- Details
- Category: Discipline
- AA.VV (2004). Arquitectura popular em Portugal, 4ª ed. Lisboa: Ordem dos Arquitectos COSTA, F. Pereira da (1930). Enciclopédia prática da construção civil. Lisboa: edição de autor DIAS, Manuel Graça (1999). Ao Volante Pela Cidade. Lisboa: Relógio d'Água DEPLAZES, Andrea (ed. 2005) Constructing architecture: materials, processes, structures – a handbook. Basel: Birkhäuser ROCHA, Paulo Mendes da (2018). Futuro desenhado. Lisboa: Monade Editora SIZA, Álvaro (2000). Imaginar a evidência. Lisboa: Edições 70 SOLÀ-MORALES, Ignasi de (1995). Diferencias: topografia de la arquitectura contemporânea. Barcelona: Gustavo Gili ZUMTHOR, Peter (2009). Pensar a arquitectura. Barcelona: Editorial Gustavo Gili www: DIAS, Manuel Graça. Melo, Alexandre (1996). Ver Artes, RTP. Disponível em: https://arquivos.rtp.pt/programas/ver-artes/page/5/#filters COPANS, Richard. NEUMANN, Stan. ARTE Architecture collection. Disponível em: https://campus.arte.tv/serie/architectures-tous-les-episodes
- Architecture
- 367
- 24237
- Project V
- ISMAT367-24237
- 3
- Bachelor; Master Degree
- 10
- 0
- 12
- Não
- Português
- EN
- The more theoretical classes will complement the practical work, stimulating students’ creativity and culture through the presentation of reference works, authors, and themes related to the exercise programme. Practical classes will follow a tutorial format, open to public discussion. A series of exercises will be introduced, developed individually or in groups, guided by the dynamics of the class and each student’s interests. Weekly debates and meetings, where the previous week’s work is presented, will take place collectively and must be carefully prepared by students. Complementary independent work, inside or outside the classroom, is also expected. Each exercise entails learning in research, construction, and communication, structured in phases of development and presentation.
- Mandatory
- The course's objectives align with expectations for developing spatial perception and design techniques introduced in previous years. Students will be encouraged to challenge preconceived ideas of any kind, while a free and critical spirit is preserved and stimulated. Work will focus on the concomitant exercise of awareness and language. Basic notions of construction will remain present, supporting the creative process. The aim is for students to develop attentiveness, critical sense, and clarity of expression, both for self-understanding and communication with others. They should cultivate aesthetic awareness and a critical and ethical sense of the profession. The main objective is the education of the architect-as-subject. Three generic objectives structure the process: To know how to Research (analysis and history) To know how to Design (strategy and construction) To know how to Communicate (representation and presentation)
- DAAD - Department of Architecture, Arts and Design
- The syllabus has been designed to meet the stated objectives, following a logic of progressivity, diversity, and increasing complexity. Exercises are proposed so that work inevitably engages with the three objectives, guiding students in this methodology. Tasks may be spontaneous and short or more structured and extended, across different types and scales, always stimulating creativity and reflection while integrating an awareness of construction knowledge as a core competence. Students will also be encouraged to develop a personal and structured design language aligned with project principles. Complementary components include: - Case studies of notable architecture - Fundamentals of technical drawing - Construction materials, their expressiveness and behaviour - Basic construction techniques and systems
Descrição
Data limite
Ponderação
Assiduidade e participação
-
10%
Exercício 1 20251017
20%
Exercício 2
20260109
60%
Atividades complementares - 10% A avaliação da UC estará em linha com o Regulamento de Avaliação do ISMAT. A avaliação será contínua e sem exame final, implicando uma assiduidade superior a 75% das reuniões e críticas de projeto (design critics) em contexto tutorial. A avaliação terá um carácter formativo, tendo como objetivo a criação ou a preservação de condições propícias à aprendizagem. Este tipo de avaliação permitirá agir imediata e continuamente sobre o desempenho do aluno, possibilitando identificar as suas dificuldades e as suas virtudes, e orientá-lo no sentido da sua própria superação.
