Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorCharikleia Kanari
Course ID80004035

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

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

Class Information
Academic Year2020 – 2021
Class PeriodWinter
Faculty Instructors
Instructors from Other Categories
Weekly Hours3
Class ID

Class Schedule

HallΕξ αποστάσεως (900)
CalendarTuesday 18:30 to 21:00
Course Type 2011-2015
Knowledge Deepening / Consolidation
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
Students will familiarize themselves with theoretical issues of the visual and the material culture in teaching and analyzing visual narratives. Students will become familiar with the meaning-making process of visual narratives in Fine Arts as well as in visual and material culture. Students will be familiar with the art-based research practices in visual narratives. Students will create studio art products and familiarize themselves with the use of materials, techniques, and creative processes in the art studio. Students will explore the meaning-making process of children's visual narrative creations. Students will design art studio activities for preschool and elementary school children. Students will acknowledge the visual narration as a research method
Course Content (Syllabus)
The class "Visual Narratives and the Child" aims to prepare students to investigate issues of Visual arts and art education. The class focuses on exploring the narrative role of images in various fields such as visual arts, children's works, visual culture, etc. The specific course includes experiential art studio learning. The teaching methodology pinpoints the significance of art studio learning in order for students to realize the role of images as a central learning process in Visual arts.
Visual narratives, art studio, Visual Culture, learning
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Interactive excersises
  • 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
Reading Assigment100.4
Artistic Workshop602.4
Artistic creation150.6
Student Assessment
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative, Summative)
  • Written Exam with Short Answer Questions (Formative, Summative)
  • Written Exam with Extended Answer Questions (Formative, Summative)
  • Performance / Staging (Formative, Summative)
  • Written Exam with Problem Solving (Formative, Summative)
  • Labortatory Assignment (Formative, Summative)
  • Artistic Performance (Formative, Summative)
Course Bibliography (Eudoxus)
Leavy P. (2020) (Λέτσιου Μ. επιμ.). Η καλλιτεχνική δημιουργία ως μέθοδος: Έρευνα μέσω της τέχνης. Αθήνα: Gutenberg.
Additional bibliography for study
Arnheim, R. (2007). Οπτική Σκέψη. Θεσσαλονίκη: University Studio Press Arnheim, R. (1999). Τέχνη και Οπτική Αντίληψη. Αθήνα: Θεμέλιο Bolin, P. E., & Blandy, D. (Eds). (2011). Matter Matters: Art Education and Material Culture Studies. Reston, VA: National Art Education Association. Duncum, P. (2020). Picture Culture, Visual Culture Concepts to Enchance the Curriculum. London: Bloomsbury Academy. Efland, A. (2002). Art and Cognition, Integrating the Visual Arts in the Curriculum. New York: Teachers College Columbia University. Gray, C., & Malins, J. (2009). Visualizing Research, a guide to the Research Process in Art and Design. Farnham, EnglandQ Ashgate. Freedman, K. (2003). Teaching Visual Culture. New York: Teacher College Columbia University. Κούβου, Ου. (2016). Παιδικό Σχέδιο, η Γνωστική Προσέγγιση. Αθήνα: Gutenberg. Κούβου, Ου. (2019). Διδάσκοντας Σχέδιο σε Παιδιά, Μαθήματα Διαπραγματευτικής Σχεδίασης. Αθήνα: Gutenberg. Leavy, P. (2017). Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches. New York, NY: The Guilford Press. Leavy, P. (2020) (Λέτσιου Μ. επιμ). Η Καλλιτεχνική Δημιουργία ως Μέθοδος Έρευνας. Η Καλλιτεχνικής Βάσης Ερευνητική Πρακτική. Αθήνα: Gutenberg-Τυπωθήτω. Λέτσιου, Μ. (2019). Rethinking the Notion of Art Learning as Social Activity. In T. Eca, H. Elzerman, M. Letsiou, M. Maksimovik, A. Saldanha (eds) “Engaged Arts Education”. InSEA e- publication. Λέτσιου, Μ. (2019). Bridging Art Curricula with on- line Youth Culture, Screen Literacy, Education Through Visual Media Expression. Niigata University Japan, vo 1. σελ. 7-18 Macleod, K., Holdridge, L. (2008). Thinking Through Art, Reflections on Art as Research. New York, NY: Routledge. Νάκου, Ε. (2001). Μουσεία: Εμείς, τα Πράγματα και ο Πολιτισμός, Αθήνα: Νήσος Wilson, B. (2004). “Child Art after Modernism: Visual Culture and new Narratives” in Eisner, E. and Day, M. [eds] Handbook of Research and Policy in Art Education, Mahwah, New Jersey: Lawrence Erlbaum Associates
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