- Details
- Category: Discipline
- Abbott, E. A. (2006), Flatland: uma aventura em muitas dimensões. Lisboa: Assírio e Alvim. Blando, J. (2015). How to Draw Fantasy Art and RPG Maps: Step by Step Cartography for Gamers and Fans, Ohio, IMPACT Books. ISBN 13: 978-1-4403-4024-6 Ellefson, R. (2017). Creating Life (The Art of World Building Book 1), Kindle Edition Kukkonen, K. (2013). Contemporary Comics Storytelling, University of Nebraska Press. Robertson, S. (2013). How to Draw: Drawing and sketching objects and environments from your imagination. Design Studio Press. Todd, D. (2007). Game Design, From Blue Sky to Green light. Massachusetts: A K Peters, LDT.
- Illustration and Drawing
- 6330
- 23172
- Scenario Design
- IPLUSO6330-23172
- 2
- 6
- 0
- 4
- Não
- Português
- The theoretical-practical classes present the syllabus and allow it to be assimilated in a fruitful way through practical exercises. The syllabus is emphasised through three scenic construction exercises, which will be carried out with a progressive degree of depth. Starting with the adaptation of an image to the scenic space, the conceptual plan is added and hypothetical scenarios are sketched out.¿The practical knowledge acquired in the first exercise (Creating Scenarios for Three-Dimensional Illustrations) will allow the student to deepen the conceptual dimension needed to carry out the second exercise (Graphic Design of Scenarios). These two exercises will provide the fundamental basis for completing the third exercise (Three-dimensional scenario construction), which will be carried out in groups, instilling in students the importance of teamwork in the field of scenario design and construction.
- Mandatory
- . Develop the processes of representing scenarios for exemplary stories in literature through graphic recording and model building; . Understand the main aspects and stages of Worldbuilding (2D and 3D), establishing coherence between the setting, scene, narrative and characters; . Analyse different authors and their visual representation of sets and models, taking into account the richness of texture, materials and colour palette; . Produce scenarios based on different types of narratives and contexts, real or fictitious; . Be able to imagine, plan and produce original creations, moving from 2D to 3D, in analogue and digital media. . Adopt contemporary illustration techniques conducive to the student's professionalisation.
- 1. Spatial narrative: places, scenes and atmospheric perspective Historical framework of mechanical theatre and its relationship with illustrated scenarios. Depth and layers in the construction of pop-up scenes. Adapting images to a scenic space; Parallax effect. 2. Designing 'worlds' and sets Illustration in pre-cinema optical-mechanical devices (diorama, panorama, peepshow and book-tunnel). Introduction to the notion of World Building: fictional and real environments, narrative, cartography, props and characters. Composition, Colour, Texture, Structure, Environment and Light. Design and construction of a three-dimensional graphic object. 3. Three-dimensional set construction: World Building: Climate and Environment, Landmarks and Geography; Culture and History. Adapting narratives to specific techniques and materials Research, sketching and planning of team model design projects; Perspective studies and viewpoints from the models.
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:
. 10% Avaliação contínua: pontualidade, participação e assiduidade (75%) cujo incumprimento obriga ao exame.. 15 % Criação de Cenários para Ilustrações tridimensionais;¿. 25 % - Conceção Gráfica de Cenários; .
. 40% Construção de tridimensional de cenário (maquetes)
. 10% Portefólio- Semestral
- Develop notions of and experiences in creating scenarios for diverse contexts, world building.
- Details
- Category: Discipline
- Arte Multimédia (L) (IPLUSO)
- 7147
- 27419
- Práticas do Documentário
- IPLUSO7147-27419
- 3
- 5
- 1326
- 4
- Não
- Português
- Opcional
- Semestral
- Details
- Category: Discipline
- Primary Education
- 6127
- 22146
- Numbers, Operations and Mathematical Models
- IPLUSO6127-22146
- 1
- 7
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Clinical Veterinary Nursing
- 7019
- 26450
- Veterinary Oncology Nursing for Companion Animals
- IPLUSO7019-26450
- 1
- 2.5
- 1234
- 4
- Não
- Português
- Optional
- Semestral
- Details
- Category: Discipline
- Alderson, P., & Morrow, V. (2020). The ethics of research with children and young people. A practical handbook. SAGE. Amado, J. (2013). Manual de investigação qualitativa em educação. Imprensa da Universidade de Coimbra. Becker, H. (2015). Truques da escrita: Para começar e terminar teses, livros e artigos. Zahar. Coutinho, M. C. (2023). Metodologia de investigação em ciências sociais e humanas: Teoria e prática (2.ª ed.). Almedina. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. Marquet, J., Van Campenhoudt, L., & Quivy, R. (2018). Manual de investigação em ciências sociais. Gradiva. Morgado, J. C. (2022). O estudo de caso na investigação em educação. De Facto Editores. Roni, S. M., Merga, M. K., & Morris, J. E. (2020). Conducting quantitative research in education. Springer. Vilelas, J. (2020). Investigação - O processo de construção do conhecimento. Sílabo.
- Pre-school Education and Primary School Teaching
- 6128
- 22197
- Research and Intervention Methodologies in Education
- IPLUSO6128-22197
- 2
- 3
- 0
- 4
- Não
- Português
- Considering the typology of this UC (theoretical-practical), based on scientific documents, problem situations and issues of educational contexts, a micro research study will be constructed, where ethical issues, the paradigm and the typology of the research will be considered. The methodological design, data collection methods and data analysis techniques will be defined. And, after collecting data in the field, it is intended that they interpret and disseminate it in a scientific article. In this way, it is intended that students experience the entire research process in education. Intervention projects in educational contexts will also be analyzed.
- Mandatory
- The main objective of this Curricular Unit is to provide contact with a variety of theoretical and methodological premises that serve as a basis for the development of investigative and intervention processes for the elaboration of educational research and intervention projects: Understand the importance of scientific research in the construction of knowledge in education; identify the importance of intervention in formal and non-formal educational contexts; identify, in the field of education, the paradigms underlying scientific research; acquire solid methodological skills for carrying out research/intervention in education; disseminate the results of a research study (participation in scientific events, scientific publications).
- -Ethical issues in educational research -Breaking with common sense and building scientific knowledge: Paradigms and typologies of research in education; -Methodological design of research: starting question or initial problem; research questions and hypotheses; -Data collection: research, location and evaluation of information sources; data collection techniques; Validity and reliability criteria; -Data analysis techniques: qualitative and quantitative; -Interpretation and dissemination of results (participation in scientific events, scientific publications, etc.).
Assiduidade e participação nas aulas 10%
Trabalho de grupo e apresentação oral em sala de aula 40%
Teste de avaliação dos conteúdos abordados na UC 50%
- Semestral
- The Curricular Unit aims to provide students with the theoretical and methodological background necessary for an understanding of the foundations of scientific research and intervention in education.
