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A criatividade como competência essencial no desenvolvimento progressivo do aluno em artes visuais
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Orientador(es)
Resumo(s)
O relatório da Prática de Ensino Supervisionada, efetuado no âmbito do Mestrado
em Ensino de Artes Visuais, retrata o percurso da prática docente para o alcance dos
objetivos propostos, desde a conceção e planificação do projeto à concretização do
mesmo, passando por uma pesquisa documental a nível teórico que enquadrou a sua
fundamentação.
A prática letiva foi desenvolvida na Escola Secundária Marcelino Mesquita, na
cidade do Cartaxo, no ano letivo 2014/2015, em disciplinas integrantes de dois ciclos de
ensino, na disciplina de Desenho A, numa turma de 10º ano no curso Cientificohumanístico
de Artes Visuais e na disciplina de Educação Visual, numa turma de 9º ano
do 3º Ciclo do Ensino Básico. Assim, foram desenvolvidas duas Unidades de Trabalho
distintas, "O desenho e o acaso" usando o processo de criação coletiva, desenvolvido
pelo movimento surrealista, o Cadavre-exquis e "A reinterpretação da obra de arte" a
partir da obra Las Meninas do pintor Diego Velázquez, nas turmas do 10º D e 9º E
respetivamente.
Partindo da observação da obra de arte pretendia-se, através de um conjunto
diversificado de atividades e estratégias, que os alunos desenvolvessem os seus próprios
projetos de modo a contribuir para que adquirissem competências no campo da
experimentação plástica, manifestando a sua criatividade, a sua capacidade de
expressão, representação e reflexão crítica.
De forma crescente, a criatividade assume atualmente um papel de crucial
importância na sociedade e na educação. Assim, é imperioso explorá-la na escola,
enquanto promotora de desenvolvimento de competências essenciais.
Com este relatório pretende-se analisar e fundamentar a mais-valia da criatividade
nas Artes Visuais como estratégia facilitadora de aprendizagens, assim como justificar a
necessidade de a promover como uma competência essencial ao desenvolvimento do
pensamento divergente, que capacita os alunos com mais “ferramentas” para
enfrentarem o futuro.
Este relatório integra ainda uma das componentes do processo de ensinoaprendizagem,
a avaliação. Foram avaliados os percursos dos alunos através da análise
dos dados de avaliação recolhidos durante o desenvolvimento da Prática de Ensino
Supervisionada.
The report on Supervised Teaching Practice drawn up for the Master’s degree on Teaching Visual Arts portrays the teaching practice in order to meet the goals proposed. This ranges from the project design and planning to its actual implementation, including theoretical documental research, which backed the report’s arguments. Teaching was done at the Marcelino Mesquita Secondary School in Cartaxo, Portugal, for the 2015/2015 school year. The subjects were integrated in two teaching cycles – Drawing A, for a 10th grade class in the Visual Arts humanities-science course and also Visual Education, for a 9th grade class of the 3rd Cycle of Basic Schooling. Two distinctive working units were thus created, “Drawing and chance”, using the collective creation process developed by the surrealist movement, the cadavre-exquis (or exquisite corpse), and “Re-interpreting an art-piece”, studying Diego Velázquez’s Las Meninas (The Maids of Honour), in the 10thD and 9thE classes, respectively. The goal was to get the students to develop their own projects, starting with the observation of the work and through a diversified range of activities and strategies, so that they could acquire skills in the field of plastic experimentation, showing their creativity and capacity for expression, representation and critical thought. Creativity is increasingly taking on a role of crucial importance in today’s society and education. Accordingly, we need to explore this at school, since school fosters the development of essential skills. This report seeks to analyze and justify the added-value of creativity in Visual Arts as a strategy that facilitates learning, as well as justify the need to promote it as an essential competence in the development of divergent thinking, which empowers students with more “tools” to face their future. This report further includes one of the components of the teaching-learning process: evaluation. The students’ paths were evaluated through the analysis of evaluation data collected throughout the Supervised Teaching Practice.
The report on Supervised Teaching Practice drawn up for the Master’s degree on Teaching Visual Arts portrays the teaching practice in order to meet the goals proposed. This ranges from the project design and planning to its actual implementation, including theoretical documental research, which backed the report’s arguments. Teaching was done at the Marcelino Mesquita Secondary School in Cartaxo, Portugal, for the 2015/2015 school year. The subjects were integrated in two teaching cycles – Drawing A, for a 10th grade class in the Visual Arts humanities-science course and also Visual Education, for a 9th grade class of the 3rd Cycle of Basic Schooling. Two distinctive working units were thus created, “Drawing and chance”, using the collective creation process developed by the surrealist movement, the cadavre-exquis (or exquisite corpse), and “Re-interpreting an art-piece”, studying Diego Velázquez’s Las Meninas (The Maids of Honour), in the 10thD and 9thE classes, respectively. The goal was to get the students to develop their own projects, starting with the observation of the work and through a diversified range of activities and strategies, so that they could acquire skills in the field of plastic experimentation, showing their creativity and capacity for expression, representation and critical thought. Creativity is increasingly taking on a role of crucial importance in today’s society and education. Accordingly, we need to explore this at school, since school fosters the development of essential skills. This report seeks to analyze and justify the added-value of creativity in Visual Arts as a strategy that facilitates learning, as well as justify the need to promote it as an essential competence in the development of divergent thinking, which empowers students with more “tools” to face their future. This report further includes one of the components of the teaching-learning process: evaluation. The students’ paths were evaluated through the analysis of evaluation data collected throughout the Supervised Teaching Practice.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino das Artes Visuais, Universidade de Lisboa, Instituto de Educação, 2016
Palavras-chave
Artes visuais Educação visual Desenho Competências Criatividade Relatórios da prática de ensino supervisionada - 2016