Auto-retrato : um caminho didáctico para a identidade Pessoal e artística no ensino das artes visuais?
Miniatura indisponível
Data
2014
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Este relatório gira em torno de uma actividade didáctica demoninada "Projecto do Auto-Retrato", posta em prática com a turma do 12º AV1, no âmbito das disciplinas de
Oficinas de Arte e Desenho A. É uma actividade que ocorre durante o período como
Professor estagiário na Escola Secundária de Mem Martins, no ano lectivo de 2012\2013.
As problemáticas do Auto-Retrato então levantadas abordam o conceito de forma
mais abrangente, para que não se limite à ideia comum de um mero retrato feito por um
indivíduo de si mesmo diante de um espelho, com preocupação de se assemelhar o mais
possível com a sua própria imagem exterior. Pretendemos, como tal, levar a noção de Auto-Retrato mais além, para aquilo que de mais interior e não-observável existe no sujeito e que o estrutura, completa e individualiza na sua existência singular, ímpar e diferente de todos os outros. O projecto do Auto-Retrato é, então, laboriosamente pensado, estruturado e proposto em sala de aula com o intuito de encaminhar o aluno na busca da sua identidade, autoconhecimento
e construção pessoal, partindo da sua imagem, Memórias, Sonhos,
Sentimentos e Sensações, com o objectivo final que tais conteúdos se reflictam nos seus
trabalhos artísticos.
É preciso salientar que, em termos intencionais e metodológicos, este relatório está
focado no papel do Professor avaliador, no que respeita à sua capacidade analítica e reflexiva
dos resultados plásticos dos alunos. Como tal, na última parte do relatório procedemos à análise detalhada e minuciosa dos trabalhos dos alunos e concluímos que muitos conseguem
reflectir aquilo que de mais intimista e profundo habita nos seus universos pessoais: as suas
motivações, os seus gostos, alegrias, tristezas, receios, crenças, inquietações, as suas relações
com os outros e com o mundo. Mas a matriz inquiridora anterior foi a seguinte questão: Está o professor avaliador preparado para tal? Possui ele um claro discernimento daquilo que
procura para avaliar? Que critérios ou padrões lhe assistem?
Concluímos que analisar e reflectir sobre cada trabalho do aluno é entender o seu Auto-Retrato.
This report revolves around a teaching activity called "Self-Portrait Project", implemented with the 12th AV1 class, in the scope of these subjects: “Art Workshops” and “Drawing”. It is an activity that occurs during the period as a trainee teacher at Mem Martins Secondary School in the 2012-2013 school year. The problematics of Self-Portrait raised address the concept more broadly, so that one does not feel restrained by the common idea of a mere self-portrait made by an individual before a mirror with the concern of resembling as closely as possible with his own outward appearance. We intend to take the notion of Self-Portrait further, to what is the innermost and unobservable in the individual and which structures, completes and individualizes him in his singular, unique existence, different from all other individuals. The Self-Portrait project is then painstakingly thought out, structured and proposed in the classroom in order to direct students in the quest of their identity, self-knowledge and personal construction, on the basis of their image, Memories, Dreams, Feelings and Sensations, with the ultimate goal that such contents are reflected in their artwork. It should be noted that in methodological terms this report is focused on the role of teacher evaluator, with regard to his analytical and reflective capacity in what students plastic results are concerned. Thus, a detailed and thorough analysis of student work has been carried out in the last part of the report and the conclusion has been reached that many students can reflect on what the most intimate and profound dwells in their personal universes: their motivations, tastes, joys, sorrows, fears, beliefs, concerns, relationships with others and the world. But the previous inquiring matrix has been the following question: Is the assessing teacher prepared for this? Does he have a clear discernment of what he seeks to assess? What criteria or standards belong to him? It has been concluded that to analyze and to reflect on each student's work is to understand his Self-Portrait.
This report revolves around a teaching activity called "Self-Portrait Project", implemented with the 12th AV1 class, in the scope of these subjects: “Art Workshops” and “Drawing”. It is an activity that occurs during the period as a trainee teacher at Mem Martins Secondary School in the 2012-2013 school year. The problematics of Self-Portrait raised address the concept more broadly, so that one does not feel restrained by the common idea of a mere self-portrait made by an individual before a mirror with the concern of resembling as closely as possible with his own outward appearance. We intend to take the notion of Self-Portrait further, to what is the innermost and unobservable in the individual and which structures, completes and individualizes him in his singular, unique existence, different from all other individuals. The Self-Portrait project is then painstakingly thought out, structured and proposed in the classroom in order to direct students in the quest of their identity, self-knowledge and personal construction, on the basis of their image, Memories, Dreams, Feelings and Sensations, with the ultimate goal that such contents are reflected in their artwork. It should be noted that in methodological terms this report is focused on the role of teacher evaluator, with regard to his analytical and reflective capacity in what students plastic results are concerned. Thus, a detailed and thorough analysis of student work has been carried out in the last part of the report and the conclusion has been reached that many students can reflect on what the most intimate and profound dwells in their personal universes: their motivations, tastes, joys, sorrows, fears, beliefs, concerns, relationships with others and the world. But the previous inquiring matrix has been the following question: Is the assessing teacher prepared for this? Does he have a clear discernment of what he seeks to assess? What criteria or standards belong to him? It has been concluded that to analyze and to reflect on each student's work is to understand his Self-Portrait.
Descrição
Orientação : Maria João Castelbranco Silveira
Palavras-chave
MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, VISUAL ARTS TEACHING, AUTORREPRESENTAÇÃO, SELF REPRESENTATION, IDENTIDADE PESSOAL, PERSONAL IDENTITY, ADOLESCÊNCIA, ADOLESCENCE, DESENHO, DRAWING