Key words
Creative skills and methods 1.
Objectives
A Bachelor in Special Education work on basis of their own capabilities and limitations. You are an ‘educative tool’, so to speak. You must explore this tool, and get to know your own limitations. This reference framework lays the foundation for further exploration.
This training module ‘Creative skills and methods 1’ is placed towards the front of the curriculum (in standard educational route 1) as it is imperative to gain a clear insight into oneself. Self-experimentation with the two ‘safe’ disciplines, namely Music and Visual material, is a starting-point for self-analysis. This sharpens the student’s aptitude for solving problems.
As a consequence of their search for creative, non-verbal (body language) communication and the skill to put it across clearly, a demand is created, namely a ‘thirst for knowledge’.
Provision is made for mid-course reflections and feedback at the end of this training module. The theoretical framework is elaborated at the start of this course.
The purpose of this training module is to shape these objectives by fostering and developing the following core skills from the training profile:
Job-specific core skills
-1. Proceeding from one’s own identity and a solid theoretical basis, to display professional competence in the vocational practice; to be objectively critical, communicative and creative.
Supporting subset skill:
- In a creative way (and well-founded theoretically), to apply creative skills and
methods correctly when rendering orthopedagogical support.
-2. To organise and to monitor processes (medical care, nursing, guidance, counselling and treatment) affecting our daily lives.
Supporting subset skill:
- To highlight the different basic types. To employ social- and creative interpersonal skills
and to appropriate methods in medical care, nursing, guidance, counselling and treatment.
General core skills
General ( generic) core skills
-3. The capacity to objectively reflect on one’s own functional performance.
Supporting subset skills:
- To employ critical reflection/introspection as a useful tool to develop a professionally-
oriented attitude.
-4. To be aware of the limitations of your skills and be willing to address your personal ‘skills gap’ (i.e. a disposition toward lifelong learning).
Supporting subset skills:
- To identify your own qualities and limitations with the requisite insight, based on
objectively critical reflection.
This training module ‘Creative skills and methods 1 ’ makes the link to the training modules ‘Orthopedagogical Practice 1 and 2’(self-image) and ‘Educational skills and methods’ (with special emphasis on the communicative aspects [with others and with oneself).
It also lays the foundation for the training modules ‘Working in and with groups 1 and 2’ (in standard educational route 2), optional subject ‘Creative work’ (in standard educational route 3).
This module serves as a pointer to all training modules who are focusing orthopedagogical occupational practice.
Topics
The following two main pillars of the course, Music and Visual material, are presented thematically:
Use of visual aids
- Entering into a direct dialogue with art;
- The attention-grabbing power of course notes, different colours, shapes, certain sounds,…;
- Various image-based, expressive methods and techniques;
- Non-verbal (body) language in order to lend shape to certain moods and one’s own feelings, emotions and thoughts.
Music
- Experimental use of musical instruments, voice and movement in order to better understand one’s own limitations and potential;
- Non-verbal (body) language in order to communicate with one another.
Prerequisites
Entry-level skills
Exit qualifications in secondary education.
Final Objectives
Exit-level skills
The core skills from the training profile listed in the ‘objectives’ section are fully underpinned by the following exit-level skills of the training module:
At the level of knowledge and comprehension
The students:
- Concur in the importance of relative insecurity and the need to cocoon;
- Concur in the importance of the giving and receiving of constructive feedback in a learning process/ process of work.
At the application level - skills
The students:
- Develop their creative flair by actively experimenting with different forms of expression;
- Creatively develop a self-styled presentation.
At the level of integration
The students:
- Are aware of their own skills and tolerant of criticism about their limitations (e.g. their forms of expression).
Materials used
::Click here for additional information::
Syllabus (obtainable from the coursewear department).
Study costs
The cost price is estimated at approx. 10 euros.
Study guidance
Exercises and feedback in class:
- Visual material: written feedback;
- Music: verbal feedback during the presentation.
Possibility of conferring with the teachers involved.
Contact details: item Lecture(s).
Teaching Methods
The following methods are covered in this course, with a gradual transition from a teacher-led to a student-centred learning process:
- A practice group: the students experiment with creative methods and techniques under the expert guidance and direction of the teacher e.g.: several colour and printing techniques, artwork using fabric dye, relaxation exercises, experimental use of tools, voice and movement.
- Individual and group tasks: the students experiment with creative methods and techniques e.g.: a logbook of ‘imag(e)-ination’ with the results of the techniques, visualizing the way to school, preparing and delivering a musical presentation, a student experiential report that focuses on introspection,…
The tasks listed here can replaced by analogous exercises that arise in your specialist field.
Assessment
In this training module the evaluation consists of:
1. Continuous assessment (70% of the marks): throughout the different practice sessions, the teacher deduces – based on the student’s actual behaviour – which attitudes/standpoints have underpinned the student’s broad set of skills.
Presence during lessons is necessary.
Students will be informed about the criteria of evaluation at the start of this training module.
2. Product evaluation (30% of the marks):
- for the ‘Visual material’ part, the student – working directly and unaided – compiles his (or her) own workbook. Presented therein are photos of pieces of work, made in the classroom.
- for the ‘Music’ part, the students – working in small groups – prepare a front-of-class presentation with, as their target group, the class group; key aspects of recent lessons pass the review.
Students will be informed about the criteria of evaluation at the start of this training module.
Resits
Regarding the product evaluation part, provision is made, in the resits, for an analogous assignment (30% of the marks). The marks gained in the continuous assessment part (70% of the marks) during the first examination period are carried over.
Lecturer(s)
Lecturers:
Hilde Duyck (hilde.duyck@hogent.be)
Peter Boone (peter.boone@hogent.be)
Ann Bens (ann.bens@hogent.be)
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