Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorAnastasia zoi Souliotou
Course ID80004034

Programme of Study: UPS of School of Early Childhood Education (2012-today)

Registered students: 105
OrientationAttendance TypeSemesterYearECTS
CoreBackround CourseWinter/Spring-6

Class Information
Academic Year2017 – 2018
Class PeriodSpring
Instructors from Other Categories
Weekly Hours3
Class ID
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction, Examination)
Learning Outcomes
The learning outcomes include that students can 1) comprehend the basic principles and knowledge of art education and child development, 2) develop and design art studio activities for kindergarten and primary school children, 3) develop their own skills through experiential studio learning of art media, techniques, and art processes in their art works, 4) develop skills in art production, such as manipulation of material, media, etc. and 5) develop evaluation criteria for the significance of historical art, children’s art production and their own art production. These factors result in a lifelong devotion to the visual arts.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The “Art Education and Creativity” class includes knowledge and theories that delineate the field. The curriculum’s design considers the knowledge of the history of art education, drawing development in children, and models of curriculum that include art activities. The teaching objectives include the development of skills and abilities that arm students with the basic principles and knowledge of the art education field. In the class, students will 1) comprehend the contemporary art teacher’s role and be able to illustrate the developmental, cultural, and social aspects of children’s art production, 2) apply artistic language and thinking to their studio productions, 3) develop skills in art production through practices with materials, media, and art techniques, 4) evaluate the art activities that they apply to both kindergarten children and primary students, 5) produce art works that communicate individual meaning and illustrate methods of exhibiting art and 6) generate evaluation criteria for historical art.
Art education, early childhood education, drawing development in children, artistic language and thinking, studio production
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Course Organization
Laboratory Work100.4
Reading Assigment200.8
Artistic Workshop602.4
Field trips and participation in conferences / seminars / activities150.6
Written assigments150.6
Student Assessment
The assessment of the “Art Education and Creativity” class uses the following processes: During the semester: A. Students’ studio production performances are assessed B. Individual and group written assignments are marked and assessed C. Individual and group presentations and teaching units are marked and assessed At the end of the semester A. Written exams B. Studio production portfolio
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Summative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Summative)
  • Oral Exams (Summative)
  • Report (Summative)
  • Labortatory Assignment (Summative)
  • Artistic Performance (Summative)
Course Bibliography (Eudoxus)
(1) Δημητράτου, Β. (2009) Τα παιδιά δημιουργούν και εκφράζονται, Α΄ Τόμος, Αθήνα: Πατάκης. (Κ.Σ. 21986) (2) Schirmacher, R. (2008) Τέχνη και δημιουργική ανάπτυξη των παιδιών, Αθήνα: Συμμετρία, Σ. Αθανασόπουλος & ΣΙΑ ΟΕ (Κ.Σ. 16581)
Additional bibliography for study
Arnheim R. (2007). Οπτική σκέψη. Θεσσαλονίκη: University Studio Press. Arnheim R. (1999). Τέχνη και οπτική αντίληψη. Αθήνα: Θεμέλιο. Βάος, Α. (2008) Ζητήματα διδακτικής των εικαστικών τεχνών, Αθήνα: Τόπος. Barnes, R. (2002) Teaching art to young children 4-9, London and Νew York: Routledge/Falmer. Chapman, L. (1993) Διδακτική της τέχνης: Προσεγγίσεις στην καλλιτεχνική αγωγή, Αθήνα: Νεφέλη. Γραφάκου, Ε. και Λαμπίτση, Β. (2011) ‘Αξιοποίηση των εικαστικών τεχνών στην εκπαίδευση’, στο Βασικό Επιμορφωτικό Υλικό, Τόμος Γ΄, Μείζον Πρόγραμμα Επιμόρφωσης, Παιδαγωγικό Ινστιτούτο, σσ. 64-108. Epstein Α.W. και Τρίμη, Ε. (2005) Εικαστικές τέχνες και μικρά παιδιά: Ενισχύοντας τους μικρούς καλλιτέχνες, Αθήνα: Τυπωθήτω. Golomb, C. (2004) The child’s creation of a pictorial world. Mahwah, New Jersey. London: Lawrence Elrbaum Associates, Publishers. Fawcett M. and Hay P. (2004). 5x5x5 = Creativity in the Early Years. International Journal of Art & Design Education. 23.3. Freedman K. (2003). Teaching Visual Culture. New York: Teacher College Columpia Universtity. Κούβου, Ο. (2012) ‘Παιδική η σχολική τέχνη: το παιδικό σχέδιο και ο οπτικός πολιτισμός’, στο Κούρτη Ε. [Επιμ.], Παιδική ηλικία και μέσα μαζικής επικοινωνίας, Τόμος Β΄, Ηρόδοτος/ΟΜΕΡ, 2012. Λέτσιου Μ. (2011). «Κοινωνικοί προβληματισμοί και καλλιτεχνική αγωγή στην Πρωτοβάθμια Εκπαίδευση», Εικαστική παιδεία, τεύχ. 27, Έκδοση της Ένωσης Καθηγητών Καλλιτεχνικών Μαθημάτων, σελ 204-205. Λέτσιου Μ. (2012). Το sketchbook ως εργαλείο μάθησης. Εικαστική παιδεία, τεύχ. 28, Έκδοση της Ένωσης Καθηγητών Καλλιτεχνικών Μαθημάτων, σελ. 104 - 107. Λέτσιου Μ. & Τeles P. (2014). Μη απτική δια-δραστική καλλιτεχνική εγκατάσταση με καθηγητές εικαστικών και μαθητές. Εικαστική παιδεία, τεύχ. 30. Ένωση Καθηγητών Καλλιτεχνικών Μαθημάτων, Θεσσαλονίκη, σελ. 129-132. Lange-Kuttner, C. and Thomas, G. [eds] (1995) Drawing and Looking: Theoretical Approaches to Pictorial Representation in Children, New York, London: Harvester Wheatsheaf. Μαγουλιώτης, Α. (2002), Εικαστικές δημιουργίες Ι: Μέσα από την παρατήρηση, Αθήνα: Καστανιώτης. Μαγουλιώτης, Α. (2002), Εικαστικές δημιουργίες ΙΙ: Μέσα από τη φαντασία, Αθήνα: Καστανιώτης. Μαγουλιώτης, Α. (2014) Εικαστική Παιδαγωγική, Αθήνα: Εκδόσεις Συμμετρία . Τιτίκα Σάλλας (επιμ.) (2011). Σύγχρονες προσεγγίσεις στην διδακτική της τέχνης. Αθήνα: νήσος. Wilson, B. (2003) ‘Three Sites for Visual Cultural Pedagogy: Honoring Students’ Interests and Imagery’, The International Journal of Arts Education, Vol.1, No.3, pp. 107-127.
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