Artesis Plantijn Hogeschool Antwerpen
Koninklijke Academie van Antwerpen
Specific Subjet Didactics for Elementary School34094/2860/2223/1/26
Study guide

Specific Subjet Didactics for Elementary School

34094/2860/2223/1/26
Academic year 2022-23
Is found in:
  • Educational Master of Arts in Audiovisual & Visual Arts, programme stage 1
    Specialisation:
    • Visual Arts
This is a single course unit.
Study load: 6 credits
Co-ordinator: Wolfaert Indra
Other teaching staff: De Pooter Liesbet
Languages: Dutch
Scheduled for: Academic year
This course unit is marked out of 20 (rounded to an integer).
Possible deadlines for learning account: 31.10.2022 ()
Re-sit exam: not possible.
Possibility of deliberation: You have to pass this course unit (will never be deliberated).
Total study time: 180,00 hours

Prerequisites

There are no prerequisites for this course.

Learning outcomes (list)

The graduate possesses the knowledge that support the basic competencies for teachers and is capable of connecting contemporary social themes, creating challenging artistic learning environments developing new ideas for (art-) education.
The student can demonstrate a pictorial technique of his own choosing, hereby also demonstrating his knowledge of his profession and the materials.
The student knows the elementary competences of a secondary school teacher as well as the domain-specific learning results and can name both.
The graduate creates an artistic learning environment which – in in all its didactic components – connects to the starting point of a group of learners or individual learners, and is pro active with regard to the diversity within the group of learners.
The student can show that he correctly assesses the target group by way of his lesson preparation and has insight in the target group.
The student can translate the knowlegde of his profession and domain for a specific target group, thereby promoting cross-domain activities.
The student knows the elementary competences of a secondary school teacher as well as the domain-specific learning results and can name both.
The student can formulate feedback in such a way that the receiver can easily distill personal learning points.
The student has shown insight in the target group and can adapt his learning content, learning goals, teaching format, ways of forming groups, evaluation, coaching and feedback with regards to the teaching group.
The student can engage in dialogue with fellow students, discuss cases and seek solutions.
The graduate creates a positive climate for learning and living, and supports the broad personal, intellectual and social development of the learners via targeted activities and both formal and informal interactions.
The student can provide a fellow student with positive feedback in a constructive manner.
The student can verbally and digitally discuss, cooperate and communicate with his fellow students and teachers - all in a constructive manner.
The student can formulate feedback in such a way that the receiver can easily distill personal learning points.
The graduate can efficiently plan the organization of educational and learning activities on the short and long term, with the goal of creating an evidenced informed, structured, creative, safe and stimulating artistic learning environment.
The student can train his/her skills related to digital media and can do research autonomously in order to integrate and apply those skills for assignments and classes.
The graduate can constructively collaborate with external partners with the goal of enriching what is available in education, and also facilitate the interaction between the artistic field, education and the job market.
The student can verbally and digitally discuss, cooperate and communicate with his fellow students and teachers - all in a constructive manner.
The graduate develops a personal vision based on the possibilities and limits of different theoretical paradigms in educational, didactical and professional research.
The student can critically reflect on teaching, based on his/her own education.
The graduate can give direction to, adjust and renew how he/she operates, based on inquisitive learning, self-evaluation and -reflection.
The student can reflect on his own pedagogical and didactic actions and can name his qualities and areas of improvement and knows how to tackle them in the future.
The student can engage in dialogue with fellow students, discuss cases and seek solutions.
The student reflects on his/her position as a teacher of visual arts.
The student can critically reflect on teaching, based on his/her own education.
The educational master audiovisual and visual arts can constructively collaborate with colleagues and take initiative, participate and take the lead in disciplinary and interdisciplinary team meetings.
The student can engage in dialogue with fellow students, discuss cases and seek solutions.

Educational organisation (list)

Learning Activities
Lectures and / or tutorials48,00 hours
Practicum20,00 hours
Work time outside of contact hours112,00 hours

Evaluation (list)

Evaluation(s) for first exam chance
MomentForm%Remark
Academic yearReflection assignment during the examination series40,00Beeldverwerking
Evaluation(s) for re-sit exam
MomentForm%Remark
Academic yearReflection assignment during the examination series40,00Beeldverwerking
Evaluation(s) for both exam chances, not reproducible in re-sit exam
MomentForm%Remark
Academic yearSkills assessment once during class weeks40,00Demonstratie
Academic yearSkills assessment permanently during class weeks (Permanent evaluation)20,00Feedback en reflecteren