Didactics of Visual Arts II

Category: Discipline
  • Eça, T. & Mason, R. (Eds.) (2008). International Dialogues about Visual Culture, Education and Art. Intellect Books. Efland, A. D., Freedman, K. & Stuhr, P. (2003). La educación en el arte posmoderno. Paidós. Freedman, K., & Stuhr, P. (2020). Art Education for a Global Society: Visual Culture in the 21st Century. Routledge. Fróis, J. P. (Coord.) (2008). Educação Estética e Artística: Abordagens transdisciplinares. Fundação Calouste Gulbenkian. Gude, O. (2020). Postmodern Principles: In Search of a 21st Century Art Education. Art Education. Hernandez, F. (2000). Educación y cultura visual. Octaedro. Hetland, L., Winner, E., Veenema, S., Sheridan, K. M. & Perkins, D. N. (2007). Studio Thinking: The Real Benefits of Visual Art Education. Teachers College Press. Schinkel, A. (2020). Wonder, Education and Human Flourishing. VU University Press. Thulson, A. (2022). Big Ideas in Art & Education. Teachers College Press.  
  • Teaching of Visual Arts in the 3rd Cycle of Basic Education and in Secondary Education
  • 7144
  • 23574
  • Didactics of Visual Arts II
  • ISMAT7144-23574
  • 1
  • 6
  • 0
  • 12
  • Não
  • Português
  • The methodologies of this curricular unit are student-centered, prioritizing active, collaborative practices oriented towards solving real-world problems. They include interactive lectures using works of art and texts, promoting critical thinking and historical and cultural contextualization. They integrate pedagogical simulations with methodologies such as design thinking, project-based learning, and case analysis. They value collaborative work in the development of teaching proposals, as well as tutorials oriented towards action research projects. They incorporate hybrid environments with digital technologies, expanding artistic creation. They also use metacognitive strategies, such as self-assessment and reflective portfolios, promoting teacher identity. Problem-based learning is also highlighted, reinforcing the link between theory and practice.
  • Mandatory
  • By the end of this course unit, students should be able to: 1. Critically analyze the challenges of art education in the contemporary and postmodern context; 2. Integrate works of art into the teaching of visual arts, both synchronously and diachronically, adapted to the teaching levels and curricular themes; 3. Identify and apply strategies for the development of creativity in educational processes, based on theories and phases of creative thinking; 4. Promote innovative and multidisciplinary pedagogical approaches, appropriate to cultural diversity and the challenges of inclusion; 5. Know and apply different research methodologies in art education, focusing on action research; 6. Formulate pedagogical and research projects centered on visual culture and new means of artistic creation.
  • 1. The Artwork as a Pedagogical Resource 1.1. Intelligence and Aesthetic Experience 1.2. Aesthetic Development in Children and Youth 1.3. Synchronic and Diachronic Analysis of the Artwork 1.4. Museums and Educational Projects 2. Visual Arts and Multidisciplinarity 2.1. Curricular Integration and Articulation with Other Areas 2.2. Examples of Good Practices and Interdisciplinary Projects 3. Creativity and Artistic Expression 3.1. Components of Creative Thinking 3.2. Strategies and Methodologies for Developing Creativity 3.3. Assessment of Creativity in an Educational Context 4. Art Education in Post-Modernity 4.1. Visual Culture, Inclusion, Multiculturalism 4.2. Images and Cultural Meanings 4.3. New Means of Creation: Photography, Cinema, Digital Technologies 5. Research in Art Education 5.1. Qualitative Methods and Action Research 5.2. Planning and Formulation of Research Projects 5.3. Inclusion in the National Arts Plan (PNA)

  • Descrição

    Data limite

    Ponderação

    Recensão Crítica sobre Educação Artística Contemporânea

    Objetivo: Desenvolver uma reflexão crítica fundamentada sobre um problema relevante no ensino das Artes Visuais, articulando conceitos teóricos da educação artística com desafios contemporâneos da prática pedagógica.
    Este trabalho deverá constituir a base teórica que sustentará o desenvolvimento do projeto pedagógico a realizar no Trabalho 2.

    Critérios de avaliação:
    * Qualidade da fundamentação teórica
    * Coerência argumentativa
    * Articulação entre teoria e prática
    * Estrutura e clareza do texto
    * Utilização adequada de referências bibliográficas

    18-05-2026

    35%

    Desenvolvimento de Unidade Didática Investigativa

    Objetivo: Desenvolver uma proposta pedagógica estruturada para o ensino das Artes Visuais no 3.º ciclo do ensino básico ou no ensino secundário, fundamentada em princípios de investigação-ação e metodologias ativas de aprendizagem.
    Este trabalho constitui o projeto principal da unidade curricular.
    O desenvolvimento da Unidade Didática Investigativa deverá ser realizado individualmente, permitindo que cada estudante desenvolva de forma autónoma a sua proposta pedagógica e articule a fundamentação teórica com a prática educativa.

    Critérios de avaliação:
    * Coerência entre fundamentação teórica e proposta pedagógica
    * Inovação e criatividade das estratégias didáticas
    * Integração da cultura visual contemporânea
    * Viabilidade de aplicação em contexto escolar
    * Qualidade da estrutura e organização do documento

    25-06-2026

    55%

    Portifólio Reflexivo

    Objetivo: Documentar o processo de aprendizagem desenvolvido ao longo da unidade curricular, reunindo reflexões críticas, registos visuais e evidências das atividades realizadas nas aulas.

    Critérios de avaliação:
    * Qualidade da reflexão crítica
    * Organização do material apresentado
    * Evidência do processo de aprendizagem

    02-07-2026

    10%

     

     
  • Semestral
  • The Didactics of Visual Arts II course integrates training in art education, deepening theoretical, methodological, and practical knowledge in the teaching of visual arts, in continuity with the previous course. Its field of action focuses on the training of future teachers, intervening at various levels of education. It operates in the areas of integrating the artwork into the educational process, developing creativity, multidisciplinarity, and contemporary visual culture, promoting inclusive and culturally responsive practices. It also stands out for its introduction to research in art education, with a focus on action research. Its relevance in the study cycle lies in the consolidation of professional skills, articulating theory, practice, and research, and preparing students to design innovative pedagogical and research projects, suitable for contemporary educational challenges.

English Menu

Pesquisa

Login Form