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Ver, desenhar, compreender a descoberta do gótico através da literacia visual e do desenho em história da cultura e das artes, 10º ano
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Resumo(s)
Pode o desenho complementar o ensino e a aprendizagem da disciplina bienal de História da
Cultura e das Artes, leccionada no curso de Artes Visuais durante o Ensino Secundário?
Nos últimos anos, as médias nacionais dos exames desta disciplina apresentam valores geralmente
negativos. Sendo a História da Cultura e das Artes uma das disciplinas mais significativas e
estruturantes para qualquer aluno de artes, estes resultados são alarmantes. A experiência pessoal e
académica também revela que a maioria dos alunos não demonstra interesse ou reconhece o
propósito em estudar uma disciplina teórica num curso predominantemente prático e visual.
Contudo, este afastamento da História de Arte transforma-se numa incultura e inabilidade de
perceção histórica, resultando numa inexperiência de reflexão sobre o mundo em que vivemos, de
onde vimos e para onde vamos. A natural consequência deste paradigma é um aluno, cidadão e
futuro profissional mal preparado e sem um integral entendimento do mundo artístico.
Partindo de um paradigma de investigação interpretativo e de uma abordagem qualitativa, a
presente investigação procura observar, descrever e refletir a aprendizagem da arte gótica, numa
turma completa de 10.º ano, através de um projeto gráfico que recorre ao desenho e ao ensino da
literacia e à cultura visuais. A observação direta da unidade de trabalho, a análise dos inquéritos dos
alunos e a interpretação dos dados recolhidos fundamentam um estudo focado na aprendizagem
integral do aluno, como um habitante de uma sociedade cada vez mais visual e interligada, e no
significado e sentido que este confere à unidade de trabalho experimentada.
Can drawing promote and add further learning skills in the study of Art History, a subject taught in the Visual Arts course in high-schools? In recent years, the national GPA regarding the Art History’s exam, which determines university entrance qualifications, has been a negative and weak one. Since Art History is one of the most significant and pivotal subjects of any art student, these results are baffling. Personal and academic experience further acknowledges the student’s lack of interest in Art History or even the recognition of purpose in studying a theoretical subject in an art course. However, this dismissal of the importance of Art History creates a deficient culture and an inability of historical perception, resulting in a frailty thinking and understanding of the world in which we live in today. The legitimate consequence of this is a poorly prepared student, citizen, and future employee, whose grasp of the artistic world will eventually be feeble. This research, based on an interpretative and qualitative paradigm, observes, describes and analyses a 10th grade’s class project that focus on the learning progress of the gothic art chapter through drawing, visual literacy and visual culture. The direct observation of the project and its development, the analysis of the student’s surveys and the interpretation of its collected data underlies this investigation, which focal point is the student’s experience of this project and his/hers integral education as an active member of a visual and interconnected society.
Can drawing promote and add further learning skills in the study of Art History, a subject taught in the Visual Arts course in high-schools? In recent years, the national GPA regarding the Art History’s exam, which determines university entrance qualifications, has been a negative and weak one. Since Art History is one of the most significant and pivotal subjects of any art student, these results are baffling. Personal and academic experience further acknowledges the student’s lack of interest in Art History or even the recognition of purpose in studying a theoretical subject in an art course. However, this dismissal of the importance of Art History creates a deficient culture and an inability of historical perception, resulting in a frailty thinking and understanding of the world in which we live in today. The legitimate consequence of this is a poorly prepared student, citizen, and future employee, whose grasp of the artistic world will eventually be feeble. This research, based on an interpretative and qualitative paradigm, observes, describes and analyses a 10th grade’s class project that focus on the learning progress of the gothic art chapter through drawing, visual literacy and visual culture. The direct observation of the project and its development, the analysis of the student’s surveys and the interpretation of its collected data underlies this investigation, which focal point is the student’s experience of this project and his/hers integral education as an active member of a visual and interconnected society.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais, Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
História da arte Literacia visual Cultura visual Desenho Relatórios da prática de ensino supervisionada - 2018