- Details
- Category: Discipline
- . ARNHEIM, Rudolf (1986): Arte e percepc¿a¿o visual. S. Paulo: Vertente, . BAMMES, Gottfried (1991), L'etude du corps humain. Paris : Dessain et Tolra. . EDWARDS, Betty (1984). Aprender a dibujar. Madrid: Hermann Blume. . EDWARDS, Betty (2000), Nuevo Aprender a Dibujar con el lado derecho del cerebro. Madrid: Urano. GOLDSTEIN, Natham (1992), The Art of Responsive Drawing. N. Jersey: Prentice Hall. . GO¿MEZ Molina, Juan Jose¿ (coord.) (1995), Las lecciones del dibujo. Madrid: E¿diciones Ca¿tedra MOREAUX, Arnold (1988), Anatomia arti¿stica. Madrid: Ediciones Norma. . NICOLAIDES, Kimon (1969), The Natural Way to Draw. Boston: Houghton Mifflin. . SMAGULA, Howard J. (1992), Creative Drawing (Second edition), MC. Graw - Hill Higher Education. SIMBLET, Sarah: Anatomy for the artist. London: Dorling Kindersley, 2001 . WONG, Wucius (1998), Princi¿pios de forma e desenho. Sa¿o Paulo: Martins Fontes
- Illustration and Drawing
- 6330
- 23167
- Representational Drawing II
- IPLUSO6330-23167
- 1
- 6
- 0
- 4
- Não
- Português
- Presentation of exercises with demonstration of examples and methodologies; critical analysis at the end of classes on all the work carried out. Classes held in external spaces. Carrying out a personal drawing project at the end of the semester. Collaborative work. Multiplicity in techniques and work supports. The tutorial relationship is privileged.
- Mandatory
- This UC follows the UC Representation Drawing I. It aims to: - The graphic description of real models that aims at their visual recognition through artistic drawing methodologies and the mastery of the respective technical vocabulary. - Deepen and explore procedural skills (grids, references, scales) and techniques (media and supports) in the field of drawing - Understand and explore graphic languages with an abstract (vs descriptive) scope: distinguishing visual-iconic elements from pictorial-plastic elements. - Develop skills that enhance continuous learning and autonomous management of individual work.T
- - Direct observation exercises that require the graphical exploration of the drawing's own media for a mimetic representation of the models - Exercises of indirect observation with reproduction of photographic images and / paintings through reference grids and enlargement or reduction criteria, with graphic exploration of the drawing's own media - Exercises to explore methods of creating abstract images: drippings, splash, frottage, watery, etc. - Personal Project: Graphic Diary (2 drawings per week) - (Self-) critical discussion exercises on the work done in each class.
A avaliação dos conhecimentos e competências traduz uma ponderação que tem em conta a participação e acompanhamento efetivo do aluno em aula, o volume de trabalho desenvolvido e empenho, a resposta adequada aos exercícios propostos e a qualidade do desempenho, aferidos em três níveis:
- 10%. Avaliação contínua: pontualidade, participação e assiduidade (75%) cujo incumprimento obriga ao exame.- 70% Avaliação periódica (2 momentos: 30% - 1ª avaliação periódica; 40% - 2ª avaliação periódica);
- 10% Projecto pessoal em Desenho;
- 10% Diário gráfico: exploração autoral do desenho (mínimo 20 desenhos).
O exame de recurso é constituído pela entrega de todos os exercícios do semestre (50%) e da apresentação do exercício de exame (50%).
- Semestral
- UC linked to the practice of drawing.
- Details
- Category: Discipline
- Multimedia Art
- 7147
- 1876
- Option 4
- IPLUSO7147-1876
- 3
- 5
- 1324
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Caraça, B. J. (1998). Conceitos fundamentais da Matemática. Lisboa: Gradiva. Palhares, P. (2009). Elementos de Matemática para professores do Ensino Básico. Editora Lindel. ME-DGIDC (2009). ÁLGEBRA NO ENSINO BÁSICO. Lisboa: Ministério da Educação, Direcção Geral de Inovação e Desenvolvimento Curricular. Haylock, D. (2001). Mathematics explained for primary teachers. London: Paul Chapman Publishing. NCTM (2007). Princípios e Normas para a Matemática Escolar. Lisboa: APM. Vale, T. Pimentel, A. Barbosa, L. Fonseca, L. Santos & P. Canavarro (Orgs.), Números e Álgebra na aprendizagem da Matemática e na formação de professores (pp. 29-48). Lisboa: SEM-SPCE. Jacobs, H. (1974). Geometry. San Francisco: Freeman Musser, G. & Burger, W. (1997). Mathematics for elementary teachers. A contemporary approach. USA: Prentice-Hall.
