| Study programme competencies |
| Code | Study programme competences |
| A1 | Knowledge of the different goods and heritage resources and their juridical regime. |
| A2 | Knowledge of the past from a diachronic point of view. |
| A4 | Knowledge of the different goods and heritage resources and their juridical regime. |
| A6 | Knowledge of the individual and social human behaviour |
| A7 | Syncronic and diachronic knowledge of diverse current cultural and present realities. |
| A8 | Basic knowledge of the contemporary socio-political reality. |
| A9 | Knowledge of classical languages and cultures. |
| A10 | Knowledge of modern languages. |
| A11 | Knowledge of techniques and methods of work and analysis of the human and social sciences. |
| A12 | Oral and written correct use of their own languages. |
| A14 | Design and production of cultural goods. |
| A17 | Innovation in the presentation and dissemination of culture. |
| A18 | Identification and creative construction of cultural market needs. |
| A23 | Knowledge of the nature of information and the documents aboutthe various modes of production and their management cycle , the legal and ethical issuesof their use and transferance, and of the main sources of information on any media support, and over time. |
| B1 | Learn to learn. |
| B2 | To solve problems effectively. |
| B3 | Apply a critical, logical and creative thinking. |
| B4 | Work independently with initiative. |
| B5 | Work collaboratively. |
| B7 | Communicate effectively in a work environment. |
| B8 | Oral and written communication in your own language. |
| B10 | Capacity for analysis and synthesis. |
| B11 | Ability to manage the relevant information. |
| B15 | Know how to approach interpersonal conflicts. |
| B18 | Management and leadership capacity. |
| B21 | Social sensitivity, sense of justice and fairness and sensitivity to inequality. |
| B24 | To develop oneself to put in practice an open, educated, critical, committed, democratic and united citizenship, capable of analyzing reality, diagnose problems, formulate and implement knowledge-based solutions, and oriented towards the common good. |
| B26 | Assess the importance of research, innovation and technological development in the economic and cultural progress of society |
| B27 | Ability to organize and plan their own work. |
| B28 | CB1-That the students have showed to possess and comprise knowledge in an area of study that begins from the base of general secondary education, and it is usually found at a level that, although it relies on advanced textbooks, includes also some aspects that involve proceeding knowledge of the avant-garde of the field of study. |
| B29 | CB2-That the students know how to apply their knowledge to their work or vocation in a professional manner, and possess the competences that commonly are shown by means of the preparation and defence of arguments and the resolution of problems inside their area of study. |
| B30 | CB3-That the students have the capacity to collect and interpret outstanding data (usually inside their area of study), in order to formulate judgements that include a reflection on notable topics of social, scientific or ethical nature. |
| B31 | CB4-That the students can transmit information, ideas, problems and solutions both to skilled and non-skilled public. |
| B32 | CB5-That the students have developed those skills of learning necessary to undertake further studies with a high degree of autonomy. |
| C1 | Express themselves correctly, both orally and in writing , in the official languages of the autonomous region. |
| C2 | Control the expression and understanding of a foreign language. |
| C4 | To develop oneself to exercise an open, educated, critical, committed, democratic and united citizenship, capable of analyzing reality, diagnosing, problems, formulating and implementingknowledge-based solutions, which are guided towards the common good. |
| C5 | Understanding the importance of entrepreneurship and knowing the means available to entrepreneurs. |
