1. Animation as an activity and creative form in a gallery, selection of a specific project. 2. Dialogue over a work, difficulties of a nonspecialist with the perception of the field, prejudices and expectations, analysis of a project. 3. Directorial construction of the graphic assignment, the phase of reflection of individual steps, work with type 1 error, project analysis, a manner of selection as a kind of education quality. 4. Directorial construction of the graphic assignment, the phase of reflection of individual steps, work with type 2 error. 5. Field of perceiver, field of creator, field of cultural and social context, signs of reflection, dialogue, way of questions, problem setting, degree of difficulty and its setting 6. Aims of the world of art, aims of the world of education, difference between word and image, role of media. 7. Relationship of education in gallery and at school, specifics, forms of teaching. 8. Realization of projects in gallery on a selected programme. 9. Realization of projects in gallery on a selected programme. 10. Reflection of projects in gallery, relation to current trends in pedagogy. 11. Reflection of projects in gallery, relation to current trends in the world of art.
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The didactics course is generally oriented to creating communication mechanisms between the art teacher and the addressee of the whole process - a child, a talented child, a secondary school student, or an adult. Practically, the course teaches how to constitute an active experience of graphic creation. At the same time, it surveys various forms of socializing visual arts with emphasis on pedagogical reflection of contemporary visual art - it observes various aspects of gallery and museum pedagogy, and applies them to specific analyses of exhibition projects and subsequent animation projects.
The student can describe the basic phases of teaching and draft a teaching unit. They can suggest a problem to be incorporated in order to activate the learner. The student is able to propose various options, because they understand the model of arranging a teaching unit as a bunch of flexible parallel possibilities that may or may not occur during teaching. They understand teaching not as a fixed frame, but a changeable field of possibilities that overcome the limits of frontal teaching. The student instructs the process in controllable and meaningful phases where the learner is rather an assistant who is led to understand their own procedures and suggestions.
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