The course aims to provide knowledge about the psychogenesis of artistic expressions, particularly focusing on dance, and on how they connect to social, cultural and contextual factors.
To study art and human development in relation to the adaptive processes that occur throught life.
To understand the psychological processes involved in dance, both as a practice and as appreciation, in the scope of cognitive, psychodynamic and somatic psychology theoretical approaches.
Consider the contribution of such knowledge for intervening with dance in the community.
Art and human development: the psychogenesis of artistic expressions. Sociocultural factors and characterization of psychological development in childhood, adolescence, adulthood and aging - psychodynamic, cognitive and behavioral dimensions.
Body studies, psychological development and dance. Somatic factors of expression and communication. Perception, representation and abstraction. Play, language and symbolic communication. The evolution of the perception of time, space, form and rhythm.
Psychological and neuro-psychological aspects involved in the creative process, in appreciation, dance practice, and their implications concerning education, reeducation, social inclusion and in the socio-emotional aspects of personal development.
In addition to the work in the classroom, the student's autonomous study is required. Topics are transmitted through theoretical lectures and are largely supplemented by audiovisual media. An active participation of students, through discussions, presentation and/or analysis of specific topics or texts, study visits or participation in artistic or scientific events related to these topics is encouraged.
The continuous evaluation requires a minimum of 2/3 of class attendance, and involves: attendance and participation (20%) and two tests (40% + 40%). The final grade, 0-20, depends on a positive evaluation obtained in these assessment components. Students may also volunteer to present a topic, and improve the final score up to 2 marks. In case they fail one of the mandatory components, the continuous evaluation is disqualified, and approval is dependent on passing a Final Exam.
Brown,S. e col (2006) “The Neural Basis of Human Dance” Cerebral Cortex August 16: 1157-1167.
Bruner, J. (1997) Actos de significado: para uma psicologia cultural, Lisboa,Ed.70
Durkin, K (1995) Developmental Social Psychology - from Infancy to old age, Cambridge, Blackwell Publs.
Gardner, H. (1982) Art, Mind and Brain, cognitive approach to Creativity, N.York, BasicBooks
Gilbert, Anne G. (2004) Brain Compatible Dance Education. Reston, VA: A/AAHPERD.
Hanna, Judith Lynne (2015) Dancing to Learn: The brain´s cognition, emotion and Movement. Londres: Rowman&Littlefield.
Holzman, L.e al. Eds. (2000) Postmodern Psychologies, Societal practice and political life, N.York, Routledge.
Humphrey, James (1987) Child Development and Learning through Dance, N.York, AMS Press
Lovatt, P. (2013) “Dance Psychology”. In Psychology Review, nº1, vol 19: 18-21.
Reymond-Rivier, B.(1983) O desenvolvimento social da criança e do adolescente, Lisboa: Aster.
Weisberg, R(1987) Creatividad - el Genio y otros Mitos, Barcelona, Ed.Labor.