| C7 | Assume as professionals and citizens the importance of learning throughout life. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Reflexionar sobre los procesos de simbolización y analizar críticamente las ideas que han animado al arte de este período, poniéndolas en relación con el contexto sociocultural en el que surgen. | A1 A2 A4 A6 A9 A12 A14 A17 A23 |
B1 B2 B3 B4 B5 B7 B8 B10 B11 B24 B30 |
C1 C2 C5 C7 |
| Identificar el arte de la Antigüedad Clásica | A1 A2 A4 A6 A9 A12 A14 A17 A23 |
B1 B2 B3 B4 B5 B7 B8 B10 B11 B24 B26 B27 B32 |
C1 C2 C4 C5 C7 |
| Realizar de forma autónoma una lectura comprensiva de textos sobre historia y teoría del arte clásico, con todos los beneficios que ello implica (ampliación de vocabulario, desarrollo de la capacidad de conceptualización y sentido crítico, etc…), aprendiendo a valorar lo necesario de este hábito para comprender e interpretar el desarrollo del arte. | A1 A2 A4 A6 A9 A10 A11 A12 A14 A17 A18 A23 |
B1 B2 B3 B4 B5 B7 B8 B10 B11 B15 B18 B21 B24 B26 B27 B28 B30 B32 |
C1 C2 C4 C5 C7 |
| Crear un ejercicio escrito, a partir de la lectura de diferentes documentos, desarrollando el pensamiento crítico y analítico del alumno, que le ayude a iniciarse en la realización de sus propias tareas de investigación y contextualización histórica | A1 A2 A4 A6 A7 A8 A9 A10 A11 A12 A14 A17 A18 A23 |
B1 B2 B3 B4 B5 B7 B8 B10 B11 B15 B18 B21 B24 B26 B27 B28 B29 B30 B31 B32 |
C1 C2 C4 C5 C7 |
| Contents |
| Topic | Sub-topic |
| BLOQUE 1. Arte Helénico | 1. Arte Prehelénico: Arte Cicládico, Minoico y Micénico 2. Período Arcaico 3. Período Clásico 4. Helenismo |
| BLOQUE 2. Arte Romano | 5. El arte etrusco 6. Arquitectura 7. Escultura 8. Pintura y mosaico |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Document analysis | A1 A2 A4 A6 A7 A8 A9 A10 A11 A12 A14 A17 A18 A23 B1 B2 B3 B4 B5 B7 B8 B10 B11 B15 B18 B21 B24 B26 B27 B28 B29 B30 B31 B32 C1 C2 C4 C5 C7 | 15 | 0 | 15 |
| Workbook | A1 A2 A4 A6 A7 A8 A9 A10 A11 A12 B1 B2 B3 B4 B5 B7 B11 B15 B18 B21 B26 C1 C2 C5 | 20 | 0 | 20 |
| Supervised projects | A1 A2 A4 A6 A7 A9 A10 A11 A12 A14 A23 B1 B2 B3 B4 B8 B10 B11 B15 B18 B21 B31 B32 C1 C2 C4 | 0 | 20 | 20 |
| Mixed objective/subjective test | A1 A2 A4 A6 A7 A8 A9 A12 A14 A17 B1 B2 B3 B4 B5 B7 B8 B10 B11 B15 B18 B26 C1 C2 C4 C5 | 30 | 0 | 30 |
| Guest lecture / keynote speech | A1 A2 A4 A6 A7 A8 A11 A12 B1 B2 B3 B4 B5 B7 B10 B11 B21 B24 C1 C5 | 40 | 0 | 40 |
| Personalized attention | 25 | 0 | 25 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Document analysis | Lectura y análisis de fuentes documentales sobre al arte de la Antigüedad Clásica |
| Workbook | Lectura comprensiva de textos sobre historia, teoría y estética del arte clásico |
| Supervised projects | Trabajos de investigación realizado individualmente o en grupo, relacionado con el temario impartido en clase y bajo el asesoramiento del profesor de la asignatura |
| Mixed objective/subjective test | Esta prueba podrá constar de preguntas sobre los contenidos impartidos en clase, o de análisis de textos o de obras, donde se valorará la capacidad de atención, reflexión y análisis del alumno |
| Guest lecture / keynote speech | Clases teóricas apoyadas en medios audiovisuales |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Supervised projects | A1 A2 A4 A6 A7 A9 A10 A11 A12 A14 A23 B1 B2 B3 B4 B8 B10 B11 B15 B18 B21 B31 B32 C1 C2 C4 | Trabajo de investigación (individual o en grupo) | 30 |
| Mixed objective/subjective test | A1 A2 A4 A6 A7 A8 A9 A12 A14 A17 B1 B2 B3 B4 B5 B7 B8 B10 B11 B15 B18 B26 C1 C2 C4 C5 | Pruebas sobre cada uno de los puntos del temario, que podrán constar de preguntas sobre los contenidos impartidos en clase, o de análisis de textos o de obras | 70 |
| Assessment comments | |||
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“Aquellos/as alumnos/as que |
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| Sources of information |
| Basic |
MARTIN , R. (1987). Arquitectura Griega. Madrid: Aguilar
ROBERTSON, D.S. (1994). Arquitectura griega y romana. Madrid: Cátedra
ELVIRA BARBA, M. A. (1996). Arte Clásico. Madrid: Historia 16
