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Simplificação e criatividade no retrato e no autorretrato
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Orientador(es)
Resumo(s)
A educação artística é fundamental para o desenvolvimento da sensibilidade e da criatividade, alargando as capacidades cognitivas e expressivas dos alunos. O processo ensino-aprendizagem é portanto indissociável. Justamente o desenho faz parte de uma forma de ver e ler o mundo, pilar estruturante do pensamento, havendo a necessidade de desenvolver a sensibilidade estética para desbloquear a capacidade criativa.
Deste modo este relatório, referente à Prática de Ensino Supervisionada efetuada no âmbito do Mestrado em Ensino de Artes Visuais, e implementado no formato de Unidade Didática intitulada “Simplificação E Criatividade No Retrato E No Autorretrato”, relata o percurso da prática docente desde a conceção e planificação do projeto, até à sua concretização prática.
Este processo iniciou-se com uma pesquisa teórica a nível documental, de forma a enquadrar formalmente a aplicação prática da mesma, seguida da sua concretização e ultimada por uma reflexão sobre como se poderão preparar os alunos para o processo de mudança na contemporaneidade atual e para nela saberem agir.
A prática letiva foi desenvolvida na Escola Secundária Fernando Namora, na cidade da Amadora, durante o ano letivo de 2015/2016 na disciplina de Educação Visual, com duas Turmas do 7º ano do Ensino Básico. E, através de um conjunto diversificado de estratégias e atividades, tais como a observação de obras de arte e de metodologias artísticas, permitiu que os alunos contribuíssem na evolução dos projetos próprios, utilizando as competências adquiridas nas experimentações plásticas, transformando os trabalhos em manifestações criativas, representativas da capacidade de síntese e análise inerente à criatividade.
Com este relatório pretende-se analisar e fundamentar a necessidade da presença da criatividade no ensino das Artes Visuais, como estratégia facilitadora das aprendizagens. A necessidade de promover nos alunos competências para desenvolverem o “pensamento divergente”, revelou-se essencial na capacidade de os “habilitar” de novas ferramentas para desse modo defrontarem o futuro.
Artistic education is fundamental for the development of sensitivity and creativity, broadening students' cognitive and expressive capacities, and thus, the teaching-learning process is inseparable. Precisely because of this, drawing integrates a new way of seeing and understanding the world, a pillar of thought, and therefore it’s very important to develop aesthetic sensibility to unlock creativity. Centered on the Supervised Teaching Practice subject carried out within the scope of the Master's Degree in Visual Arts Teaching, and implemented within the Didactics Unit format entitled "Simplification and Creativity in Portrait and Self-Portrait", this report recounts the project of the teaching internship from its conception and planning, until its practical implementation. This process began with theoretical research, in order to formally create guidelines for its application at a practical level, followed by its introduction in a school setting. Finally, it closed with a reflection on how to prepare the students for the processes of change in a contemporary setting and how to adapt and react. The teaching internship was done at Fernando Namora Secondary School, in the city of Amadora, during the academic year 2015/2016, in the discipline of Visual Education, with two classes of the 7th year of Basic Education. A diversified set of strategies and activities were applied to these classes, such as the observation of works of art and artistic methodologies, enabled of student’s contributions to the evolution of their own projects using the skills acquired from plastic experimentation, which translated to the transformation of the works into creative manifestations, representative of the ability for synthesis and the analysis inherent to creativity. This report intends to analyze and substantiate the need for the existence of creativity in the teaching of visual arts as a strategy to facilitate learning. The need to promote in students the skills to develop “divergent thinking” is essential in the ability to "empower" students with new tools to face the future.
Artistic education is fundamental for the development of sensitivity and creativity, broadening students' cognitive and expressive capacities, and thus, the teaching-learning process is inseparable. Precisely because of this, drawing integrates a new way of seeing and understanding the world, a pillar of thought, and therefore it’s very important to develop aesthetic sensibility to unlock creativity. Centered on the Supervised Teaching Practice subject carried out within the scope of the Master's Degree in Visual Arts Teaching, and implemented within the Didactics Unit format entitled "Simplification and Creativity in Portrait and Self-Portrait", this report recounts the project of the teaching internship from its conception and planning, until its practical implementation. This process began with theoretical research, in order to formally create guidelines for its application at a practical level, followed by its introduction in a school setting. Finally, it closed with a reflection on how to prepare the students for the processes of change in a contemporary setting and how to adapt and react. The teaching internship was done at Fernando Namora Secondary School, in the city of Amadora, during the academic year 2015/2016, in the discipline of Visual Education, with two classes of the 7th year of Basic Education. A diversified set of strategies and activities were applied to these classes, such as the observation of works of art and artistic methodologies, enabled of student’s contributions to the evolution of their own projects using the skills acquired from plastic experimentation, which translated to the transformation of the works into creative manifestations, representative of the ability for synthesis and the analysis inherent to creativity. This report intends to analyze and substantiate the need for the existence of creativity in the teaching of visual arts as a strategy to facilitate learning. The need to promote in students the skills to develop “divergent thinking” is essential in the ability to "empower" students with new tools to face the future.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais, Universidade de Lisboa, Instituto de Educação, 2017
Palavras-chave
Criatividade Artes visuais Desenho Síntese Simplificação Geometria Retrato Relatórios da prática de ensino supervisionada - 2017