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Visual Arts Workshop
Scholar Year: 2022/2023 - 1S
| Code: |
LAS19 |
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Acronym: |
OAA |
| Scientific Fields: |
Artes |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| LAS |
40 |
Study Plan |
2º |
5,0 |
60 |
135,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
The curricular unit of “Visual Arts Workshop” aims to promote the deepening of students' knowledge of aspects related to the observation and analysis of the image and artistic production, covering its multiple areas.
In this sense, the following objectives were established:
a) Know a variety of artistic practices, considering aspects of a social, cultural, environmental, historical and identity nature.
b) Understand the contribution of the visual arts to the development of visual literacy and culture;
c) Understand the plastic and aesthetic potential of artistic media and techniques.
d) To promote habits of research, observation and interpretation of objects and artistic practices.
e) Provide the student with practical knowledge and mastery of expressive techniques and methods.
f) Mobilize technical, aesthetic and cultural knowledge in the development of artistic projects.
g) Conceive and plan visual arts activities, capable of stimulating creativity and promoting the aesthetic sensitivity of different audiences, considering non-formal learning contexts.
Syllabus
The syllabus to be developed during the Curricular Unit, intend to explore a double aspect of the acquisition of competences in the specific domain of techniques and materials, in a close relationship with the modalities of visual and plastic thinking. In this regard, the following contents will be addressed:
1. ART AS A FORM OF COMMUNICATION AND EXPRESSION
Literacy and Visual Culture.
Perception, Interpretation, Representation.
2. ARTISTIC PROCESSES
Two-dimensional Languages, Media and Techniques
Exploration of plastic arts techniques and materials, applied under various supports. The importance of techniques and materials.
Three-dimensional Languages, Media and Techniques
Exploration of diversified plastic arts media, materials and techniques in three-dimensional compositions.
The importance of techniques and materials.
3. PLANNING OF ACTIVITIES
Planning of activities taking into account the specificity of different audiences.
Critical reflection on the creative and educational process: rationale, practices, pedagogical contributions and knowledge integration.
Demonstration of the syllabus coherence with the UC intended learning outcomes
Considering the technical and plastic specificities of a set of artistic practices, the contents explained in the Visual Arts Workshop Curricular Unit seek to contemplate a double aspect of the acquisition of skills in the specific domain of techniques and materials, in a close relationship with the modalities of thought visual and plastic, with regard to two-dimensional and three-dimensional practices.
In this sense, the contents are developed around three fundamental axes:
Firstly, through oral exposition, reading and analysis of images, it is possible to acquire knowledge in the various domains that integrate visual communication in global terms. In this sense, conducting study visits allows direct contact with the artistic object, considering its plastic and aesthetic dimensions and spatial integration, contributing to reinforce students' visual literacy and culture.
Secondly, a set of artistic experiments will be developed, considering a diversity of techniques and materials incorporated in the universe of contemporary art and susceptible to be performed by students with diverse audiences. The exploration of these contents, which take into account two-dimensional and three-dimensional media, will take into account both the physical characteristics of the materials and the plastic and aesthetic potential of these techniques. Here, project methodologies will be discussed for the creation of artistic productions focused on problems of reality that translate an integrated and coherent knowledge of technical, aesthetic and cultural aspects.
Finally, the third block includes contents related to the planning of activities in the field of visual arts, aimed at informal learning contexts, taking into account the knowledge acquired in the previous blocks. In addition to understanding and adapting technical matters and processes to specific groups, students are expected to carry out reflective work on which to base practices, pedagogical contributions and knowledge integration.
Teaching methodologies
In the development of this Curricular Unit, active methodologies will be privileged, which are based on the realization of work sessions that include components:
(1) Expository and participatory – activities will be developed that will allow both the exposure of contents and issues generated as well as the active participation of students in relation to them.
(2) Demonstrative, experimental and design – contemplates the practical experimentation of techniques and materials, through a reflective and creative attitude.
The work process will be documented in an individual record (Digital Portfolio) that highlights the paths indicated, developed or abandoned, a photographic record of the work processes, and plastic, artistic and conceptual references that support the processes and options taken.
