DIGITAL ACTIVITIES FOR
CREATIVE AND PERFORMING ARTS
Fernando Albuquerque Costa
fc@ie.ulisboa.pt
WORKSHOP 1

context
WORKSHOP 1

TACCLE 2 - Teachers' Aids on Creating
Content for Learning Environments
517726-LLP-1-2011-1-BE-COMENIUS-CMP
Development
of strategies
for teaching
and learning
with digital
technologies
http://taccle2.eu

5 curricular areas:
u Primary
u STEM
u Humanities
u Core skills
u Performing Arts
http://taccle2.eu/

http://taccle2.eu/
5 books

http://taccle2.eu/

http://taccle2.eu/

Problem
Teachers ask for pedagogical and
methodological guidelines!
Challenges in TACCLE2 project
To enhance the awareness of teachers about the
pedagogical potential of digital technologies for
teaching and learning.
To stimulate concrete actions involving teachers
and students to explore namely the pedagogical
potential of Web 2.0

Aims of the project
To identify creative and innovative
solutions to inspire and guide
teachers of Arts to use ICT with
their students
To identify specific ideas and
strategies that can mobilize the
potential of ICT to promote active
learning, and bring added value to
the process of teaching

Conceptual Framewwork
Design Learning
with digital tools
Active
Construtive
Collaborative
Conversational
Reflective
CLE’s
(Jonassen 1996)
Learning with technologies
(Costa 2010, 2012)
Creativity of the
Arts subjects
Change
Innovation
Transformation
Transversality
Integration
Arts and Cultural Education
at School in Europe
(EACEA 2009)
The TPACK Model
(Mishra & Koeler 2006)

The focus group with
teachers of Arts
10 teachers
Different disciplines of the Arts
with great motivation
and experience of using ICT
in their classrooms.
7 researchers
in the field of ICT and education
with experience in the development
of strategies for teaching and
Learning with digital technologies

Conclusion
Curricular activities in the Arts area
using ICT should be structured in a
flexible way, allowing teachers to
define their own path depending on
the specific characteristics of the
given pedagogical situation (learning
goals, profile of group of students,
technologies, time available, etc.) and
their own technical-pedagogical-methodological
skills

Outcome

practice
WORKSHOP 1
Let’s explore the activities…

You have around ±1 hour to:
1. Please start to deeply observe the metroline
network given to you
2. Select one line (project) and observe the set and
the sequence of the activities proposed there
3. According your interests, choose one or two
activities (stations)
4. Go to the TACCLE2 website, search for and read
carefully the activities you selected
5. Try to do the activity yourself, using the digital tool
suggested there
6. After that, you can show the work you did and
give your opinion about the activity in the website
(making a comment to the activity in the website)
http://taccle2.eu/

THANK YOU FOR YOUR
COLABORATION!

References
EACEA (2009). Arts and Cultural Education
at School in Europe. http://www.eurydice.org
Jonassen, David (1996): Computers in the classroom:
mindtools for critical thinking, Columbus, OH: Merrill/
Prentice Hall.
Mishra, Punya & Koehler, Matthew. J. (2006). Technological
Pedagogical Content Knowledge: a framework for teacher
knowledge. Teachers College Report, 108, 1017-1054.
Shulman, Lee (1986). Those who understand: Knowledge growth
in teaching. In: Educational Researcher, Feb. 1986: 4-14.
(AERA Presidential Address).

DIGITAL ACTIVITIES FOR
CREATIVE AND PERFORMING ARTS
Fernando Albuquerque Costa
fc@ie.ulisboa.pt
WORKSHOP 1