added value for the labour

market, social cohesion and active citizenship by offering flexibility and adaptability, satisfaction and

motivation. Because everyone should acquire them, this recommendation proposes a reference tool for the

Member States to ensure that these key competences are fully integrated into their strategies and

infrastructures, particularly in the context of lifelong learning.

Eight key competences

This framework defines eight key competences and describes the essential knowledge, skills and attitudes

related to each of these. These key competences are:

communication in the mother tongue which is the ability to express and interpret concepts, thoughts,

feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to

interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;

communication in foreign languages which involves, in addition to the main skill dimensions of

communication in the mother tongue, mediation and intercultural understanding. The level of proficiency

depends on several factors and the capacity for listening, speaking, reading and writing;

mathematical competence and basic competences in science and technology. Mathematical competence

is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday

situations, with the emphasis being placed on process, activity and knowledge. Basic competences in

science and technology refer to the mastery, use and application of knowledge and methodologies which

explain the natural world. These involve an understanding of the changes caused by human activity and the

responsibility of each individual as a citizen;

8 Source: http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm

digital competence involves the confident and critical use of information society technology (IST) and thus

basic skills in information and communication technology (ICT);

learning to learn is related to learning, the ability to pursue and organise one's own learning, either

individually or in groups, in accordance with one's own needs, and awareness of methods and

opportunities;

social and civic competences. Social competence refers to personal, interpersonal and intercultural

competence and all forms of behaviour that equip individuals to participate in an effective and constructive

way in social and working life. It is linked to personal and social well-being. An understanding of codes of

conduct and customs in the different environments in which individuals operate is essential. Civic

competence, and particularly knowledge of social and political concepts and structures (democracy, justice,

equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity,

innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives.

The individual is aware of the context of their work and is able to seize opportunities which arise. It is the

foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to

social or commercial activity. This should include awareness of ethical values and promote good

governance;

cultural awareness and expression which involves appreciation of the importance of the creative

expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and

the visual arts).

These key competences are all interdependent, and the emphasis in each case is on critical thinking,

creativity, initiative, problem solving, risk assessment, decision taking, and constructive management of

feelings.

Annex 3

SUMMARY: International Teachers Certificate (ITC) 9

The study requires in-depth critical thinking skills and reflective practice that is learner-centred and focused

on authentic school-based activity. The ITC is multi-cultural, multi-disciplinary and cutting-edge.

ITC is based on five standards:

• Education in an intercultural context

• Teaching competencies for the international teacher

• The language dimension

• Student transition and mobility

• Continuing professional development as an international educator

Internationally-minded

• A knowledge and appreciation of one’s own culture and an openness to other cultures

• An openness to the points of view of people from different countries, cultures, religions and languages

• A willingness to learn other languages and an understanding of the cultural value of multilingualism

• An appreciation of the way that differences can enrich and enhance the teaching and learning of students

of all ages

• An ability to incorporate into the teaching repertoire the values of cooperative learning and peaceful (or

negotiated or non-violent) conflict resolution

• An inclusive approach that honours the experience and values of international students as a means of

enriching the learning of the class as a whole

• The aim of ensuring that all students gain cross-cultural awareness and understanding as well as the skills


• A recognition of the importance of developing global perspective.

9 Source: http://www.internationalteachercertificate.com/

Annex 4

SUMMARY: International Primary Curriculum10 (IPC)

The IPC is a curriculum for case subjects and art and culture subjects based on effective learning.

The IPC includes all subjects, excluding the subjects, language and arithmetic.

The IPC is not a curriculum for the subjects, language and arithmetic. But the construction of all activities

increases the abilities and development of skills of the pupils in field of language, reading and writing.

Background

- knowledge society

- flexibility towards change and stability

- new ways of learning

- need of values

- learning tot learn

- learning activities are fun

Learning objectives

5-7 year old pupils (milepost I)

7-9 year old pupils (milepost II)

9-10 year old pupils (milepost III)

Professional objectives

These professional subjects concern specific knowledge (fact and information), skills (practical

competences), comprehension (important issues and concepts).

10

Source: http://www.ipcnederland.nl

Professional objectives are defined for the subjects history, geography, biology and physics, technique, art

and culture, music, physical education and international mindedness.

Personal objectives

The personal objectives concern individual qualities and character traits that are important to pupils of the

21th century. These personal aims will help pupils to deal with permanent changing contexts in their

environment.

