Publicação
O diário gráfico como estratégia de desenvolvimento das competências de desenho
| Resumo: | This Supervised Teaching Practice report is made up of the systematization of the pedagogic project developed with 12th grade students, of the General Visual Arts Course, in the Drawing A subject. The students, with ages ranging from 17 to 18, showed a slow work pace in the proposed exercises and immaturity in observation and representation. The intervention aimed to improve their skills of observation and representation, through the mediation of various exercises and experimenting with different expressive techniques using the Sketchbook. This project sought to further motivate students toward a regular practice of drawing and discovery of their graphic expression. The project had a total of 16 weekly sessions of 90 and 135 minutes each, and included a wide range of themed classes, three field trips, a masterclass, a workshop, and a final exhibition. For a conscious and informed practice, we resorted to the theories of cognitive and psychosocial development of adolescents, to the streamlining techniques of creative thinking, to a varied range of experiences and techniques – among other strategies – to promote a fertile teaching activity, focused on student development |
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| Autores principais: | Ramos, Filipa de Burgo de Lima, 1986- |
| Assunto: | Artes visuais Desenvolvimento das competências Desenho Criatividade |
| Ano: | 2012 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | português |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | This Supervised Teaching Practice report is made up of the systematization of the pedagogic project developed with 12th grade students, of the General Visual Arts Course, in the Drawing A subject. The students, with ages ranging from 17 to 18, showed a slow work pace in the proposed exercises and immaturity in observation and representation. The intervention aimed to improve their skills of observation and representation, through the mediation of various exercises and experimenting with different expressive techniques using the Sketchbook. This project sought to further motivate students toward a regular practice of drawing and discovery of their graphic expression. The project had a total of 16 weekly sessions of 90 and 135 minutes each, and included a wide range of themed classes, three field trips, a masterclass, a workshop, and a final exhibition. For a conscious and informed practice, we resorted to the theories of cognitive and psychosocial development of adolescents, to the streamlining techniques of creative thinking, to a varied range of experiences and techniques – among other strategies – to promote a fertile teaching activity, focused on student development |
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