Livro de artista como recurso pedagógico no 1º Ciclo do Ensino Básico

• Autor(a) principal: Rocha, Ana Mafalda Conde da
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10451/54522
• topic: Domínio/Área Científica::Humanidades::Artes

The following dissertation prepared in the scope of the Artistic Education Masters Degree, concerning teaching on Visual Arts or, as it is referred in Portuguese, Expressão e Educação Plástica/Artes Visuais, for the first cycle of Basic Education, was developed at Escola Artística do Conservatório de Música Calouste Gulbenkian in Braga regarding two third grade classes, during the school year of 2017/2018. This study’s main goal is to focus on the approach to the Artist’s Book as an educational resource towards promoting the knowledge of the several important foreign and portuguese authors, thus enabling students the contact with Modern/Contemporary Art through fruition/contemplation, the knowledge of Artwork in context, the production and pair interaction, instigating colaborative work and therefore the development of artistic literacy. The didactical units developed on different occasions have favoured, as a starting point, the making of a workshop with the participation of instructors from the Educational Services of Serralves Museum, in Oporto. This workshop was entitled o museu vem à escola (the museum comes to school). The Artist’s Book was presented with direct access to educational resources. We have noticed that the Artist’s Book, as a pedagogical tool, demonstrated several possibilities of analysing, interpreting and reflecting (individually or as a group) on different visual universes. Practical work developed by the students aggregated Writting and Drawing and allied those with Creation and Production, encouraging Fantasy and Invention (Munari, 1987), inspiring imagination and the development of several literacies. On the moments when this development happened, we have opted for a qualitative approach in a case study where we have privileged observation, acting in a critical way as we interacted with all participants. Analysis and data interpretation have been reinforced by the theoretical corpus which supported this study and allowed (re) readings of the obtained processes and products.