- Details
- Category: Discipline
- Bland, D. (1969). A History of Book Illustration (2d ed.) Darton, F. J. H. (1931). Modern Book © Illustration in Great Britain and America. The Studio limited. Heck, J. G. (1979). The Complete Encyclopedia of Illustration. James, P. (1947). English Book Illustration, 1800-1900. Penguin Books, London Klemin D. (1970). The Illustrated Book. NY: Bramhall House Lobo, T. (2010). Ilustração em Portugal I – 1910 a 1940. Vade Edições, Lisboa. Male, A. (2007). Illustration: A Theoretical Contextual Perspective. AVA Publishing S.A., Lausanne. Melot, M. (1984). The Art of Illustration. Rizzoli; First Edition Wigan, Mark. (2009). The Visual Dictionary of Illustration. AVA Publishing S.A., Lausanne. Zeegen, Zawrence. / Crush (2005). The Fundamentals of Illustration. AVA Publishing S.A., Lausanne.
- Illustration and Drawing
- 6330
- 23162
- History Applied to Illustration Techniques
- IPLUSO6330-23162
- 1
- 4
- 0
- 4
- Não
- Português
- This UC has a theoretical methodology through interactive oral Presentation, using audiovisual media, interspersed with questions, debate classes, documentary exhibition, aiming to promote students’ active participation in the learning process, and aims to prepare for literacy in the field of illustration, with the acquisition of generic knowledge about the history of illustration. As research procedures, the UC encourages Project-Based Learning, with certain tasks or questions being assigned to be investigated, with explanatory statements about the projects being made available to students, as well as the evaluation criteria. These projects can be carried out through collaborative projects or individually depending on the project. Learning with specialists is also valued, receiving (in person or online), by invitation, artists and specialists, to promote group dialogue, reflective thinking and experiences sharing.
- Mandatory
- This UC aims to contextualize illustration as a means of visual expression, analysing its roots and foundations. To Study what is the role of the illustrator, what are the means of registration and support, how has the profession evolved over time - of art history - in an analysis of reference and socio-cultural factors. Develop analysis of the expansion of Illustration in Portugal. Understand what is the importance of the image in the historical and social context, specifically the evolution of the image illustrated in its most diverse manifestations and contexts. Identify the various historical phases of the illustration, from the first attempts to create a narrative to contemporary, its techniques, and a large number of authors representing this chronology. It also aims to develop reflexive, critical, and organised thinking, allowing students to perform research and develop descriptive argumentation, as well as promote the communication and peer work.
- ART AND ILLUSTRATION Illustration as a discipline. Concepts: illustration and illustrator. Illustration practices. Relationship with Arts and Design HISTORY OF WORLD ILLUSTRATION Genesis. Prehistory and societies without writing. Techniques, function and social integration. Evolution in Antiquity and Middle Ages. The Renaissance. Gutenberg revolution: production and integration of illustration. Supports, techniques and fields of discovery. Victorian era. Pre-Modernism. The diversification and importance of editorial projects. The children's book. Editorial contexts in the 20th century. Modernism and development of the publishing project. Form concepts, artistic currents and respective styles. Artistic identity. The contemporaneity. Open questions. The object book and the artist book. HISTORY OF PORTUGUESE ILLUSTRATION History, authors and fields of action of illustration in Portugal. Connection with different international currents.
A avaliação é continua, intercalar e final e realiza-se com base em:
Exemplo:
Descrição
Data limite
Ponderação
Tarefas individuais realizadas na aula ou a partir do que acontece na aula e
que se relacionam prioritariamente com os seus conteúdos, ex. relatórios sobre
documentários, resumo de palestra; resolução de exercícios sobre os conteúdos
programáticos da UC., etc.ao longo do semestre
20%
1º teórico- projecto prático (em grupo), desenvolvido fora da
aula, com data de entrega definida nos enunciados das propostas de trabalho,
(com apresentação oral incluída);dd-mm-yyyy
30%
2º teórico-projecto prático (individual), desenvolvido fora da
aula, com data de entrega definidas nos enunciados das propostas de trabalho,
(com apresentação oral incluída);dd-mm-yyyy
40%
A nota mínima para aprovar são 10 (dez) valores.
