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Authors
Advisor(s)
Abstract(s)
O projeto pedagógico com o título “2D, 3D e vice-versa”, inserido no contexto
da Prática de Ensino Supervisionada do Mestrado de Ensino em Artes Visuais da
Universidade de Lisboa, compreendeu uma componente prática sustentada pelo
enquadramento teórico, seguindo a metodologia da investigação-ação. A
experimentação prática do projeto decorreu nas turmas do 10.º Ano e 11.ºano do
Curso Científico-Humanístico de Artes Visuais, no Colégio Valsassina, no ano letivo
2019/2020, no âmbito da disciplina de Desenho A.
O projeto desenvolveu-se em torno de três questões investigativas. A primeira
interroga-se sobre a relações que se estabelecem entre o desenho bidimensional e a
realidade tridimensional, procurando explorar o impacto da introdução da
experimentação e criação 3D na aprendizagem do desenho. O estudo dos sistemas
percetivos – meios de acesso ao espaço e aos objetos – antecede e enquadra os vários
sistemas de representação desenvolvidos ao longo da história do desenho. A segunda
desafia à aplicação da metodologia da aprendizagem cooperativa ao universo da
educação artística do século XXI. A terceira coloca em diálogo a educação formal – a
Escola – e a não formal – Museu – com o objetivo de conceber experiências
significativas no Museu, cujas aprendizagens se possam estender ao contexto da sala
de aula.
Através de quatro Unidades Didáticas que exploraram diferentes abordagens à
relação 2D-3D e vice versa, com recurso ao desenho, experimentaram-se também
diferentes formas de cooperação dentro e fora da turma, dentro e fora da escola. A
observação direta, a análise de questionários aos alunos, realizados em vários
momentos do projeto, e a avaliação dos produtos de aprendizagem obtidos
fundamentaram as conclusões da investigação.
The pedagogical project entitled "2D, 3D and vice versa", developed in the context of Supervised Practice of the Master in Teaching in Visual Arts of the University of Lisbon, included a practical component supported by the theoretical framework, following the methodology of research-action. The practical experimentation of the project took place in the classes of the 10th grade and 11th grade of the Scientific-Humanistic Course of Visual Arts, at Colégio Valsassina, in the school year of 2019/2020, in the context of the course of Drawing A. The project was developed around three investigative questions. The first examines the relationship between two-dimensional drawing and three-dimensional reality, seeking to explore the impact of the introduction of 3D experimentation and creation on the learning of drawing. The study of perceptual systems – means of access to space and objects – precedes and frames the various systems of representation developed throughout the history of drawing. The second challenges the application of the methodology of cooperative learning to the universe of artistic education in the 21st century. The third puts in dialogue formal education – the School – and non-formal education – the Museum – aiming at generating significant experiences in the Museum, with learning that can be extended to the classroom context. Through four Teaching Units that explored different approaches to the 2D-3D relationship and vice versa using design, different forms of cooperation – within and outside the class, inside and outside the school – were also experienced. Direct observation, the analysis of questionnaires to students carried out at various points in time during the project, and the evaluation of the obtained learning products substantiated the conclusions of the investigation.
The pedagogical project entitled "2D, 3D and vice versa", developed in the context of Supervised Practice of the Master in Teaching in Visual Arts of the University of Lisbon, included a practical component supported by the theoretical framework, following the methodology of research-action. The practical experimentation of the project took place in the classes of the 10th grade and 11th grade of the Scientific-Humanistic Course of Visual Arts, at Colégio Valsassina, in the school year of 2019/2020, in the context of the course of Drawing A. The project was developed around three investigative questions. The first examines the relationship between two-dimensional drawing and three-dimensional reality, seeking to explore the impact of the introduction of 3D experimentation and creation on the learning of drawing. The study of perceptual systems – means of access to space and objects – precedes and frames the various systems of representation developed throughout the history of drawing. The second challenges the application of the methodology of cooperative learning to the universe of artistic education in the 21st century. The third puts in dialogue formal education – the School – and non-formal education – the Museum – aiming at generating significant experiences in the Museum, with learning that can be extended to the classroom context. Through four Teaching Units that explored different approaches to the 2D-3D relationship and vice versa using design, different forms of cooperation – within and outside the class, inside and outside the school – were also experienced. Direct observation, the analysis of questionnaires to students carried out at various points in time during the project, and the evaluation of the obtained learning products substantiated the conclusions of the investigation.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais, Universidade de Lisboa, Instituto de Educação, 2020
Keywords
Desenho Artes - Estudo e ensino Aprendizagem cooperativa Relação escola-museu Relatórios da prática de ensino supervisionada - 2020