- Semestral
- The work in Project V will consolidate students’ knowledge of Architecture, building on previous approaches and reinforcing their preparation and motivation to enter the 2nd Cycle of MIA. Education, particularly that of the future architect, is an opportunity to learn to see and transform the world into something habitable. Students shall be guided so that individuality becomes a mental exercise, grounded in thought and systemic critique. Although each project has its own specific and often unpredictable character, it is possible to cultivate thinking and provide tools to meet disciplinary challenges. What is already known must be acknowledged, and attention given to how that knowledge can be used. Architecture will remain understood not as a discipline closed in upon itself, but as a way of mobilising multiple dimensions of human knowledge.
- Details
- Category: Discipline
- • Blazer, L. (2015). Animated Storytelling: Simple Steps for Creating Animation and Motion Graphics. Peachpit Press. • Freeman, M. (2022). The Photographer's Story: The Art of Visual Narrative. Focal Press. • Fridsma, L., & Gyncild, B. (2024). Adobe After Effects Classroom in a Book. Adobe Press. • Mayer, R. E. (2021). Multimedia Learning (3rd ed.). Cambridge University Press. • Shaw, A. (2019). Design for Motion: Fundamentals and Techniques of Motion Design (2.ª ed.). Taylor & Francis. • Wong, W. (2020). Principles of Form and Design. Wiley.
- Teaching of Visual Arts in the 3rd Cycle of Basic Education and in Secondary Education
- 7144
- 27229
- Digital Design Workshop
- ISMAT7144-27229
- 1
- 6
- 0
- 12
- Não
- Português
- P Component – 15 hours This component is dedicated to the introduction and discussion of key concepts such as visual literacy, educational narrative, digital accessibility, and multimedia pedagogy. Methodologies include: Dialogic lectures with audiovisual examples; Critical analysis of case studies and educational digital resources; Guided discussions on storytelling, inclusive design, and curriculum integration; Directed readings and debate based on theoretical and pedagogical texts. Laboratory Component (L) – 30 hours Delivered in a digital workshop equipped with professional animation and composition software (Adobe After Effects), this component includes: Demonstrative and hands-on sessions with technical-pedagogical support; Development of an educational motion graphics project with continuous supervision; Collaborative work with peer-to-peer feedback and process sharing; Real-time technical and pedagogical reviews with iterative improvement of the final product.
- Mandatory
- At the end of this curricular unit, students should be able to: 1. Conceive and develop vector-based motion graphics projects aimed at creating innovative educational materials in Visual Arts; 2. Master the technical tools and compositional and narrative principles associated with digital video production using Adobe After Effects; 3. Plan and document a digital educational project, integrating a storyboard, pedagogical script and curricular justification; 4. Apply principles of visual literacy and digital pedagogy to the creation of multimedia objects tailored to different student profiles; 5. Critically analyse the resources produced, based on criteria of usability, accessibility, visual clarity, and pedagogical-artistic coherence; 6. Reflect on the role of digital creation in teaching, exploring ways to foster creativity, engagement, and visual thinking in students.
- 1. Technical and aesthetic foundations of motion graphics 1.1. Visual composition, vector animation, and screen design 1.2. Workflows and tools in Adobe After Effects 1.3. Kinetic typography, visual rhythm, colour, sound, and transitions 2. Visual narrative and educational storytelling 2.1. Narrative structure in educational contexts 2.2. Storyboard and pedagogical visual scripting 2.3. Accessible and engaging communication 3. Educational motion graphics project 3.1. Curricular adaptation to digital formats 3.2. Educational videos (motivation, explanation, assessment) 3.3. Strategies for basic and secondary education students 4. Project methodology and documentation 4.1. Briefing, research, production, delivery 4.2. Dossier: documentation, pedagogical justification, critical reflection 5. Critical evaluation, accessibility, and digital ethics 5.1. Analysis of digital resources 5.2. Accessibility, authorship, inclusion, ethical AI use
A avaliação reflete a dupla natureza da unidade curricular (TP e L), valorizando tanto a construção do conhecimento pedagógico como a
produção técnica e artística.
