Arts and Visual Arts for Education

By studying the bachelor degree the graduate gains the necessary competencies that will allow him to critically consider the use of pedagogical and psychological knowledge in practice as a pedagogue assistant or other pedagogical worker (eg educator in youth homes, educator in kindergartens, in various civic associations engaged in pedagogical activities) in an appropriate manner.

The study develops analytical and comparative skills, which enable to understand a diverse pedagogical reality and to use professional, pedagogical, psychological publications for planning, realization and reflection of educational activities. Develops communication skills relevant to communication and collaboration with pupils / clients, colleagues at the workplace, with parents of students / practitioners and practitioners. An important benefit of the study is the development of self-reflective skills that provide space for the development of attitudes to one another, to educated individuals and to the profession: the perception of the responsibility of the teaching profession, the acceptance of the moral obligations of the helping profession and its ethics.

The study emphasizes the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects); the principle of sequence and gradation of themes and subjects, from more general to more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept reflects pedagogical practice. The principles of reflection on practice and self-reflection are related both to practice and other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-cutting theme (supported by a separate subject).

The Arts and Visual Arts program can be studied at three levels in the following curricula: major (major), minor (minor) and one-sided (compleus). In accordance with the Bologna conclusions, the study is conceived as a way to acquire professional backgrounds. Students develop their creativity as a prediction of future pedagogical work and acquire practical art skills, develop their artistic activities and acquire basic theoretical knowledge. The special and long-lasting tradition of the Brno workplace is an emphasis on acquainting with contemporary art and its mediation for the public. Learning outcomes of the course unit are solid and well-structured knowledge and skills in the field: creative disciplines that create a balanced set of practical creative subjects (painting, drawing, graphics, spatial creation, graphic design, work with electronic media and art of the event); theoretical and methodological disciplines (history of art, theory of art and contemporary art, basic didactics and arts mediation).

The one-dimensional study plan of the program, in addition to the basic knowledge of both art education, emphasizes the considerable interest in the area of visual culture and personal creative activities, which are reflected in the depth of acquiring practical subjects as well as the theoretical and methodical disciplines. The basis is author's approach and performance in practical ateliers dedicated to classical disciplines, as well as work with electronic media with regard to intermediate overlaps. Last but not least, knowledge and skills in the mediation and interpretation of art are deepened.

The study is focused on creating professional, pedagogical, psychological, communication and other personality culture competences as a precursor to the follow-up Master's degree in teaching.

After successfully completing his/her studies the graduate is able to:

• collaborate with, and under the leadership of, various teachers at a school to plan, implement and reflect the sequence of teaching and activity in relation to the appropriate school curriculum;
• describe and analyze the teaching or educational situation using the terminology and rules of effective pedagogical communication and propose its alteration;
• to use self-reflective skills to reflect their actions: for example, to better justify and evaluate their arguments, to name their emotions and their connection with the action or to critically review their own attitudes towards education;
• to use basic methods and tools of pedagogical diagnostics in practice to support differentiation and individualization in teaching and thus obtain data available for individual pupil / client support;
• to formulate their own concepts of education that they would like to apply in their future profession, this concept underlies the arguments of theory and practice;
• to explain the basic principles of inclusive and special education; to reflect their attitude towards diversity and its influence on their own pedagogical practice;
• to explain the basic concepts of developmental and social psychology and to identify possible developmental difficulties or difficulties in social competences or pupil adaptation at school;
• to use the basics of didactic knowledge and skills, to draw up art case reports, to compare and define differences in children's artistic expression, to orientate in the basic concepts of theory and practice of art pedagogy;
• the ability to reflect and apply their own creativity, and to develop the creativity of children and youth;
• to use their expanded practical creative skills in individual artistic fields (drawing, painting, etc.) and to create creative, artistic projects;
• to use overview knowledge about the development stages of the history of fine arts;
• orientates himself in contemporary artistic events and exhibitions, interprets and evaluates; understand current trends in art and is able to explain them; presents her own work and is able to lead her discussion in the group;
• understands the texts of visual studies, can apply concepts and concepts to the themes he is dealing with.

A graduate of the Visual Arts and Visual Arts program has basic art techniques, is capable of consciously developing the creativity of its own and its wardens and is prepared to deepen these skills in the follow-up Master's degree program. He is interested in the history of art and is able to pass on basic theoretical knowledge and knowledge about artistic creation and history of art.

