Methodology and Teaching of Art History in High School

This Postgraduate Diploma in Methodology and Teaching of Art History in High School will generate a sense of confidence in the performance of your profession, which will help you grow personally and professionally"

The advantage of successfully completing this online program for those who take it is firstly, the ease and access to personalized tutoring and all kinds of help and advice; in addition to having, at any time and place, the resources provided, being able to have greater autonomy in learning and carrying out the proposed practices.

It considered that teachers should be aware of the course of their discipline over time and the various legislative changes that have occurred in education, thereby seeking to improve their skills when teaching a constantly changing and evolving student body. 

Precisely, in the search for the updating of teachers, this Postgraduate Diploma offers a special treatment with ICTs, so current in our educational system and that are a very attractive vehicle to access the students. 

In addition, by learning more about the different methodological and evaluative techniques, the educator will be able to develop the necessary capacity to establish a satisfactory teaching-learning process with the student.

Teaching Art History is a task of great responsibility, because it is a subject that is linked as a complement to teaching History, knowledge of the past to the present and future, as well as the understanding of the environment or more immediate history as the most distant. Art history as a discipline aims to help cultivate aesthetic sensibility, fundamental to develop intellectual abstraction. Behind each piece of work, there are many elements, and the search and identification of these elements makes it an indispensable knowledge for high school students.

This Postgraduate Diploma offers numerous studies that the teacher of Art History will need to perform their work, looking for innovation and based on practical elements that will have an impact on the work in the classroom. We seek the professional success of those who study this Postgraduate Diploma that will result in the improvement of the educational system and, consequently, of society itself. 

Update your knowledge through the Postgraduate Diploma in Methodology and Teaching of Art History in High School ”

The Postgraduate Diploma in Methodology and Teaching of Art History in High School contains the most complete and up-to-date educational program on the market. The most important features include:

• 75 case studies presented by experts in Methodology and Teaching of Art History in High School
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• Latest news on Methodology and Teaching of Art History in High School
• It contains practical exercises where the self assessment process can be carried out to improve learning
• With special emphasis on innovative methodologies in Methodology and Teaching of Art History in High School
• All of this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate Diploma may be the best investment you can make when selecting a refresher program, for two reasons: in addition to updating your knowledge in Methodology and Teaching of Art History in High School , you will obtain a qualification from TECH Technological University”

It includes in its teaching staff professionals belonging to the field of Methodology and Teaching of Art History in High School , who pour into this program the experience of their work, in addition to recognized specialists belonging to reference societies and prestigious universities.

The multimedia content developed with the latest educational technology will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive program to learn in real situations.

The design of this programme is based on problem-based learning, whereby the teacher must try to solve the different professional practice situations that arise during the course. For this purpose, the teachers will be assisted by an innovative interactive video system developed by recognized experts in the field of Methodology and Teaching of Art History in High School with extensive teaching experience.

Increase your decision-making confidence by updating your knowledge with this Postgraduate Diploma"

Take the opportunity to learn about the latest advances in Methodology and Teaching of Art History in High School and improve the education of your students"

The structure of the contents has been designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up to date, innovative training and are committed to quality teaching using new educational technologies.

This Postgraduate Diploma in Methodology and Teaching of Art History in High School contains the most complete and up to date program on the market”

Module 1. Art History within Social Sciences

1.1. Concept of Social Science

1.1.1. Social Sciences
1.1.2. The Concept of Art
1.1.3. Art as a Subject of Study, Social Document and Heritage
1.1.4. Artistic Typologies

1.2. The Concept of Ancient, Medieval, Modern and Contemporary Art

1.2.1. Historical References
1.2.2. Location and Artistic Evolution

1.3. Ancient Art

1.3.1. Prehistoric
1.3.2. Middle East
1.3.3. Egyptian
1.3.4. Classical: Greece and Roma

1.4. Medieval Art

1.4.1. Byzantine
1.4.2. Islamic and Mudejar
1.4.3. Pre-Romanesque
1.4.4. Romanesque
1.4.5. Gothic

1.5. Modern Art

1.5.1. Renaissance
1.5.2. Baroque and Rococo

1.6. Contemporary Art

1.6.1. Neoclassicism and Romanticism
1.6.2. From Realism to Modernism
1.6.3. Vanguards
1.6.4. Art in the 20th Century
1.6.5. Art in the 20th Century

Module 2. The Importance of Teaching in Art History

2.1. Art History as an Academic Discipline

2.1.1. The Teaching of Historical Time
2.1.2. Its place Within Humanities
2.1.3. Knowledge of Change, Continuity and Permanence

2.2. The Art Historian as a Teacher

2.2.1. Academic Profile of the Art Historian
2.2.2. Art Historian as a Researcher and Teacher
2.2.3. Career Opportunities and the Importance of Knowledge of Art and Heritage

2.3. Changes in the Didactic Conception of the Social Sciences

2.3.1. From Memorization to More Dynamic Teaching
2.3.2. Changes in Manuals and Textbooks

2.4. Interdisciplinary

2.4.1. Auxiliary Sciences of Art History
2.4.2. Need for Cooperation between Different Subjects

2.5. A Discipline of the Past, for the Present and the Future

2.5.1. Historical Sources and Art as a Source of Knowledge
2.5.2. The Importance of Art from an Early Age
2.5.3. Need to Expand this Discipline in the Educational Curricula

2.6. Value of Humanistic Knowledge Today 

2.6.1. Crisis of the Humanities
2.6.2. The Humanities and Their Work in Our Society
2.6.3. Conclusion and Reflection on the Role of the Humanities in the Western World

Module 3. Methodological Trends

3.1. Difficulties of Teaching Art History

3.1.1. Social and Political Vision
3.1.2. Nature as a Social Science
3.1.3. Student's Interest

3.2. Teaching Methodology

3.2.1. Definition of Teaching Methodology
3.2.2. Efficacy of Methodology
3.2.3. Traditional and Modern Methodologies

3.3. Teaching-Learning Models

3.3.1. Dimensions of Psychoeducational Knowledge
3.3.2. Models of the Teaching-Learning Process
3.3.3. Instructional Design

3.4. Master Class and the Role of the Teacher

3.4.1. Positive Aspects of the Master Class
3.4.2. Negative Aspects of the Master Class
3.4.3. The Master Class at Present

3.5. Behavioral Learning Theories and Educational Applications

3.5.1. Classical Conditioning
3.5.2. Operant Conditioning
3.5.3. Vicarious Conditioning/Observational Learning

3.6. Cognitive Theories and Constructivist Theories

3.6.1. Classical Theories of School Learning
3.6.2. Cognitive Theories of Information Processing
3.6.3. Constructivism

3.7. Methodologies for Competency Development

3.7.1. Problem-Based Learning
3.7.2. Case Studies
3.7.3. Project-Based Learning
3.7.4. Cooperative Learning

3.8. Teaching Methodology Applied to Social Sciences

3.8.1. Teacher as a Key Methodological Element
3.8.2. Expository Strategies
3.8.3. Inquiry Strategies

A unique, key and decisive training experience to boost your professional development”