Performative Design

Category: Discipline
  • Communication Design
  • 489
  • 21754
  • Performative Design
  • ISMAT489-21754
  • 3
  • Bachelor
  • 4
  • 0
  • 12
  • Não
  • Português
  • EN
  • DAAD - Department of Architecture, Arts and Design
  • Semestral

Fashion Design Lab II

Category: Discipline
  • Fashion and Textile Design and Production
  • 6582
  • 24161
  • Fashion Design Lab II
  • ISMAT6582-24161
  • 3
  • Bachelor
  • 8
  • 0
  • 12
  • Não
  • Português
  • EN
  • DAAD - Department of Architecture, Arts and Design
  • Semestral

Project I

Category: Discipline
  • ARGAN, G. (1993). A História na Metodologia do Projeto. Revista Caramelo BACHELARD, G. (2005). A poética do espaço. Martins Fontes. BAEZA, A. C. (2018). A ideia Construída. Casal de Cambra. Caleidoscópio. SIZA, A. (2000). Imaginar a evidência. Edições 70. TÁVORA, F. (2008). Da organização do espaço. FAUP. ZUMTHOR, P. (2005). Pensar a arquitectura. Gustavo Gili. FAUSTINO, D.F. (2010). Don't trust architects. FCG
  • Architecture
  • 367
  • 90
  • Project I
  • ISMAT367-90
  • 1
  • Bachelor; Master Degree
  • 10
  • 0
  • 12
  • Não
  • Português
  • EN
  • 1. The work to be developed with the students is structured in a tutorial teaching. 2. Students are regularly encouraged to develop research according to the different approaches inherent to project development and methodology. 3. In a joint laboratory with the Constructive Systems UC, students develop a group project. 3. Assessment is continuous and values the active participation of students in classes, which will work on Studio basis. 4. It is a minimum condition for the student to have a positive evaluation that he has performed the proposed exercises in a satisfactory and assiduous way. 5. Students’ assessment is valued by their participation in extracurricular activities proposed throughout the semester. Exercise 1: 40% Exercise 2: 30% Model-making workshop: 5% MIA workshop: 10% Extracurricular activities: 5% Attendance and participation: 10% Attendance is mandatory for 75% of classes
  • Mandatory
  • Provide students with the necessary tools to respond to proposed challenges, enabling them to develop concepts of spatial design that integrate sensory concerns related to composition, formalisation, and scale from the user’s perspective, while adopting a broad approach to architectural issues. At the same time, students will acquire mastery of the basic instruments of graphic representation (both two- and three-dimensional).
  • DAAD - Department of Architecture, Arts and Design
  • The curricular unit takes place over 15 teaching weeks, organised in a way that allows theoretical, theoretical-practical, and practical classes to be articulated throughout the semester. The lesson plan assumes a case-based approach to current issues relevant to the didactics of the subject, raised by both students and the lecturer, within the dynamics of studio work. Theoretical classes: Presentation of formative and informative themes, grounded in rhetoric and the critical production of images. Theoretical-practical classes: Participation in study visits, seminars, workshops, critical discussion of theoretical classes, and discussion of students’ work. Practical classes: Tutorial guidance of individual and group work developed by students.

  • Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.

    Exemplo:

    Descrição

    Data limite

    Ponderação

    Assiduidade e participação

    ---

    10%
    Participação nas atividades extracurriculares --- 5%

    Exercício 1

    27.11.2025

    40%

    Exercício 2

    15.01.2026

    30%
    Workshop Maquetes 15.10.2025 5%
    Workshop MIA.ISMAT 24.10.2025 10%

    A calendarização prevista poderá sofrer alterações, de acordo com o desenvolvimentos dos trabalhos propostaos aos estudantes.

     
  • Semestral
  • Project I focuses on the initial approach to the architectural design process and seeks to develop in students the ability to perceive, analyse, and construct space. It has a strong practical component and aims to implement a learning process that fosters in students the development of their own "Architectural Mind" grounded in manual skills as well as in critical and creative capacity.

Interventions in Crisis and in Emergency Situations

Category: Discipline
  • Berkowitz et al. (2010). Skills for Psychological Recovery: Field Operations Guide . The National Center for PTSD & The National Child Traumatic Stress Network Carvalho, M. (2011) (Coord.). Estudo sobre Intervenção Psicológica em Situações de Emergência, Crise e Catástrofe. Portimão: Edições ISMAT    Brymer, M., Layne, C., Jacobs, A., Pynoos, R., Ruzek, J., Steinberg, A.,Vernberg, E. & Watson, P. (2006). Psychological first aid - Field Operations Guide (2nd ed.). Los Angeles: National Child Traumatic Stress Network and National Center for PTSD   Pereira, M. (Coord.) (2015). Intervenção psicológica em crise e catástrofe . Ordem dos Psicólogos Portugueses: Lisboa   Sphere Association (2018). The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response (4th Ed.). Geneva, https://www.spherestandards.org/handboo k  
  • Psychology of Work and Occupational Health
  • 2194
  • 17769
  • Interventions in Crisis and in Emergency Situations
  • ISMAT2194-17769
  • 1
  • 5
  • 0
  • 12
  • Não
  • Português
  • Teaching and learning methodologies value the development of communication skills (written and oral) and the organization and management of teamwork, through active problem-based learning methodologies. The acquisition of skills related to the objectives to be achieved is carried out through a continuous process, based on qualitative criteria (related to the critical demonstration of acquired knowledge, the capacity for initiative, responsibility and autonomy, participation in classes, the development of parallel activities and self-assessment) and quantitative criteria (individual and group work; written and oral presentation, and through the preparation of projects).
  • Mandatory
  • OA1. Recognize the impact of potentially traumatic events. OA2. Characterize trauma-related disorders and identify risk and protective factors. OA3. Understand the assessment, intervention, and organization of services in crisis, emergency, and disaster contexts. OA4. Understand the prevention of emotional disorders related to exposure to potentially traumatic events. OA5. Acquire skills related to trauma prevention and intervention, risk assessment, and the use of appropriate strategies for better emotional adjustment in crisis, emergency, or disaster situations.
  • CP1. Crisis and emergency CP2. Trauma CP3. Coping, resilience and post-traumatic growth CP4. Crisis intervention: intervention in specific crisis situations; considerations for intervention with specific groups CP5. Intervention in disaster situations CP6. Early intervention in trauma CP7. Diagnosis and treatment of trauma-related disorders

  • Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.

    Exemplo:

    Descrição

    Data limite

    Ponderação

    Teste de avaliação

    02-06-2026

    40%

    Entrega dos trabalhos de grupo (Moodle)

    Apresentaçãop dos trabalhos de grupo

    10-06-2026

    15-06-2026

    30%

    Assiduidade e participação

    ----

    30%

     
  • Semestral
  • This course aims to develop specific competencies in students in the area of ¿¿psychosocial intervention in crisis, emergency and disaster situations, in different contexts, including the organizational context.

Design Experience

Category: Discipline
  • Creative Technologies
  • 6332
  • 23246
  • Design Experience
  • ISMAT6332-23246
  • 1
  • Bachelor
  • 4
  • 0
  • 12
  • Não
  • Português
  • EN
  • DAAD - Department of Architecture, Arts and Design
  • Semestral
  1. Databases
  2. Rethoric and Argumentation
  3. Space Anthropology
  4. Organizational Diagnostic and Interventions

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