Trabalhos com elementos com cópia parcial ou na íntegra, sem a devida citação, ou realizados através do uso de programas de inteligência artificial não serão aceites,
tendo uma classificação de 0 (zero) valores.
A não presença, o não cumprimento dos exercícios, a cópia dos mesmos, ou a sua execução através de sites de inteligência artificial, implica fazer o Exame de
Recurso (notas negativas ou melhoria de nota), ou Exame de Época Especial (com regulamento próprio, ex. alunos trabalhadores-estudantes).
Cabe ao aluno a apresentação de todos os exercícios realizados durante o semestre, e teste oral/escrito ou exercício lançado no dia do exame.
Alunos regulares: 75% presenças obrigatórias em aula, avaliações presenciais e obrigatórias.Alunos trabalhadores-estudantes: 30% presenças obrigatórias em aula e avaliações presenciais e obrigatórias.
- Semestral
- Study of the historical and social context of illustration (illustrated image) as a form of visual expression.
- Details
- Category: Discipline
- Arte Multimédia (L) (IPLUSO)
- 7147
- 27411
- Laboratório de Performance Artística
- IPLUSO7147-27411
- 3
- 5
- 1323
- 4
- Não
- Português
- Opcional
- Semestral
- Details
- Category: Discipline
- Beja, F., Topa, J.M., Madureira, C. (1993). Drama, Pois! Porto Editora DGE-ME (2018). Aprendizagens Essenciais ¿ Expressões Artísticas no 1.º Ciclo do Ensino Básico. http://www.dge.mec.pt/sites/default/files/Curriculo/Aprendizagens_Essenciais/1_ciclo/1c_teatro.pdf. Pessanha, A.M., Leal, A. (2016). Boas práticas de integração curricular. In Matéria-prima: práticas artísticas no ensino básico e secundário. Lisboa, 2016, Vol. 3, nº2 (Julho/Dezembro 2015), p. 41-54. Consultado em http://hdl.handle.net/10451/27853, a 13 de julho de 2019 Silva, I.L. (Coord.) (2016). Orientações Curriculares para a Educação Pré-Escolar. ME / DGE Sousa, A. (2017). Educação pela Arte e Artes na Educação. Drama e Dança. (1.ª Edição: 2003). Edições Piaget
- Primary Education
- 6127
- 17459
- Dramatic Expression Workshops
- IPLUSO6127-17459
- 1
- 6
- 0
- 4
- Não
- Português
- In methodological terms, the teacher will seek to systematize all content in a very objective and detailed way, conducting classes and integrating students in an active and playful way in their teaching-learning process. Likewise, the teacher will rigorously monitor all individual work and also the final work in pairs, through a process of joint reflection with the students. The Project Work Methodology will be privileged as a process of identifying contexts and planning modes of intervention and experimentation with resources and techniques. Assessment will be carried out through assignments, which will be developed and deepened based on practical exercises in classes and during classes.
- Mandatory
- This UC aims to contribute to the personal and professional development of students, future professionals through objectives such as experimentation and reflection on different expressive and artistic practices, especially dramatic expression, articulating them with other areas of knowledge. Starting from an expressive approach (inspired by sociodrama), it is intended to develop in students: - self-awarness, awarness and knowledge of others and the world around them, rehearsing different combinations of forms of expression; - curiosity and initiative, introducing dramatic games and projects into their educational practices, appealing to their spontaneity and creativity; - expressive and communicative abilities; - personal paths, which articulate the individual and social dimensions of each person as a human being; - the awareness and skills that lead them from the role of consumers to producers.
- 1. Know yourself 1.1. Who am I? 1.2. me and the school 1.3. me and the others 1.4. me and nature 2. The Dramatic Expression 2.1. “Playing” – is a serious thing… 2.2. Play and child development 2.3. children's imagination 2.4. Children's and Youth Literature 3. Dramatic expression and articulation with other curricular areas 4. Education for Citizenship 4.1. Education for Citizenship and current issues 4.2. Human Rights and Children's Rights 4.3. Inclusion and Education for Citizenship 4.4. Education for Citizenship in everyday life 4.5. Conflict resolution: Tensions and conflicts, how can they be resolved creatively and non-violently? 5. Contemporary cultural and artistic production 5.1. Exploration spaces 5.2. Spaces for study and reflection; the integration of artistic practices and other knowledge; 5.3. Explore nearby cultural spaces; 5.4. Formal education and artistic expression; 5.5. Collaborative dynamics of production with other social actors and spaces.
