A carregar...
Publicação
Identidade e o ensino artístico : autorrepresentação em projeto transdisciplinar
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 6.36 MB | Adobe PDF | |||
| 7.15 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente relatório, criado no âmbito do Mestrado em Ensino das Artes Visuais, resulta da análise do projeto que se desenvolveu durante um ano letivo que culminou nas Experiências Concetuais – Ilustração. Este projeto foi posto em prática com a turma 11ºJ da Escola Secundária Maria Amália Vaz de Carvalho, Lisboa, na disciplina de Desenho A. O tema central deste projeto é a identidade. Podemos afirmar que o tema teve bastante pertinência e que se adequa devido à facha etária em questão. O intuito deste tema foi o de ajudar os alunos a criar bases para si mesmos, para aprenderem a aprender, a compreender através da arte e do desenho, aprenderem a ver, aprender a fazer através da criação artística, aprender a ser, desenvolvendo capacidades pessoais e entenderem mais sobre si mesmos, e aprenderem a viver em conjunto de forma a criarem laços de empatia entre si. O projeto teve vários estádios e, gradualmente, pretendeu-se que os alunos dissecassem sobre a vida de formas distintas, bem como a utilização intencional e consciente dos elementos estruturais de diversas linguagens visuais. Através deste processo, desejou-se que, assim, compreendessem de igual modo o carácter comunicacional, reflexivo, emancipador e autorreferencial que o processo criativo pode oferecer. Como meio de contágio fora utilizada a cultura visual e, essencialmente, o diálogo permanente que guiava, aconselhava e discutia a pertinência das temáticas exploradas. Como tal, a sequência de exercícios de caráter exploratório, permitiu a indagação dos alunos sobre si mesmos, sobre os outros e sobre o espaço em que vivem, tanto quanto a aquisição de conhecimentos e conceitos estéticos, artísticos, culturais, visuais e plásticos em diversas áreas, além do desenho, como foi o caso da filosofia. Seguindo as bases Transdisciplinares, que objetivam um sujeito holístico que deseja ir mais além e entender a realidade de novas maneiras, mais complexas e, como tal, sem restrições a um único nível de realidade. Estas, aliadas à Pedagogia do Projeto, na qual os alunos são guiados a envolverem-se numa experiência educativa que pretende que estes se transformem em agentes sociais ativos e culturais, acreditamos ter contribuído, assim, para o desenvolvimento da criatividade, do imaginário, da expressão, da comunicação, da cooperação, do compromisso emocional, do conhecimento complexo, da reflexão, da flexibilidade, da sensibilidade, da identidade e de valores e atitudes empáticas.
This report, created under the Master in Visual Arts Education, results from the analysis of the project that was developed during an academic year which culminated in Concetual Experiences - Illustration. This project was implemented with the 11ºJ class Secondary School Maria Amalia Vaz de Carvalho, Lisbon, the Drawing course. The central theme of this project is the identity. We can say that the subject had enough relevance and that fits due to age of the students. The purpose of this theme was to help students create bases for themselves, to learn to know, to understand through art and drawing, learning to see, learning to do through artistic creation, learning to be, developing personal skills and understand more about themselves and learn to live together in order to create empathy links between them. The project had several stages and gradually it was intended that students dissecassem about life in different ways, as well as intentional and conscious use of the structural elements of different visual languages. Through this process, if desired that, thus understood equally communicational nature, reflective, emancipatory and self-referential that the creative process can offer. As a means of contagion, we used visual culture and, essentially, permanent dialogue as guide, advisor and discussion maker of the relevance of the themes explored. As such, the following exploratory exercises, allowed the students to question about themselves, about others and about the space in which they live, as well as the acquisition of knowledge and aesthetic concepts, artistic, cultural, visual and plastic, in several areas, and drawing, as in the case of philosophy. We followed the Transdisciplinary bases, aiming an holistic individual who wants to go further and understand the reality in new ways, more complex, and, as such, without restriction to a single level of reality. Together with the Project Pedagogy, in which students are guided to engage in an educational experience that requires them to become active and cultural social agents, we believe to have contributed to the development of creativity, imagination, expression, communication, cooperation, emotional commitment, complex knowledge, reflection, flexibility, sensitivity, identity, values and empathic attitudes.
This report, created under the Master in Visual Arts Education, results from the analysis of the project that was developed during an academic year which culminated in Concetual Experiences - Illustration. This project was implemented with the 11ºJ class Secondary School Maria Amalia Vaz de Carvalho, Lisbon, the Drawing course. The central theme of this project is the identity. We can say that the subject had enough relevance and that fits due to age of the students. The purpose of this theme was to help students create bases for themselves, to learn to know, to understand through art and drawing, learning to see, learning to do through artistic creation, learning to be, developing personal skills and understand more about themselves and learn to live together in order to create empathy links between them. The project had several stages and gradually it was intended that students dissecassem about life in different ways, as well as intentional and conscious use of the structural elements of different visual languages. Through this process, if desired that, thus understood equally communicational nature, reflective, emancipatory and self-referential that the creative process can offer. As a means of contagion, we used visual culture and, essentially, permanent dialogue as guide, advisor and discussion maker of the relevance of the themes explored. As such, the following exploratory exercises, allowed the students to question about themselves, about others and about the space in which they live, as well as the acquisition of knowledge and aesthetic concepts, artistic, cultural, visual and plastic, in several areas, and drawing, as in the case of philosophy. We followed the Transdisciplinary bases, aiming an holistic individual who wants to go further and understand the reality in new ways, more complex, and, as such, without restriction to a single level of reality. Together with the Project Pedagogy, in which students are guided to engage in an educational experience that requires them to become active and cultural social agents, we believe to have contributed to the development of creativity, imagination, expression, communication, cooperation, emotional commitment, complex knowledge, reflection, flexibility, sensitivity, identity, values and empathic attitudes.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino das Artes Visuais, Universidade de Lisboa, Instituto de Educação, 2016
Palavras-chave
Ensino artístico Transdisciplinaridade Identidade Sociedade Relatórios da prática de ensino supervisionada - 2016