Estetiske prosesser i barnehagen

Students should expect to pay for excursions within Bergen.

For international students there will be additional instructions and guidance on campus in Bergen. They will also have their PBL-groups and mentoring located on campus, to secure them a good study environment and student integration.

The following requirements must be met before the final assessment:

• Mandatory attendance at all course meetings, lectures, workshops, and group presentations. (PBL work requires that all students work together in small groups. Participation in seminars/workshops entails physical attendance. The same is true for assignments, exams etc.) Mandatory attendence is 70% (view program description).
• Portfolio 1: Oral group-presentation of elected academical articles.
• Portfolio 2. An individual artistic development project together with children in ECEC.

If the course requirement is not approved, the student will have one additional opportunity during the same semester to submit a revised report and complete the oral presentation.

A combination of one (1) online - and three (3) campus-based teaching sessions. Each session lasts for two (2) days.

Excursions to different cultural and pedagogical institutions.

In this course we will use Problem-Based Learning (PBL) as the main learning strategy and drama and improvisation as key teaching methods. This includes lectures (online), seminars, PBL/small group work, workshops, excursions, counselling, self-tuition, observation, and a project in ECEC.

Practical/oral exam (Drama-Pedagogical Product)

Part 1: The students work in assigned small groups with a drama-pedagogical- product. Two full weeks are reserved as preparation-time. The student groups hand in a didactical plan for their product 24 hours before their presentation. All members of the group will receive the same grade.

Part 2: The groups will be given an oral examination after the presentation of a drama-pedagogical-product. In the oral examination they must justify their choices and discuss relevant theory. Performance on the oral exam will either confirm the grade on the practical product or cause it to be raised or lowered by up to one grade-level. The oral exam is graded individually.

This course will focus on aesthetic processes relevant to working with children, colleagues, and parents in Early Childhood Education and Care. With problem-based learning and workshops in drama methods, the students will develop their professional competence and practical leadership skills.

The course is organised according to the following topics:

(Drama – 8 ECTS; Pedagogy – 7 ECTS):

1. Problem-based learning and drama methods
2. Pedagogical tact in ECEC
3. Leadership, communication, and presentation skills
4. Facilitation of aesthetical learning processes in ECEC

Aesthetic processes is an interdisciplinary course, with focus on aesthetic processes in work with both children and colleagues. The course contains the following disciplines:

Drama and Pedagogy

After completing the course, the student will have achieved the following learning outcomes:

Knowledge

The Student

• has advanced knowledge about different drama tools and how to use them in exercising leadership in aesthetic learning processes in Early Childhood Education and Care (ECEC).
• has extended knowledge of how to give pedagogical support to the ECEC institution, through the involvement of children, parents and colleagues.
• has in-depth knowledge of artistic theory and methods and can analyse academic issues, based on the subject's history, traditions, uniqueness and place in society.

Skills

The Student

• can use relevant drama tools for research and development of improvisation, play, learning processes and discussions in ECEC.
• can use relevant drama tools and methods both with children, parents, and colleagues.
• can implement, under mentor supervision, independent, artistic development projects in ECEC, in accordance with ethical research norms.

General competence

The Student

• has competence to use body language, voice, and speech in an intentional way in leadership.
• can contribute to rethinking and innovation in ECEC.
• has deep understanding of pedagogical leadership in the ECEC institution, and can use a combination of research-, theoretical- and experience-based knowledge and skills to implement advanced assignments and projects.

There are no ordinary periods of internship in the course. Some of the coursework requirements will be implemented in ECEC.

Norwegian students will execute coursework requirements at their own workplace. For international students arrangements will be made for internships in a Norwegian ECEC institution (‘LU-barnehage’) throughout the course.

English

Norwegian and Scandinavian languages upon application