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"À caça das formas, à caça do detalhe"
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Por forma a poder demonstrar e constatar que o Desenho desenvolve a capacidade cognitiva do adolescente, foi realizado o presente relatório.
Como ponto de partida para o presente Relatório foi formulada a questão: De que forma pode o Desenho contribuir para o desenvolvimento cognitivo dos alunos?
Sendo o Desenho um dos elementos fundamentais na área curricular de Educação Visual, e de forma a poder conseguir ir ao encontro das capacidades e competências dos alunos do 7º Ano de escolaridade, foram propostas estratégias com vista a desenvolver nos alunos a aprendizagem e a prática do desenho de representação.
Para responder à questão acima referida, foi realizado um levantamento das principais características psicológicas, académicas e motivacionais dos alunos da turma à qual a unidade curricular foi dirigida; um estudo sobre a escola e sobre as orientações curriculares de Educação Visual; um levantamento de métodos de ensino de Desenho já experimentados e de teorias de auto - aprendizagem.
Foi utilizada, como principal metodologia, a aprendizagem por descoberta, apostando no desenho de representação como instrumento de investigação e conhecimento da realidade. Para além do Desenho, foi também integrada na unidade curricular a modelagem tridimensional. Foram selecionados os animais de pequeno e médio porte como tema.
Foi possível concluir que a prática do desenho desenvolve na pessoa o pensamento perceptivo, contribuindo para um desenvolvimento integral da sua capacidade cognitiva. Foi também possível concluir que a criação plástica potencia o desenvolvimento afetivo e emocional do indivíduo e que o exercício do desenho desenvolve atitudes e hábitos importantes para uma vivência equilibrada da pessoa na sociedade atual. Verificou-se que, de forma geral, os alunos aprenderam a observar a forma, como meio, para ir à procura do detalhe e também a representarem de um modo mais natural todo o meio envolvente que os rodeia.
Viewing to show and establish that Drawing develops the cognitive capacity of young people, the following report was elaborated. As a starting point to the present report the following question was formulated: In which way can drawing contribute to the cognitive development of the students? Drawing being a fundamental element in Visual Arts curriculum area and so as to meet the capacities and competencies of 7th grade students, strategies were proposed to develop learning and practise of representational drawing. To give answer to the above mentioned question, a survey of the main psychological, academic and motivational characteristics of students in the class targeted by this curricular unit was conducted, as well as a study of the school and the Visual Education curricular orientations, and an assessment of the methods of teaching Drawing already applied and of self-learning theories. The main methodology used was learning by discovery, electing representational drawing as tool of research and knowledge of reality. Besides Drawing, three-dimensional modelling was also integrated in the curricular unit. Small and medium-size animals were selected as theme. It was possible to conclude that the practise of drawing develops perceptive thinking in the individual, contributing to the global development of his cognitive capacity. It was also possible to conclude that plastic creation potentiates the affective and emotional development of the individual, and that the exercise of drawing develops important attitudes and habits towards a balanced existence in present society. It was established that, on the whole, students learn to observe form as a means to find detail, and also to represent in a more natural way all the environment around them.
Viewing to show and establish that Drawing develops the cognitive capacity of young people, the following report was elaborated. As a starting point to the present report the following question was formulated: In which way can drawing contribute to the cognitive development of the students? Drawing being a fundamental element in Visual Arts curriculum area and so as to meet the capacities and competencies of 7th grade students, strategies were proposed to develop learning and practise of representational drawing. To give answer to the above mentioned question, a survey of the main psychological, academic and motivational characteristics of students in the class targeted by this curricular unit was conducted, as well as a study of the school and the Visual Education curricular orientations, and an assessment of the methods of teaching Drawing already applied and of self-learning theories. The main methodology used was learning by discovery, electing representational drawing as tool of research and knowledge of reality. Besides Drawing, three-dimensional modelling was also integrated in the curricular unit. Small and medium-size animals were selected as theme. It was possible to conclude that the practise of drawing develops perceptive thinking in the individual, contributing to the global development of his cognitive capacity. It was also possible to conclude that plastic creation potentiates the affective and emotional development of the individual, and that the exercise of drawing develops important attitudes and habits towards a balanced existence in present society. It was established that, on the whole, students learn to observe form as a means to find detail, and also to represent in a more natural way all the environment around them.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais no 3º Ciclo do Ensino Básico e Secundário, Universidade de Lisboa, Instituto de Educação, Faculdade de Belas Artes, 2018
Palavras-chave
Educação visual Desenho Cultura visual Ensino básico Estrutura Cor Relatórios da prática de ensino supervisionada - 2018