Universitat Internacional de Catalunya

Body Language

Body Language
6
10123
4
First semester
op
Main language of instruction: Catalan

Other languages of instruction: Spanish,

Teaching staff


Mrs. INSENSER MORENO, Maria - minsenser@uic.es

Competences/Learning outcomes of the degree programme

  • CEM-05 - To know how to promote the acquisition of habits concerning independence, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, and symbolic and heuristic play.
  • CEM-06 - To know the pedagogical dimension of interaction with peers and adults and learn to promote participation in group activities, cooperative work and individual effort.
  • CEM-10 - To understand that the day-to-day dynamics in early childhood education is changeable depending on each student, group and situation, and to learn to be flexible when teaching.
  • CEM-13 - To attend to the needs of the students and transmit confidence, calmness and affection to them.
  • CEM-14 - To understand that systematic observation is a basic tool for reflecting on practice and reality, as well as for contributing to innovation and improvements in childhood education.
  • CEM-20 - To value the importance of teamwork.
  • CEM-40 - To promote interest and respect for the natural, social and cultural environment through appropriate teaching projects.
  • CEM-49 - To recognize and value the appropriate use of verbal and non-verbal language.
  • CEM-53 - To know the basics of music, the plastic arts and physical expression in the curriculum of this stage, as well as the theories about acquisition and development of the corresponding knowledge.
  • CEM-54 - To know of songs to use to promote auditory, rhythmic and vocal education.
  • CEM-55 - To know how to use play as a teaching resource, as well as to design learning activities based on recreational principles.
  • CEM-56 - To develop teaching proposals promoting musical perception and expression, motor skills, drawing and creativity.
  • CEM-59 - To acquire a practical knowledge of the classroom and its management.
  • CEM-60 - To be aware of and employ interactive and communicative processes in the classroom, as well as to master the social skills and abilities required to promote an environment favouring learning and classroom harmony.
  • CEM-61 - To monitor the educational process, especially the teaching and learning processes, through mastery of the necessary techniques and strategies.
  • CEM-62 - To relate theory and practice to the classroom and school context.
  • CEM-63 - To participate in teaching activity and learn how to do, act and reflect based on practice.
  • CEM-64 - To participate in best-practice initiatives in the various fields of activity that could be set up in a school.
  • CEM-65 - To regulate the processes of interaction and communication in the 0-3 and 3-6 age groups.
  • CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
  • CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
  • CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
  • CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.

Syllabus





  1. Concepte d'Expressió Corporal. Tendències actuals
  2. Antecedents de l'Expressió Corporal
  3. L'Expressió Corporal en educació: comunicació, creativitat, estètica i creixement personal. Característiques
  4. Objectius, sabers i competències en el currículum d'Educació Infantil i Primària
  5. Tècniques i altres activitats artístiques i expressives
  6. Els principis fonamentals de l'EC des de la Dansa Creació


  1. La Motricitat expressiva
  2. Simbolització
  3. Comunicació

  1. La comunicació no verbal com a alfabet comunicatiu
  2. Els conceptes de Món Extern, Interacció personal i Intercanvi discursiu

  1. La manyaga i la pantomima
  2. El joc dramàtic i la dramàtica corporal
  3. El teatre d'ombres
  4. La dansa

  1. La improvisació i la creativitat com a eina metodològica
  2. El procés de creació en l'Expressió corporal des de la Dansa creació
  3. Organització d'una situació d'aprenentatge i desenvolupament d'una sessió
  4. Organització de les sessions: context, recursos, inductors, elements
  5. L'avaluació. Criteris i instruments
  6. La Interdisciplinarietat en l'Expressió corporal
  7. Competències transversals i la relació amb l'EC. L'educació emocional i el seu abordatge des de l'EC
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