Descrição
Data limite
Ponderação
Trabalho a Pares
21/01/2026
40%
Teste Escrito
14/01/2026
45%
Produção de Fantoche / Marioneta
19/11/2025
15%
- Semestral
- This Curricular Unit aims to develop a learning trajetory that puts the expressive abilities of students at the center, using their body as a preferred instrument of expression and communication, through movement, voice, non-verbal communication. In this way, an appeal will be made to the awareness of different ways of expressing oneself, of relating to others and the surrounding environment, in time and in the surrounding space, in an interactive process of self-knowledge, that is, of personal development, pointing out from the outset also for professional development. Throughout the semester, activities will be articulated, whenever possible, with the different areas of knowledge. Hence the TP characteristics of this UC.
- Details
- Category: Discipline
- Clinical Veterinary Nursing
- 7019
- 26452
- Equine Management
- IPLUSO7019-26452
- 1
- 2.5
- 1234
- 4
- Não
- Português
- Optional
- Semestral
- Details
- Category: Discipline
- Aprendizagens Essenciais. Disponível em; https://www.dge.mec.pt/sites/default/files/Curriculo/Aprendizagens_Essenciais/1_ciclo/1_estudo_do_meio.pdf Orientações Curriculares. Disponível em: https://www.dge.mec.pt/ocepe/sites/default/files/Orientacoes_Curriculares.pdf Metas de Aprendizagem. Disponível em: https://metasdeaprendizagem.dge.mec.pt/metasdeaprendizagem.dge.mec.pt/wp-content/uploads/2010/09/Curriculo_Nacional1CEB.pdf
- Pre-school Education and Primary School Teaching
- 6128
- 13663
- History and Geography of Portugal
- IPLUSO6128-13663
- 1
- 3
- 0
- 4
- Não
- Português
- The methodologies favor collaborative and cooperative teaching, through group work, reasoned criticism and reflective intervention and debate, while contributing to the consolidation of knowledge and its mobilization. We will therefore emphasize forms of work that include relevant bibliographical research and its critical analysis. In group work, students are led to reflect on the new knowledge acquired and decide on future actions to undertake, actively contributing to the development of a wide range of instrumental, interpersonal and systemic skills.
- Mandatory
- -Emphasize the themes of Knowledge of the World and Environmental Studies in official documents. - Valuing the role that History and Geography of Portugal plays in children's intellectual, aesthetic and socio-moral development, as well as in safety, identity building, citizenship education, knowledge of the environment and respect for heritage - Relate the area of “Knowledge of the World” to the different content areas in early childhood education - Understand the role of History and Geography of Portugal in the area of Knowledge of the World and Environmental Studies - To know and use methods, techniques and instruments appropriate to the construction of knowledge in the field of Social Sciences - Develop scientific attitudes by creating habits of research, selection, organization and processing of information, as well as rigor and objectivity in language; - Propose activities that are pedagogically appropriate to the pre-school and 1st cycle context.
- Knowledge of the World and Environmental Studies in the child's education 1. The area of Knowledge of the World in the Curriculum Guidelines for Pre-School Education 2. the area of environmental studies in the Essential Learning of the 1st cycle 3. The importance of social sciences in childhood: the construction of identity, education for citizenship. 4. The notion of time in children Discovering the social, physical and natural world 1. The role of the educator/teacher as a mediator in learning about the world 2 . Learning history and geography in childhood Working methodologies and the use of resources. 1. The physical and social environment as a resource: preparing and planning field trips. 2. Knowledge and appreciation of local heritage
A avaliação na unidade curricular é constituída pela ponderação dos elementos:
- Assiduidade, pontualidade e participação (20%)-
- recensão crítica ( individual, pares ou grupo)- 30%
- Trabalho final ( individual, pares ou grupo) -50%
- Semestral
- This CU is fundamental for preparing the future teacher for the area of Knowledge of the Environment (Pre-school), and for the Study of the Environment (1st Cycle). Knowledge of the child's surroundings is important for their safety, for building citizenship and respect for heritage. Knowledge of the child's family background is fundamental for building and developing a sense of time.