Personal objectives are: research objectives, flexibility, ethics, communication, empathy, cooperation,

mutual respect and adaptation.

International objectives

The IPC defines a learning methodology in which pupils learn to cope with change and development of

society in national as well as international perspective.

The methodology is based upon:

- knowledge and comprehension of international mindedness

- knowledge and comprehension of independently and mutual dependency of people, cultures and

nationalities.

- knowledge and comprehension of essential similarities between people and countries in this world.

Thus pupils will develop a mindset to feel at ease with people of different cultures and habits.

Units

An extensive database of more than eighty-called units (themes) is the basis of the learning processes.

Each unit is fixed in a solid structure with unique characteristics:

- Based on learning objectives

- Field of interest of pupils (stimulating intrinsic motivation)

- The profit of multidisciplinary approach (the relation between the different subjects helps pupils to

comprehend and cope with constant changing environment)

- Practical approach of activities (learning by doing, all activities are related to subject specific, personal and

international objectives)

- Based on new principles of learning 11(learning style, behaviour style, multiple intelligences)

- Respects own knowledge and ideas of the pupils, inquisitive minds of the pupils

- Provides information and opinions for parents

Instruction model Brain friendly learning 12(Dutch: ‘Hersenvriendelijk leren’)

1. Introduction of theme (bringing pupils in the atmosphere of the subject)

2. Harvesting knowledge (pupils can vent their own knowledge, mindmap of the theme)

3. Explanation of the theme (learning objectives related to the various subjects involved)

4. Elaboration in the various subjects (cooperation teacher – pupils, clustermodel13)

11

Source: Howard Gardner, Spencer Kagan, Jelle Jolles

http://www.leraar24.nl:80/dossier/758/hersenvriendelijk-leren 12

Source: http://www.leraar24.nl:80/onderwerpen.psml

http://www.leraar24.nl/video/693/doelgericht-leren

http://www.leraar24.nl:80/video/727/ipc-hersenvriendelijk-leren 13

Source: The cluster model was used on Pabo De Eekhorst in 1970 -1990

http://www.leraar24.nl/dossier/758/hersenvriendelijk-leren

http://www.leraar24.nl/onderwerpen.psml

http://www.leraar24.nl/video/693/doelgericht-leren

http://www.leraar24.nl/video/727/ipc-hersenvriendelijk-leren

Annex 5

SUMMARY: International Baccalaureate14

Students in the 21st century are faced with the challenge of learning about an interconnected world where

knowledge is constantly developing. The International Baccalaureate® (IB) Primary Years Programme

prepares students to be active participants in a lifelong journey of learning.

The IB Primary Years Programme, for students aged 3 to 12, focuses on the development of the whole child

as an inquirer, both in the classroom and in the world outside.

the six transdisciplinary themes.

These themes are about issues that have meaning for, and are important to, all of us. The programme

offers a balance between learning about or through the subject areas, and learning beyond them. The six

themes of global significance create a transdisciplinary framework that allows students to "step up" beyond

the confines of learning within subject areas.

1. Who we are

2. Where we are in place and time

3. How we express ourselves

4. How the world works

5. How we organize ourselves

6. Sharing the planet

six subject areas:

1. language

2. social studies

3. mathematics

4. arts

14

Source: http://www.ibo.org/pyp/

5. science

6. personal, social and physical education.

The transdisciplinary themes and subject areas outlined above form the knowledge element of the

programme.

Five essential elements

—concepts, knowledge, skills, attitudes, action—are incorporated

into this framework, so that students are given the opportunity to:


- develop an understanding of concepts, which allows them to

make connections throughout their learning

- acquire transdisciplinary and disciplinary skills

develop attitudes that will lead to international-mindedness

- take action as a consequence of their learning.

Curriculum model

The curriculum is expressed in three interrelated ways:

the written curriculum—what do we want to learn?

the taught curriculum—how best will we learn?

the assessed curriculum—how will we know what we have learned?

The exhibition

Students aged 10 to 12 who are in their final year of the programme are expected to carry out an extended,

collaborative inquiry project, know as the exhibition, under the guidance of their teachers.

The exhibition represents a significant event in the life of both the school and student, synthesizing the

essential elements of the programme and sharing them with the whole school community. It is an

opportunity for students to exhibit the attributes of the student profile that have been developing

throughout their engagement with the programme. It is a culminating experience marking the transition

from the PYP to the Middle Years Programme (MYP).

