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O desenho da perspectiva na concepção de Trompe L’Oeils e anamorfoses
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Orientador(es)
Resumo(s)
Esta intervenção de natureza exploratória, segundo um paradigma
interpretativo de carácter qualitativo, cujo tema procurou aproximar e equilibrar a
aquisição de conteúdos e domínio técnico sobre o desenho em perspetiva com o
envolvimento dos alunos nas suas aprendizagens, desenvolveu um projeto em
diferentes fases, diagnóstica, individual e em grupo, onde os alunos do 9º ano de
Educação Visual, através de um processo de descoberta, foram estimulados a
explorar a dualidade existente no desenho em perspetiva, na transição entre a
realidade e ilusão, do concreto para o abstrato e do mais simples até ao mais
complexo. As aprendizagens foram desenvolvidas num ambiente construtivista, de
partilha e cooperação, adoptando uma metodologia de investigação-ação e de
reflexão-na-ação, permitindo melhorar a prática pedagógica de forma continuada,
bem como a articulação do ensino com as aprendizagens, torná-las efetivas e
significativas, numa lógica formativa.
Neste estudo evidencia-se a importância na escolha adequada dos temas e
projetos a desenvolver de acordo com os objetivos da disciplina, bem como a decisão
sobre as estratégias de ensino que melhor se enquadram aos interesses e realidade
dos alunos, considerando não apenas as suas fragilidades, mas sobretudo, no sentido
de estimular as aprendizagens, através da realização de atividades que desafiem as
suas capacidades e ao mesmo tempo se concretizem em momentos de reflexão,
construtores de conhecimento e autoconhecimento.
O trompe l’oeil e a anamorfose, com características ilusionísticas que
surpreendem e fascinam, produziram esse mesmo efeito nos alunos, revelando ser
fonte expressiva de motivação nas aprendizagens sobre a perspetiva, mais
especificamente: a) na utilização dos seus elementos básicos, como, ponto(s) de fuga,
projetantes, observador, ponto de vista; b) sobre os conceitos de trompe l’oeil e
anamorfose, ramos da perspetiva e sua diferenciação; c) na aplicação das
componentes formais e expressivas, na transição do plano bidimensional para a
ilusão do tridimensional.
This exploratory nature intervention that followed an interpretative paradigm with qualitative aspects, in Which the theme intended to gather and balance the acquisition of contents and technical mastery over perspective drawing with student's engagement in learning, developed a project with different stages: the diagnostic, the individual and the group stage, where Visual Education's 9th grade students were encouraged to explore the existing duality in perspective drawing, as well as in the transition between reality and illusion, from that which is concrete to that which is abstract and also from the most simple to the most complex level, through a discovery process. The learning was developed in a constructivist environment of sharing and cooperation, adopting a research-action and a reflection-in-action methodology, thereby allowing to continuously improve the pedagogical practice, as well as the articulation of teaching with learning and to make them effective and meaningful, in a training logics. In this study, the importance of choosing topics and projects according to the course objectives is highlighted, as well as the decision on teaching strategies that best fitted the students interests and reality, considering not only their weaknesses, but above all, moving towards stimulate learning, by conducting activities that challenge their skills and which at the same time turn out to become moments of reflection, builders of knowledge and self-knowledge. Trompe l'oeil and anamorphosis, which illusionist's features surprise and fascinate, produced that same effect on students, proving to be a significant source of motivation in perspective learning, more precisely: a) in the use of its basic elements, as vanishing points, projections, the observer, point of view; b) on the concepts of trompe l'oeil and anamorphosis, perspective branches and its differentiation; c) on formal and expressive components' application, in the transition from twodimensional plane to the illusion of the three-dimensional.
This exploratory nature intervention that followed an interpretative paradigm with qualitative aspects, in Which the theme intended to gather and balance the acquisition of contents and technical mastery over perspective drawing with student's engagement in learning, developed a project with different stages: the diagnostic, the individual and the group stage, where Visual Education's 9th grade students were encouraged to explore the existing duality in perspective drawing, as well as in the transition between reality and illusion, from that which is concrete to that which is abstract and also from the most simple to the most complex level, through a discovery process. The learning was developed in a constructivist environment of sharing and cooperation, adopting a research-action and a reflection-in-action methodology, thereby allowing to continuously improve the pedagogical practice, as well as the articulation of teaching with learning and to make them effective and meaningful, in a training logics. In this study, the importance of choosing topics and projects according to the course objectives is highlighted, as well as the decision on teaching strategies that best fitted the students interests and reality, considering not only their weaknesses, but above all, moving towards stimulate learning, by conducting activities that challenge their skills and which at the same time turn out to become moments of reflection, builders of knowledge and self-knowledge. Trompe l'oeil and anamorphosis, which illusionist's features surprise and fascinate, produced that same effect on students, proving to be a significant source of motivation in perspective learning, more precisely: a) in the use of its basic elements, as vanishing points, projections, the observer, point of view; b) on the concepts of trompe l'oeil and anamorphosis, perspective branches and its differentiation; c) on formal and expressive components' application, in the transition from twodimensional plane to the illusion of the three-dimensional.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino das Artes Visuais no 3º ciclo do Ensino Básico e no Ensino Secundário, Universidade de Lisboa, Instituto de Educação, 2016
Palavras-chave
Artes visuais Geometria Perspectiva Anamorfose Relatórios da prática de ensino supervisionada - 2016