Annotation
The course prepares students for a diverse and diverse practice of art education and active knowledge of its possibilities and goals. It expands the common idea of the content and demands of the subject by the aspect of inclusion, brings students partial experience with responsibility for the course and result of teaching and knowledge of the specific dynamics of cooperation between teachers and students with special needs.
Group preparation and joint implementation of the teaching unit provide students with a positive experience with communication in a safe environment of educational or leisure facilities. The study of professional literature and visits to selected facilities during the preparation of the teaching unit will acquaint students with the specific situation of students or clients and prepare them for the active connection of theoretical knowledge with their own practical experience.
Joint reflection and a final comparison of experiences from different backgrounds help students see art education in a wide context of possibilities. The course aims to develop students' creative and open approach to the situations that pedagogical practice brings, as well as to the content and forms of art education in different environments and the context of different requirements and expectations.
Students expand their pedagogical portfolio with records, documents and reflections of their active pedagogical activities and have the opportunity to assess the implemented unit from the beginning of its preparation to the final evaluation. The demands of an inclusive approach and the necessary consideration of the special needs of students or clients in the preparation and implementation of the teaching unit help students to focus on the content components of teaching, tied primarily to communication in class.
Students are aware of, reflect and refine their ideas about the forms and contents of art education, they know the importance of open communication between teachers and students. They also develop their ability to perceive a specific situation about the needs and abilities of students or clients.
Based on the analysis of specific outputs, students formulate their concept of teaching art education, which they further refine in joint discussions. Introductory meetings; subject characteristics; opportunities for art education in the field of inclusive education; opportunities for teaching art education in schools and facilities for pupils and clients with special needs; the inclusive nature of art education; group preparation and implementation of teaching units for specific facilities; individual consultations; joint presentation and reflection of implemented units.