|Mapa da ESE Setúbal|
Scholar Year: 2020/2021 - 2S
||Ciências da Comunicação
||N. of students
|Lídia Soraya Barreto Marôpo||Head|
|Type of classes
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
At the end of the course the student should be able to:
• Recognise the polysemic nature of the term "image" and its multiple approaches.
• Understand the importance of theory for the study of the imag Understand the centrality of images for the construction of social life in our society.
• Realize how the meanings about images are constructed in a broad context involving production, image, circulation and audience.
• Critically analyze the social effects of images.
• Interpret images relating their formal elements to content and using semiotic theory as a framework.
• Critically reflect on the image as a social representation.
• What is an image? The concepts of image and its problematization.
• The civilization of the image: the omnipresence of the image and the importance of understanding how the image communicates and transmits its messages.
• The social effects of images: the construction of meanings on the images in four stages (production, image, circulation and audience).
• The role of the image in the construction of reality: representation, identities and stereotypes.
• Elements for an image analysis: the semiotic theory and the construction of a method of analysis.
• Practices of image analysis in contemporary cultural context.
The sessions are centered on exposition of concepts, face-to-face debates and practical exercises. Students are invited to participate in activities in all classes and regularly present the results of the work they do.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The adopted methodology allows students to test the connections between theory and its practical application in concrete examples. Group work and classroom exercises allow students to practice and consolidate their skills. The assessment test aims to allow the teacher to understand, in an individualized way, the skills acquired by each student.
Assessment methodologies and evidences
a) Test: 40%
b) Group work (image analysis): 30%
c) Exercises in the classroom: 30%.
Hall, S. (1999). Representation: Cultural Representations and Signifying Practices. Londres: Sage.
Howells, R. & Negreiros, J. (2012). Visual Culture, 2ª edição. Cambridge: Polity Press.
Joly, M. (2008). Introdução à Análise da Imagem. Lisboa: Edições 70
Mirzoeff, N. (2009). An Introduction to Visual Culture, 2ª edição. Londres: Routledge.
Rettberg, Jill W. (2014). Seeing Ourselves Through Technology - How We Use Selfies, Blogs and Wearable Devices to See and Shape Ourselves. Basingstoke: Palgrave Macmillan.
Rose, G. (2016). Visual Methodologies – An introduction to researching with visual materials, 4ª edição. Los Angeles: Sage.