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O desenho como ferramenta para o crescimento interior : um projeto de observação, reflexão e criatividade para os 11º e 12º anos de Desenho A
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Resumo(s)
Num sistema educativo onde a criatividade é sistematicamente incluída na avaliação
final de cada período nas disciplinas de Educação Visual ou Desenho, muitas vezes
chegando até aos 20%, o relatório discute se faz ou não sentido prolongar esta prática.
Ao procurar responder a questões como O que é a criatividade? Como se define? Como
avaliar de maneira objetiva nas disciplinas visuais?, pretende-se contribuir para o
debate educativo revendo conceitos que estruturaram o pensamento crítico sobre esta
área.
Na disciplina de Desenho A, os alunos “exercitam as capacidades de observação, de
análise, de síntese e de representação” (MEC, 2018). Foi neste contexto que se pensou
a metodologia do projeto, que previa uma primeira fase de observação do real, quer de
elementos naturais quer do corpo humano, e uma segunda fase de transformação, numa
ação reflexiva, pessoal e expressiva que culminou com a criação de um alter-ego.
A proposta de unidade didática procurou responder ao contexto concreto de uma turma
de 11º e 12º anos com onze alunos do curso de artes do ensino regular secundário, que
foi definido com base em observação direta e entrevista à professora titular. Daqui
surgiu uma abordagem que foi proposta à turma e, sempre que necessário, adaptada às
dificuldades apresentadas por cada aluno. Esta metodologia provou ser eficaz no
sentido em que foi possível encontrar estratégias para ultrapassar os dois principais
obstáculos diagnosticados na fase inicial: incompreensão da prática do desenho como
ferramenta de experimentação; excessiva preocupação com o resultado final e recusa
do erro como parte integrante do processo criativo.
Este relatório sustenta uma tentativa de perceber como se pode usar a percentagem da
criatividade de forma mais sustentável e com sentido, levando os alunos de artes do
ensino secundário, futuros profissionais, a pensar com mais seriedade no seu trabalho
e na procura de uma identidade artística.
In an educational system where creativity is systematically included in the final assessment of the arts courses, often reaching up to 20%, the report tries to discuss whether or not it makes sense to extend this practice. When trying to answer questions like "What is creativity", "how is it defined" and "how to evaluate it in an objective way in the arts courses", the purpose is to contribute to the educational debate reviewing concepts that have structured critical thinking about this area. In the discipline Desenho A, students "exercise the capacities of observation, analysis, synthesis and representation" (MEC, 2018). It was in this context that the methodology of the project was thought, which foresaw a first phase of observation of the real, both natural elements and the human body, and a second phase of transformation, in a reflexive, personal and expressive action that culminated in the creation of an alter ego. The proposal for a didactic unit sought to respond to the concrete context of an 11th and 12th grade class with eleven students from the regular high school art course, which was defined based on direct observation and an interview with the full professor. From this came an approach that was proposed to the class and, whenever necessary, adapted to the difficulties presented by each student. This methodology proved to be effective in the sense that it was possible to find strategies to overcome the two main obstacles diagnosed in the initial phase: incomprehension of the practice of drawing as a tool for experimentation; excessive concern with the result and refusal of the error as part of the creative process. This report supports an attempt to understand how one can use the percentage of creativity in a more sustainable and meaningful way, leading high school art students, future professionals, to think more seriously about their work and the search for an artistic identity.
In an educational system where creativity is systematically included in the final assessment of the arts courses, often reaching up to 20%, the report tries to discuss whether or not it makes sense to extend this practice. When trying to answer questions like "What is creativity", "how is it defined" and "how to evaluate it in an objective way in the arts courses", the purpose is to contribute to the educational debate reviewing concepts that have structured critical thinking about this area. In the discipline Desenho A, students "exercise the capacities of observation, analysis, synthesis and representation" (MEC, 2018). It was in this context that the methodology of the project was thought, which foresaw a first phase of observation of the real, both natural elements and the human body, and a second phase of transformation, in a reflexive, personal and expressive action that culminated in the creation of an alter ego. The proposal for a didactic unit sought to respond to the concrete context of an 11th and 12th grade class with eleven students from the regular high school art course, which was defined based on direct observation and an interview with the full professor. From this came an approach that was proposed to the class and, whenever necessary, adapted to the difficulties presented by each student. This methodology proved to be effective in the sense that it was possible to find strategies to overcome the two main obstacles diagnosed in the initial phase: incomprehension of the practice of drawing as a tool for experimentation; excessive concern with the result and refusal of the error as part of the creative process. This report supports an attempt to understand how one can use the percentage of creativity in a more sustainable and meaningful way, leading high school art students, future professionals, to think more seriously about their work and the search for an artistic identity.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino das Artes Visuais, Universidade de Lisboa, Instituto de Educação, 2020
Palavras-chave
Criatividade Avaliação Auto-conhecimento Reflexão Artes visuais Relatórios da prática de ensino supervisionada - 2020