Annex 6

SUMMARY: Eurydice

Arts and cultural Education at schools on Europe

The Netherlands

Cultural and creative aims:

'Primary education aims to broadly educate children. The education addresses their emotional and

intellectual development, the development of their creativity, and their acquisition of social, cultural and

physical skills…' 15

- Kunstzinnige oriëntatie – Artistic Orientation (ISCED 1);

- Kunst en cultuur – Arts and Culture (ISCED 2).

Within a primary school the quantity attention to the art subjects differs by group. In the first two years

teachers spend relatively much time on the art subjects (average almost 10 hours per week); as from group

4 the number of hours strongly decline (an average 5.5 hour per week).16

General objectives art education:


to give form and meaning to their existence.

- concerned with the acquisition of some knowledge of the present-day artistic and cultural diversity.


form, space, texture and composition;

Wherever possible, subjects are used that are linked to those in other learning areas. There are no official

regulations regarding cross-curricular links between arts and other subjects in the

Netherlands. 15

Source: http://www.minocw.nl/documenten/core%20objectives%20primary%20education.pdf 16

Cultuurnetwerk Nederland, http://www.cultuurnetwerk.nl/

http://www.minocw.nl/documenten/core%20objectives%20primary%20education.pdf

Core objectives

The pupils learn to use images, language, music, games and movement to express their feelings and

experiences and to communicate with.



Pupils' assessment

At both ISCED levels (ISCED 1 and 2) teachers decide freely on methods of assessment in the arts.

The outcome of teacher assessment is recorded to the way the school/competent authority has

decided on (in general this will be a school report).

The decision what to do in case of low grades in art subjects is at the school's discretion.

Schools are free, within the framework set by the government, to decide how much time is spent on the

various subjects and areas of the curriculum, and when.

There is no regulation.

Annex 7

European Teacher Education for Primary School

Competencies

1. Intercultural competencies. The teacher possesses a critical awareness of the dimensions of

his/her own cultural identity. He/She also knows and understands central international and global issues,

political processes, and mechanisms of inclusion and exclusion in local, national and global perspectives

(including androcentrism, nationalism, eurocentrism etc.) He/she is able to communicate with others, listen

and enter into a dialogue. The inter-culturally competent teacher is globally and internationally minded.

Therfore he/she is aware of different representations of diversity, and of cultural and minority issues

(including home/family issues, gender, ethnicity, language, sexuality, disability and social class) in

education. He/she is able to employ a range of teaching approaches, methods and materials in response to

diversity. The inter-culturally competent teacher initiates and sustains positive communication with pupils,

parents and colleagues from different national, cultural and religious backgrounds.

2. Interpersonal competencies; an interpersonally competent teacher displays good leadership.

He/she is able to communicate accurately. The teacher is aware of social and groups processes, and aspect

of teacher/child and child/child relations. He/she creates a friendly, cooperative and empowering

atmosphere for students of different national, cultural and religious backgrounds. He/She is able to create

a classroom situation marked by participation, inclusion, and mutual tolerance and understanding of each

other’s values and norms.

3. Pedagogical competencies, methodology and evaluation: A pedagogically competent teacher

offers the students a safe, participatory, inclusive and sustainable learning environment where they find

their basis and a structure for social, emotional and moral development. He/she is able to facilitate a

learning environment that meets the needs of students learning (in) English as an additional language, at

different levels of fluency, and understands the importance of developing mother-tongue literacy. He/She

is able to critically evaluate diversity within teaching materials, e.g. textbooks, videos and media.

4. Subject knowledge and didactics: Methodological competency: A methodologically

competent teacher with thorough knowledge of the subject matter helps his/her students to acquire the

necessary cultural knowledge, which every citizen needs in order to function as a (full) valid member of our

society. Motivating and stimulating all pupils to engage in learning individually and in co-operation with

others.

5. Organizational competencies: An organisationally competent teacher makes sure that

his/her students can work in an orderly and task-oriented environment. Is able to manage the classroom in

an effective way.

6. Collaborating competency: A teacher who is competent in collaborating with his/her

colleagues contributes towards a sound and pedagogical learning climate in the school

7. Communicating competency: A teacher who is competent in cooperating with people in

his/her working environment ensures good communication that involves parents as well as institutions, by

making effective use of the school’s professional network.

8. Reflection and development competency: A competent teacher is a reflective teacher who

continuously and systematically develops new ways of improving the other competencies.

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