Componentes de avaliação:
• Projeto final – vídeo educativo em motion graphics – 70%
Avaliação do produto final em termos de execução técnica, clareza comunicacional, adequação didática e criatividade.
• Dossier de projeto – documentação pedagógica e reflexão crítica – 30%
Inclui storyboard, guião pedagógico, fundamentação curricular e análise crítica do processo criativo.
Requisitos complementares:
• Cumprimento de entregas intermédias obrigatórias;
• Assiduidade nas sessões de atelier digital;
A avaliação é contínua e orientada por uma grelha de critérios partilhada no início do semestre, assegurando clareza, rigor e coerência com os objetivos da unidade curricular.Exemplo:
Descrição
Data limite
Ponderação
Projeto final – vídeo educativo em motion graphics
31-01-2026
70%
• Dossier de projeto – documentação pedagógica e reflexão crítica
31-01-2026 30%
(...)
O estatuto de estudante-trabalhador ou outros estatutos especiais, não dispensam a entrega/apresentação dos trabalhos nas datas propostas, aplicando-se as mesmas condições que aos restantes estudantes. Caso o estudante não possa comparecer na data proposta deverá haver um comum acordo entre estudante e professor para a entrega/apresentação em data alternativa.
- Semestral
- The Digital Design Studio offers a creative and experimental environment at the intersection of Visual Arts, multimedia design, and digital pedagogy. It focuses on the development of motion graphics and vector animation projects applied to educational communication, fostering visual literacy, pedagogical storytelling, and critical reflection on technology-mediated teaching practices. Through digital studio-based learning and the use of Adobe After Effects, students design innovative educational videos and teaching materials, integrating technical, creative, and pedagogical skills. Emphasising visual thinking, accessibility, and digital ethics, the unit prepares future educators and creators to incorporate digital languages into contemporary art education.
- Details
- Category: Discipline
- Computing and Applied Mathematics
- 6640
- 1
- Mathematics I
- ISMAT6640-1
- 1
- 6
- 0
- 12
- Não
- Português
- Semestral
- Details
- Category: Discipline
- APA (2020). Publication Manual of the American Psychological Association (7th Ed.). American Psychological Association. Pereira, P. C., Diogo, C. (2011). Apontamentos de Metodologia da Investigação. ISMAT. Ruas, J. (2020). Manual de Metodologias de Investigação. Como fazer propostas de investigação, monografias, dissertações e teses. (2.ª Edição revista). Escolar Editora. Saunders, M., Tosey, P. (2016). Handbook of Research Methods on Human Resource Development. Edward Elgar Pub.
- Human Resources Management
- 368
- 8739
- Scientific Research Methodology
- ISMAT368-8739
- 1
- 5
- 0
- 12
- Não
- Português
- ME1: Expository method ME2: Participatory method ME3: Case analysis and discussion; project presentation. Continuous Assessment: a. Individual Component 1. Written test (0 to 7 points); - December 16 2. Video (File downloaded from Teams or Zoom) 3 to 4 minutes, 0 or 1 point - Recording using Mendeley 3. Critical analysis and oral pitch of a scientific article with DOI (2 points) - Between November 18 and December 9 - Monday, 3 students per class. c. Group Component 1. Final Written Research Project Report (0 to 8 points) - Submitted in the last class via Moodle, before the pitch - Word and PDF 2. Oral Group Pitch Defense, January 7 (0 to 2 points)
- Mandatory
- LG1: Students should identify the different steps of the scientific research process and apply the scientific method to the development of research projects. LG2: Specifically, students should identify and recognize bibliographic research methods, formulate study objectives and research hypotheses, describe study samples and evaluation/research methodologies, and, finally, frame the study procedure within the research designs. LG3: These learning objectives will also be applied to the preparation, writing and presentation of a research project in the area of Human Resources Management.
