Os recursos artísticos no processo projetual arquitectónico: Uma aproximação pedagógica a partir do Método Itten

• Autor(a) principal: Gabriel Cruz Libardi
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/10216/156691
• topic: Artes; Arts

This master's thesis presents artistic skills and resources used in architectural projects in the 19th and 20th centuries, namely in the project conception phase, also identified in the exercises of Johannes Itten's Artistic Education method. The objectives of this dissertation are to clarify the relationship between artistic skills and resources and the design of architecture and to offer a versatile and fundamental creative tool to the architect. The investigation is carried out through cases of comparison, based on examples of architectural praxis such as drawings, sketches, models, and exercises from Johannes Itten's Art Education method. When comparing, equivalences are sought in terms of the visual result, or consequence of having used a specific resource, and in terms of its function, or purpose of having used it. It is possible to identify a direct relationship between the exercises proposed by Johannes Itten and the architectural praxis. Each type of effect or architectural expression identified in the examples is the result of a specific skill or artistic resource also laboured in Johannes Itten's method. As been possible to affirm that, when studying this method, the skills and artistic resources desired by the pedagogue are developed, and that, when taking as a basis the comparison cases of this dissertation, which showed an equivalence between the skills involved in the conception of architecture and those worked in the method and a causal relationship between those and the architectural results, it is to conclude that by studying Johannes Itten's Art Education method the architect can develop the ability to develop architectural projects in design phase. This can be a solution to pedagogical problems in the initial phase of project design, as well as a clarifying tool around composition dilemmas, for both students and teachers.