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O fenómeno sinestésico na estruturação do pensamento criativo
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Orientador(es)
Resumo(s)
A estruturação do pensamento criativo do adolescente apresenta-se de modo
“fragmentado”, em parte, devido às caraterísticas da sua experiência sensorial. Propõe-se
observar a possibilidade de reconhecimento da perceção humana, segundo o “fenómeno
sinestésico”, focalizando metodologias de ensino artístico e conteúdos curriculares na
aprendizagem da criatividade. O nosso estudo envolveu um grupo/turma de adolescentes com
idades compreendidas entre os quinze e os dezassete anos do 10º ano de escolaridade, na
disciplina de Desenho. Desenhámos um conjunto de atividades pedagógicas que
denominamos “experiências de fluir” que promovessem a “inteligência háptica”. Procedeu-se
à observação direta de aulas. O relatório apresenta a participação dos adolescentes e
resultados produzidos pelos alunos a partir da prática pedagógica docente alicerçada nas
ideias inerentes aos movimentos artísticos da “Land Art” e da “Instalação” no projeto final.
Verificámos haver uma carência de certos conteúdos programáticos na disciplina de Desenho
e a sobrevalorização do sentido da “visão” nas metodologias de ensino das artes na escola.
Observaram-se possibilidades de desenvolvimento do pensamento estético, da expressão e da
criatividade estimulando competências como a “inteligência háptica” e o “fenómeno
sinestésico”. A abertura da consciência humana aos fenómenos envolventes é crucial à
estruturação do pensamento criativo, para tal, é necessário uma participação ativa dos
intervenientes, bem como, a permeabilidade dos professores para aceitar novas perspetivas de
ensino na vertente da arte experimental.
The teenage creative thought is structured presents itself in a “fragmented” way, mainly due to the characteristics of its sensorial experience. The aim is to observe the possibility of reconnaissance of the human perception, according to the “synesthetic code”, focusing on arts teaching methodologies as well as in curricular contents in creative learning. Our study involved a tenth grade class of teenagers with ages between fifteen and seventeen years old, in the subject of drawing. We drew a set of pedagogic activities which we named “flowing experiences” on order to promote “haptic intelligence”. The lessons were closely observed and analysed. This report reflects the teenagers participation and the results achieved by the students supported by a pedagogical practice based on ideas inherent to artistic movements like “Land Art” and “Installation” in the final project. We managed to understand that some contents are lacking on the subject of Drawing and that, in arts teaching methodologies in schools, the sense of vision is overrated. Possibilities of improving aesthetic thought, expression and creativity stimulating skills like “haptic intelligence” and “synesthetic code” were observed. In order to correctly structures the creative thought it is crucial for the human mind to open itself to the involving phenomena. This said, it is necessary an active participation of everyone involved and an open mind, especially from teachers, accepting new perspectives concerning experimental art teaching.
The teenage creative thought is structured presents itself in a “fragmented” way, mainly due to the characteristics of its sensorial experience. The aim is to observe the possibility of reconnaissance of the human perception, according to the “synesthetic code”, focusing on arts teaching methodologies as well as in curricular contents in creative learning. Our study involved a tenth grade class of teenagers with ages between fifteen and seventeen years old, in the subject of drawing. We drew a set of pedagogic activities which we named “flowing experiences” on order to promote “haptic intelligence”. The lessons were closely observed and analysed. This report reflects the teenagers participation and the results achieved by the students supported by a pedagogical practice based on ideas inherent to artistic movements like “Land Art” and “Installation” in the final project. We managed to understand that some contents are lacking on the subject of Drawing and that, in arts teaching methodologies in schools, the sense of vision is overrated. Possibilities of improving aesthetic thought, expression and creativity stimulating skills like “haptic intelligence” and “synesthetic code” were observed. In order to correctly structures the creative thought it is crucial for the human mind to open itself to the involving phenomena. This said, it is necessary an active participation of everyone involved and an open mind, especially from teachers, accepting new perspectives concerning experimental art teaching.
Descrição
Relatório da prática de ensino supervisionada, Ensino de Artes Visuais, Universidade de Lisboa, Faculdade de Belas Artes de Lisboa, 2012
Palavras-chave
Pensamento criativo Metacognição Sinestesia Ensino artístico - Portugal Relatórios da prática de ensino supervisionada - 2012