This process will be the subject of tutorial monitoring and reflection sessions. A work will also be carried out through the methodology of group work that consists of planning an activity in the area of visual arts, aiming to contribute to the integral formation of the student and future sociocultural animator.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The formal organization of this Curricular Unit and the selected teaching methodologies aim, on the one hand, to master the knowledge considered essential in the context of creative processes in art, and on the other, to consolidate the acquisition of practical skills that enable the animator to plan activities that stimulate creativity and aesthetic sensitivity in non-formal contexts, directing it to diverse audiences.
The use of different and combined teaching methodologies that are presented, in addition to promoting learning, stimulate their application in future professional practice. The expository methodology will be used for moments of introduction of new theoretical content with the aid of visual materials (eg photographs or presentations) that promote active participation in the exposure of content, as well as the experimentation of artistic techniques.
As for the demonstrative, experimental way, it will enable the mobilization and development of design methodologies, technical, formal and cultural knowledge in the design of activities and/or objects. In this sense, the development of project methodologies makes it possible to embody particular artistic processes and experiences, complemented by a reflection and critical analysis of trajectories undertaken and results obtained, on the other hand by contact with different manifestations, interventions and artistic processes shaped in study visits.
Finally, through theoretical-practical approaches it is possible to provide future professionals in the field of non-formal education with fundamental knowledge to conceive and plan projects of an artistic nature.
Assessment methodologies and evidences
The evaluation of the curricular unit is seen as a dynamic and continuous process where its formative dimension stands out. Operationally, the Continuous Assessment process of the Curricular unit is defined through the following elements:
Component 1 (INDIVIDUAL): Participation, research and experimentation (80%)
a) Participation in classes and research capacity (20%)
b) Carrying out all Practical Activities in the Classroom (40%)
c) Digital Portfolio must be developed throughout the semester, in a progressive manner. This should include the research carried out on the topics covered, descriptive memory and photographs of the work processes. (20%)
Component 2 (GROUP): Planning (20%)
a) Planning a visual arts activity for different audiences, having as a reference the job of sociocultural animator.
Exam regime:
The exam program focuses on all syllabus contents. The exam will consist of the realization of a project that includes all its phases from conception, planning to the final realization.
Attendance system
Students with special status and who cannot regularly attend the UC may be evaluated on a continuous assessment basis, after negotiation with the UC professors. This negotiation may result in the definition of elements and evaluation moments different from those exposed in this program.
Students with normal status who do not attend a minimum of 70% of classes in each scientific area of the UC or who fail the evaluation will be evaluated by exam (final exam on all contents exposed in this program), to be held on a date to be defined by the Direction of the ESE/IPS.
Bibliography
Adams, D & Goldbard, A. (2001). Creative Community: The Art of Cultural Development. NY: Rockefeller Foundation, Creativity & Culture Division.
Arnheim, R. (1995). Arte e Percepção Visual. São Paulo: Livraria Pioneira Editora.
Barbosa, A.M. & Rejane, G.C. (2008). Arte/Educação como mediação cultural e social. São Paulo:
UNESP .
Cruz, H. (coord.) (2015). Arte e comunidade. Lisboa: Fundação Calouste Gulbenkian.
Duxbury, N. (Org.) (2013). Animation of Public Space through the Arts. Toward More Sustainable Communities. Coimbra: Almedina.
Eco, U. (1981). A definição da Arte. Lisboa: Edições 70.
Leavy, P. (2017). Research Design:Quantitative, Qualitative, Mixed Methods, Arts-Based, and
Community-Based Participatory Research Approaches. NY: The Guilford Press.
Matarasso, F. (2019). Uma Arte Irrequieta. Lisboa: Fundação Calouste Gulbenkian. Munari, B. (1968). A Arte como Ofício. Barcelona: Vueva Coleccion labon.
Munari, B. (1982). Design e Comunicação Visual. Lisboa: Edições 70.
Rugg, J. (2010). Exploring Site-Specific Art. Issues of Space and Internationalism. New York: I.B. Tauris.
Serrano, G. P. (2008). Elaboração de Projectos Sociais. Casos Práticos. Coleção Educação e Trabalho Social. Porto: Porto Editora.
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