A apropriação como ferramenta para a utilização da obra de arte na sala de aula
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2018
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Nas aulas de artes visuais, a obra de arte, cujo lugar já não se limita ao museu, pode tornar-se
uma ferramenta de ensino altamente eficaz se for utilizada de forma adequada. Não há dúvida que a sua presença na sala de aula, para além de ajudar a desenvolver a cultura visual dos
jovens, cria uma familiaridade entre eles e o universo artístico, fomentando também o espírito
crítico e interpretativo dos alunos. Mas, de um ponto de vista prático, como é que podemos aproveitar o potencial da obra de arte nas aulas de desenho? A apropriação nas artes, também
chamada de Apropriacionismo, aparece-nos como um bom ponto de partida para projetos e trabalhos envolvendo obras de arte em sala de aula, sendo uma corrente artística na qual os artistas se baseiam em obras e objetos do quotidiano, retirando-as do seu contexto original ou
incorporando-as numa nova obra. Desta forma, a nova criação parte de algo preexistente, mas
repensado e reformulado. Este tipo de exercício exige uma grande capacidade de imaginação
e criatividade para conseguir encontrar um novo conceito para uma obra já existente.
Este trabalho tem como objetivo principal verificar de que modo pode a obra de arte servir de base de trabalho e ajudar a desenvolver a criatividade dos alunos, e compreende uma
reflexão feita com base em conceitos pedagógicos vigentes no ensino de artes visuais, aliados à experiência empírica da ação-investigação. O nosso objetivo é tentar compreender se a presença da obra de arte ajuda os jovens a tornarem-se mais criativos. Exercícios baseados na apropriação artística levantam, por si só, uma discussão acerca da autenticidade, originalidade e criatividade dos trabalhos executados. No entanto, entendemos que o aspeto central a partir
do qual se exprime a criatividade é, aqui, a capacidade de descontextualizar uma obra para lhe dar um novo contexto e um novo significado.
In the context of teaching visual arts, the work of art, which no longer is restrained to museums, can become a powerful learning tool, as long as it is used properly. There is no doubt that its presence in the classrooms can benefit students in multiple ways, helping to develop their visual culture, but also facilitating the establishment of a strong bond between them and the artistic world, which in turn helps to develop their critical thinking and ability to interpret. However, from a practical point of view, how can we take advantage of the potential of the work of art within the art classes? The appropriation in art, also known as Appropriationism, appears to be a good point of departure to develop classroom projects involving the work of art. This current consists in the practice of artists using found objects or images in their art, which are taken out of their original context and incorporated to a new piece. The creation is thus based on something pre-existing, but reformulated and rethought. This kind of exercise requests a great level of imagination and creativity, since it needs to find a new concept for a piece that already exists. The aim of the present study is to demonstrate how the work of art can be used in the classroom. It consists on a reflection based on current pedagogical concepts in the field of education in visual arts with a case study. Our aim is to investigate whether the presence of the work of art can help the students to become more creative. It is clear that the practice of appropriation in art raises questions of authenticity, originality and creativity. However, we believe that creativity is mainly expressed through the faculty of decontextualize a work of art in order to give it a new context and a new significance.
In the context of teaching visual arts, the work of art, which no longer is restrained to museums, can become a powerful learning tool, as long as it is used properly. There is no doubt that its presence in the classrooms can benefit students in multiple ways, helping to develop their visual culture, but also facilitating the establishment of a strong bond between them and the artistic world, which in turn helps to develop their critical thinking and ability to interpret. However, from a practical point of view, how can we take advantage of the potential of the work of art within the art classes? The appropriation in art, also known as Appropriationism, appears to be a good point of departure to develop classroom projects involving the work of art. This current consists in the practice of artists using found objects or images in their art, which are taken out of their original context and incorporated to a new piece. The creation is thus based on something pre-existing, but reformulated and rethought. This kind of exercise requests a great level of imagination and creativity, since it needs to find a new concept for a piece that already exists. The aim of the present study is to demonstrate how the work of art can be used in the classroom. It consists on a reflection based on current pedagogical concepts in the field of education in visual arts with a case study. Our aim is to investigate whether the presence of the work of art can help the students to become more creative. It is clear that the practice of appropriation in art raises questions of authenticity, originality and creativity. However, we believe that creativity is mainly expressed through the faculty of decontextualize a work of art in order to give it a new context and a new significance.
Descrição
Orientação: Maria Constança Pignateli de Sousa e Vasconcelos
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, ARTE, EDUCAÇÃO, CRIATIVIDADE, ENSINO DA ARTE, VISUAL ARTS TEACHING, ART, EDUCATION, CREATIVITY, ARCHITECTURE TEACHING