- CP1. Introduction Characteristics of scientific knowledge. Research and the scientific method. Types and models of research. Ethical principles and respect for the code of ethics in conducting a research CP2. Research methodologies. The research process. Stages of the research process. The definition of a research subject. Bibliographic research and review. The formulation of objectives and research questions The classification of the hypotheses and the variables in the research Sample selection and characterization. Domains of assessment. The research procedure and the research designs. Elaboration of protocols for data collection. Procedures for data collection and analysis and interpretation of results. CP3. Research writing and formatting Structure of scientific work. Qualities of scientific writing. Writing of manuscripts formatted according to specific standards. Presentation of research projects.
Teste de avaliação individual
16-12-2025
0 a 7 valores
Trabalho de equipa - relatorio final, moodle.
ultima aula
0 a 8 valores
pitch oral grupal ultima aula 0 a 2 valores Trabalho individual - Video a usar o mendeley
entrega ate 30-11-2024
0 a 1 valor
TRabalho Individual- analise de 1 artigos cientifico e pitch oral Entre 18 nov e 09 dez 0 a 2 valores - Semestral
- This curricular unit aims to promote scientific research skills, scientific thinking and writing according to APA rules, to prepare students for their future, both in pure and applied research.
- Details
- Category: Discipline
- Beja, Ana Paula, Sociologia Urbana, Edições Universidade Aberta, 2022. Barata Salgueiro, T., A Cidade em Portugal- Uma Geografia Urbana ( 2ª Edição- Edições Afrontamento , Porto , 2000. Beaujeau- Garnier J., Geografia Urbana, Fundação Calouste Gulbenkian, Lisboa,1997 Lopes , J. Teixeira, Novas Questões de Sociologia Urbana , Edições Afrontamento, Porto, 2002. Marcos Abrahamson, Urban Sociology - A Global Introduction, Imprensa da Universidade de Cambridge, 2013.
- Architecture
- 367
- 129
- Sociology
- ISMAT367-129
- 3
- Bachelor; Master Degree
- 2
- 0
- 12
- Não
- Português
- EN
- The use of active methodology and giving students the chance to learn to work in an interdisciplinary context (STEAM).
- Mandatory
- - Acquire the basic concepts in general sociology and urban sociology. - Use the sociological method in the analysis of urban phenomena and architecture. - Think architecture in its social context.
- DAAD - Department of Architecture, Arts and Design
- Introduction Sociology of Architecture, Urban Sociology / Rural Sociology The urban phenomenon I - Historical and Scientific Context of the Development of Urban Sociology . Objectives and fundaments of Urban Sociology: fields, concepts and schools (from Chicago school to the new trends of Urban Sociology) ; . Themes and tendencies of research in Urban Sociology; . Research methods and techniques. II - The expansionist, comprehensive and polyfaceted character of the urban phenomenon . Urban Geography and Demography of the Cities . Social dimensions of spatial appropriation and symbolic representations in cities Urbanism, Economics and Development of Cities: urban lifestyles, social stratification and social disequilibrium . Old and new social conflicts . Cities, symbols and urban culture(s) . The city - ecological phenomenon . Public space and citizenship . Towards a new dimension of the city III- Urban Policies . Urban and Territorial Planning and Management Issues
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
04-12-2025
50%
Trabalho teórico-prático e apresentação
Entrega: 30.11.2025
Apresentação: 11 e 18 dezembro 2025
40%
Assiduidade e participação
10-01-2026
10%
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
- - Social and physical analysis of urban and rural space. - Urban sociology allows the student in the architecture course to have an in-depth knowledge of the intervention space, the influence of the way of life and culture in the design of the forms and morphology of the physical and social space.
