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As sete artes : a procura de referências no processo criativo
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Orientador(es)
Resumo(s)
Da observação da prática de ensino supervisionada, realizada com uma turma
do 12º ano de Artes do Ensino Secundário, verificou-se que os propósitos de uma
educação para a cultura artística e desenvolvimento da consciência estética eram
transmitidos, fundamentalmente, através da disciplina de Desenho A. Tendo em conta
que esta disciplina deverá estimular o desenvolvimento estético dos alunos, assim
como apurar o seu sentido para a apreciação ou recriação da forma, abordou-se uma
metodologia que defende a educação do olhar e da consciência visual e estética.
Através de uma unidade didática realizada na disciplina de Desenho A,
procurar-se-á compreender se o processo criativo dos alunos é influenciado pelos seus
conhecimentos culturais no campo das artes e de que forma podem eles complementar
a sua formação, quando a oferta curricular especifica da sua área é reduzida. A unidade
didática divide-se em três fases, curriculares e extracurriculares, das quais deverão
resultar três elementos finais que serão considerados como documentos para análise:
um diário gráfico, um figurino construído tridimensionalmente, e um desenho de
observação da figura humana com figurino. Para além dos elementos resultantes dos
exercícios práticos, tomou-se como elemento de análise a observação da sua
autonomia criativa nos trabalhos que realizam, assim como o seu comportamento
perante a leitura de imagens, quer em contexto escolar quer em contexto de museu.
Na conclusão deste trabalho, entendeu-se que a arte é uma área imprescindível
ao desenvolvimento da expressão pessoal, social e cultural dos alunos, pois articula
imaginação, razão e emoção, ajudando-os a desenvolver a sua capacidade crítica e o
entendimento de princípios estéticos e históricos, através da observação e leitura,
tornando-os mais criativos e menos estereotipados nas experiências socio-culturais que
vivenciam.
The observation of a supervised teaching practice within a Twelfth Grade Arts Class found that the goals of an education to artistic culture and the development of aesthetic awareness were mainly teached through drawing subject - Desenho A. This class should stimulate the students’ aesthetic development, as well as improve their sense to appreciate and recreate the form, therefore students were teached a methodology that educates visual and aesthetic awareness. Through a didactic unit within “Desenho A” subject, the aim will be to understand whether students’ creative process is affected by their arts cultural knowledge and how they can complement their education in a situation of restricted curricular offer in the arts field. The didactic unit includes three parts, curricular and extracurricular, which should result in three final elements that will be considered as documents to be analysed: a sketchbook, a three-dimensional built costume and an observational drawing of a human figure with costume. Besides the outputs of the practical exercises, the analysis included the observation of student’s creative autonomy on their projects, as well as their behavior when looking at images both in school and in museum context. As a conclusion of this project, it was considered that Arts is an essential subject to the development of student’s personal, social and cultural expression, as it articulates imagination, reason and emotion, supporting the development of their critical ability and the understanding of aesthetic and historic principles through observation, in a way that students become more creative and less stereotyped in the socio-cultural experiences they live.
The observation of a supervised teaching practice within a Twelfth Grade Arts Class found that the goals of an education to artistic culture and the development of aesthetic awareness were mainly teached through drawing subject - Desenho A. This class should stimulate the students’ aesthetic development, as well as improve their sense to appreciate and recreate the form, therefore students were teached a methodology that educates visual and aesthetic awareness. Through a didactic unit within “Desenho A” subject, the aim will be to understand whether students’ creative process is affected by their arts cultural knowledge and how they can complement their education in a situation of restricted curricular offer in the arts field. The didactic unit includes three parts, curricular and extracurricular, which should result in three final elements that will be considered as documents to be analysed: a sketchbook, a three-dimensional built costume and an observational drawing of a human figure with costume. Besides the outputs of the practical exercises, the analysis included the observation of student’s creative autonomy on their projects, as well as their behavior when looking at images both in school and in museum context. As a conclusion of this project, it was considered that Arts is an essential subject to the development of student’s personal, social and cultural expression, as it articulates imagination, reason and emotion, supporting the development of their critical ability and the understanding of aesthetic and historic principles through observation, in a way that students become more creative and less stereotyped in the socio-cultural experiences they live.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais, Universidade de Lisboa, Instituto de Educação, 2017
Palavras-chave
Desenho Cultura visual Figura humana Sinestesia Criatividade Relatórios da prática de ensino supervisionada - 2017