GARCÍA BELLIDO, A. (1990). Arte Romano. Madrid: CSIC
ANDREAE, B. (1974). Arte Romano. Barcelona: Gustavo Gili
POLLIT, J.J. (1984). Arte y experiencia en la Grecia Clásica. Barcelona: Xarait
ONIANS, J. (1996). Arte y pensamiento en la época helenística. Madrid: Alianza
BIANCHI BANDINELLI, R. (1998). El arte de la Antigüedad Clásica. Etruria-Roma. Madrid: Akal
BIANCHI BANDINELLI, R. (1998). El arte de la Antigüedad Clásica. Grecia. Madrid: Akal
ROBERTSON, M. (1993). El arte griego. Madrid: Alianza
BLANCO FREIJEIRO, A. (1996). El Arte Griego. Madrid: CSIC
BOARDMAN, J. (1995). El arte griego. Barcelona: Destino
RICHTER, G. (1980). El Arte griego: una revisión de las artes visuales de la antigua Grecia. Barcelona: Destino
POLLIT, J.J. (1989). El arte helenístico. Madrid: Nerea
HENIG, M. (Dir.) (1985). El Arte Romano: una revisión de las artes visuales del mundo romano. Barcelona: Destino
WHEELER, M. (1995). El Arte y la Arquitectura de Roma. Barcelona: Destino
STIERLIN, H. (2006). El imperio romano. Desde los etruscos a la caída del Imperio Romano. Köln: Taschen
CHADWICK, J. (1998). El mundo micénico. Madrid: Ariel
BOARDMAN, J. (2001). Escultura griega. El período clásico tardío. Barcelona: Destino
BARATTE, F. (1984). Etruria y Roma. Madrid: Alianza
BLANCO FREIJEIRO, A./ELVIRA, J. M. (1990). Etruria y Roma Republicana. Madrid: Historia 16
CHARBONNEAUX, J. (1969). Grecia arcaica (620-480 a.J.C). Madrid: Aguilar
CHARBONNEAUX, J. (1970). Grecia Clásica (480-330 a.J.C). Madrid: Aguilar
CHARBONNEAUX, J. (1971). Grecia helenística. Madrid: Aguilar
DICKINSON, O. (2000). La Edad del Bronce Egea. Madrid: Akal
OLAGUER FELIU, F. (1989). La Pintura y el mosaico romanos. Barcelona: Vicens Vives
BIANCHI BANDINELLI, R. (1974). Los etruscos y la Italia anterior a Roma. Madrid: Aguilar
DEMARGNE, P. (1964). Nacimiento del arte griego. Madrid: Aguilar
BLANCO FREIJEIRO, A. (1990). Roma Imperial. Madrid: Historia 16
BIANCHI BANDINELLI, R. (1969). Roma, el centro del poder. Madrid: Aguilar
BIANCHI BANDINELLI, R. (1971). Roma, el fin del arte antiguo. Madrid: Aguilar |
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| Complementary |
WARD-PERKINS, J.B. (1989). .: Arquitectura romana. En: Historia universal de la arquitectura, dirigida por Pier Luigi Nervi (vol. 6). Madrid: Aguilar
LLOYD, S.; MÜLLER, H.W.; MARTIN, R. (1989). Arquitectura mediterránea prerromana. En: Historia universal de la arquitectura, dirigida por Pier Luigi Nervi (vol. 5).. Madrid: Aguilar
CARPENTER, T. (2001). Arte y mito en la antigua Grecia. Barcelona: Destino
ZANKER, P. (1992). Augusto y el poder de las imágenes. Madrid: Alianza
POCHAT , G. (2008). de la estética y de la teoría del arte. Madrid: Akal
REVILLA, F. (2007). Diccionario de iconografía y simbología. Madrid: Cátedra
GRIMAL, P. (1989). Diccionario de Mitología Griega y Romana. Madrid: Paidós
AA.VV (1992). El Mundo Micénico. Cinco siglos de la primera civilización europea (160-1100 a.C.). Madrid: Museo Arqueológico Nacional
ROTH, L. M. (1999). Entender la arquitectura. Sus elementos, historia y significado. Barcelona: Gustavo Gili
AA.VV (1983). Fuentes y documentos para la Historia del Arte (vol. 1). Barcelona: Gustavo Gili
KOSTOF, S. (1988). Historia de la arquitectura (vol. 1). Madrid: Alianza
RAMÍREZ, J. A. (dir.) (2006). Historia del Arte (vol. 1). Madrid: Alianza
JANSON, H. W. (1995). Historia general del arte (vol. 1). Madrid: Alianza
WOODFORD, S. (1987). Introducción a la Historia del Arte. Grecia y Roma. Barcelona: Gustavo Gili
ADAM, J.P. (1996). La construcción romana. Materiales y técnicas. León: Editorial de los Oficios
MARTIENSE, R. (1977). La idea del espacio en la arquitectura griega. Buenos Aires: Ediciones Nueva Visión
VITRUVIO, M.L. (1995). Los diez libros de arquitectura. Madrid: Alianza |
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| Recommendations | ||||
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously | ||||
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| Subjects that continue the syllabus | |
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| Other comments | |