A graduate of a one-dimensional study plan bases its knowledge and skills on the knowledge of art education while deepening its knowledge of the field of visual culture. His creative and professional skills are beyond the basic art techniques. He is capable of creative artistic performance and consciously develop the creativity and creative thinking of his own and his wardens and is prepared to deepen these skills in a follow-up master's study. He is able to pass the basic theoretical knowledge and knowledge about artistic creation and art history.

Under Section 20 of Act No. 563/2004 Coll., On Pedagogical Workers as amended, he can work as an assistant teacher, an instructor in leisure time centers, as a teacher in youth homes, a teacher in cohorts, in various civic associations engaged in pedagogical activities.

• Teacher´s assistant

The system of compulsory pedagogical practices is aimed at developing the student's professional competences and prepares him for a full-fledged role as a teacher assistant. The aim of assistive practice is to acquire the necessary skills in the individual work with the pupil outside the process of teaching (tutoring at school or in the families of children) and on the other hand when working with a class teacher during the classroom.

The practice consists of a coherent system of consecutive subjects, which are realized from the third to the fifth semester of study. These are subjects of assistant practice, which consists of individual tutoring (60 hours), assistant practice - assistant teacher 1 (60 hours) and assistant practice - teacher assistant 2 (60 hours). Overall, it is 180 hours of field practice. In the third and fourth semesters, the following are the subjects of self-study preparation for the profession 1 and self-study preparation for the profession 2, in which the students of the assistant practice reflect (24 hours). Their aim is to enable students to have real self-confidence with selected themes (see seminar themes) of personal and professional development through experiential learning with an emphasis on reflection; Encourage students to gradually take responsibility for their own learning process (self-directed learning); to enable students to become aware of and, if necessary, to revise their attitudes towards their future profession.

The system of practice is regularly evaluated both through closed and open questions, both by students and accompanying teachers. Reflective seminars are also evaluated.

The final work of the student demonstrates the ability to apply the knowledge and skills acquired during the study to solving a specific professional-pedagogical problem. The type of final thesis corresponds to the content and level of the given degree of study.

The final papers follow the following goals according to the profile of the graduate of MU Faculty of Education. Student:

- demonstrates the ability to orient themselves in the current issues of their field of study, can clearly and comprehensibly define the topic of the final thesis and its objectives, describe the initial state of knowledge and propose adequate methods of solution in relation to the stated goals;

- works with adequate primary and secondary sources of information, cites them according to a valid standard (APA) and in accordance with the ethics of scientific work;

- through the creation of his / her own text, demonstrates stylistic competence, can create expert text.

The quality development of the field of art education is conditioned by the preparation of young professionals, whose professional competence is created by a broader set of assumptions. The key role here is played by the artistic talent, the ability of the author's own creation and its valuable methodological application, as well as the theoretical reflection and interpretation of art expression, art technology and art history. Part of the competence of the art teacher is the methodical skills and the ability to develop creativity in children and adults - creativity is the starting point. That is why the final thesis can be in addition to the form of the purely theoretical file and the form of artistic or artistic-pedagogical art realization supplemented by the theoretical text - thanks to this complex concept, it is possible in the final thesis to prove in full extent specific field qualifications, unique personal creative qualities and overall professional competence. If the foundation of the final work is artistic or artistic-pedagogical realization, the accompanying text may have a smaller extent in relation to the intensity of the artistic performance than in the purely theoretical work. After consulting with the supervisor and specifying the unique nature of the work, the text can be shortened in such work, according to the above-mentioned proportions.

The bachelor's final thesis can be taken in two ways:

1. as a theoretical work (45 standard pages, ie 81,000 characters including spaces)

2. as an artistic or artistic-pedagogical realization (at least 23 standard pages, ie 41,400 characters).

The guidelines for the preparation of the bachelor's thesis are regulated by the Standards of the Department of Fine Arts for the finalization of works, following the Dean's Decree No. 1/2015, as of January 2016. The final papers (Bachelor's, Diploma, Rigous and Final Works) are being prepared.

A graduate of the Bachelor's degree in Arts and Visual Arts can, after fulfilling the conditions of admission, continue in postgraduate studies. At the Pedagogical Faculty of MU it is possible to continue the studies in directly related master's courses: Secondary School Teacher Training in Arts and Visual Creative Works or Gallery Education and Arts Facilitation.