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Abstract(s)
Integrado no Mestrado em Ensino de Artes Visuais, o relatório aqui apresentado, intitulado Construção de paisagens irreais, procura explicitar a Prática de Ensino Supervisionada realizada na Escola Secundária Jorge Peixinho, no concelho do Montijo. A prática letiva foi desenvolvida numa turma do 11.º Ano de escolaridade, na disciplina de Desenho A, lecionada pela professora cooperante Inês Cereja.
A Unidade Didática incidiu sobre a temática do desenho de paisagem, explorando as metodologias processuais desenvolvidas por Alexander Cozens e João Hogan nas suas obras. Pretendeu-se estimular a criatividade e imaginação dos alunos ao desenhar e, simultaneamente, fomentar a construção de um olhar global sobre a representação da paisagem, partindo do todo para as partes. Foram propostos um conjunto de exercícios que se traduziram em duas fases de trabalho: um primeiro momento de experimentação, em que foi explorada a metodologia utilizada por Hogan, desconstruindo, registos realizados previamente e criando diferentes configurações de paisagens; e um segundo momento em que foi desenvolvido, passo a passo, porém com algumas adaptações, o “Método do Borrão” de Cozens, em que, explorando o “acaso” que surge da disposição de manchas aleatórias no suporte, procurou-se contruir composições de paisagens imaginadas.
Cada fase de trabalho resultou em duas concretizações gráficas, que foram sujeitas a um processo de avaliação sumativa, sendo que a avaliação formativa foi sendo concretizada ao longo das aulas. Os alunos demonstraram disponibilidade e responderam com entusiasmo aos exercícios propostos, especialmente em relação à segunda fase de trabalho, que se evidenciou como o momento pelo qual os alunos demonstraram um maior interesse. Considera-se que os objetivos gerais foram alcançados, podendo retirar um balanço positivo da intervenção, que certamente contribuirá de forma positiva, tanto para a minha prática futura, como para a dos alunos.
As part of the Master's Degree in Visual Arts Teaching, the report presented here, entitled Construction of unreal landscapes, seeks to explain the Supervised Teaching Practice carried out at the Jorge Peixinho Secondary School, in the municipality of Montijo. The teaching practice was carried out in an 11th grade class, in the subject of Drawing A, taught by the cooperating teacher Inês Cereja. The Didactic Unit focused on the theme of landscape drawing, exploring the procedural methodologies developed by Alexander Cozens and João Hogan in their works. The aim was to stimulate the students' creativity and imagination when drawing and, at the same time, to encourage the construction of a global view of landscape representation, going from the global view to the indivual elements. A series of exercises were proposed divided into two phases of work: a first moment of experimentation, in which the methodology used by Hogan was explored, deconstructing previously made drawings and creating different configurations of landscapes; and a second moment in which Cozens' “Blot Method” was developed, step by step but with some adaptations, in which, by exploring the “fortuity” that arises from the arrangement of random spots on the support, the construction of imagined landscape compositions was aimed. Each phase resulted in two works, which were subject to a summative assessment process, with the formative assessment taking place throughout the lessons. The students showed willingness and responded enthusiastically to the exercises proposed, especially in relation to the second phase of work, which was the moment in which the students showed the greatest interest. The overall objectives were achieved and a positive conclusion can be drawn from the intervention, which will certainly contribute positively to both my future practice and the one of the students.
As part of the Master's Degree in Visual Arts Teaching, the report presented here, entitled Construction of unreal landscapes, seeks to explain the Supervised Teaching Practice carried out at the Jorge Peixinho Secondary School, in the municipality of Montijo. The teaching practice was carried out in an 11th grade class, in the subject of Drawing A, taught by the cooperating teacher Inês Cereja. The Didactic Unit focused on the theme of landscape drawing, exploring the procedural methodologies developed by Alexander Cozens and João Hogan in their works. The aim was to stimulate the students' creativity and imagination when drawing and, at the same time, to encourage the construction of a global view of landscape representation, going from the global view to the indivual elements. A series of exercises were proposed divided into two phases of work: a first moment of experimentation, in which the methodology used by Hogan was explored, deconstructing previously made drawings and creating different configurations of landscapes; and a second moment in which Cozens' “Blot Method” was developed, step by step but with some adaptations, in which, by exploring the “fortuity” that arises from the arrangement of random spots on the support, the construction of imagined landscape compositions was aimed. Each phase resulted in two works, which were subject to a summative assessment process, with the formative assessment taking place throughout the lessons. The students showed willingness and responded enthusiastically to the exercises proposed, especially in relation to the second phase of work, which was the moment in which the students showed the greatest interest. The overall objectives were achieved and a positive conclusion can be drawn from the intervention, which will certainly contribute positively to both my future practice and the one of the students.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2024, Universidade de Lisboa, Instituto de Educação
Keywords
Desenho Educação artística Criatividade Imaginação Paisagem Relatórios da pratica de ensino supervisionada - 2024