- Primary Education
- 6127
- 22166
- Fundamental Concepts of Mathematics
- IPLUSO6127-22166
- 1
- 6
- 0
- 4
- Não
- Português
- The work to be developed within the scope of this UC will privilege the active participation of students, whether in individual work or in group work, seeking to deepen knowledge related to different themes under study. The sessions will be organized in a problem-solving context. There will be a presentation by the teacher or students of the aforementioned mathematical topics, the resolution and discussion of mathematical problems and investigations. The process will include problem solving and reporting; presentation and discussion of work; exposure of certain themes; preparation and discussion, in groups, of small works. Each student is expected to carry out the proposed activities and requested assessment products, clearly and rigorously demonstrating the knowledge acquired and engaging in study/preparation for the different activities to be carried out in class, including assessment activities.
- Mandatory
- a) Develop the concepts of area and volume and their properties. b) Develop spatial reasoning when solving problems in different contexts c) Develop students' sense of number, with an emphasis on mental calculation and its strategies, and also on understanding the properties of operations. d) Develop an understanding of numbers and operations, as well as the use of this knowledge and skills in solving problems in different contexts. e) Develop algebraic thinking and proportional reasoning in varied contexts. f) Develop mathematical reasoning, specifically, the formulation, testing and demonstration of conjectures, using iconic representations (figures, graphs and diagrams), numerical and algebraic. g) Develop habits of reasoning, problem solving, establishing connections and mathematical communication between different topics, numbers, algebra and geometry.
- Numbers • Numerical sets - Sets N, Q, Z and R. - Symbology and concepts of meeting, intersection, complementary, contained, contains, belongs, does not belong, (...). - Representation in diagrams. • Integers - Dividers and multiples - Prime numbers and decomposition of a number into prime factors - Greatest common divisor and least common multiple • Rational numbers - Decimal number system • Operations and their properties Geometry and Measurement • Geometric solids • Volume and capacity • Properties of plane figures • Areas and perimeters • Geometrically equal figures and equivalent figures Algebra and Functions • Regularities and numerical sequences • Symbols and algebraic expressions - Notion of variable - Algebraic expressions • Function families and their representation - Linear - Inverse proportionality Data • Notion of statistical variable • Notion of qualitative and quantitative variables
Exemplo:
Descrição
Data limite
Ponderação
Participação nas atividades da aula
ao longo do semestre
10%
Resoluc¿a¿o de tarefas em sala de aula, em trabalho de pares, recolhidas para avaliac¿a¿o
ao longo do semestre
45%
Teste individual de avaliac¿a¿o
2024-01-20
45%
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- This curricular unit aims to understand and deepen the basic concepts considered fundamental in a process of confident mastery of the notions to be discovered, constructed, internalized and applied. The themes will be explored from a problem-solving perspective, considering this as a process from which students have the possibility of relating mathematics to the world around them and, on the other hand, exploring and analysing situations with meaning within mathematics itself. Therefore, the concepts will be approached in a way that includes numerous and varied experiences of solving problems and using diverse materials.
- Details
- Category: Discipline
- Clinical Veterinary Nursing
- 7019
- 26451
- Geriatrics - Care and Particularity in Senior and Geriatric Animals
- IPLUSO7019-26451
- 1
- 2.5
- 1234
- 4
- Não
- Português
- Optional
- Semestral
- Details
- Category: Discipline
- Pre-school Education and Primary School Teaching
- 6128
- 27360
- History and geography of Portugal workshop
- IPLUSO6128-27360
- 1
- 6
- 0
- 4
- Não
- Português
- Semestral
