Aplicação de um programa de educação artística

• Autor(es): Baudouin, Alexandra Sofia dos Santos, 1972-
• Data: 2012
• Identificador Persistente: http://hdl.handle.net/10451/5935
• Origem: Repositório da Universidade de Lisboa
• Assunto(s): Munari, Bruno, 1907-1973; Educação artística; Criatividade; Interdisciplinaridade; Programas educativos
• Tipo de Documento: Dissertação de Mestrado
• Idioma: Português
• Orientador(es): Tavares, Cristina Azevedo, 1956-

Descrição

Tese de mestrado, Educação artística, Universidade de Lisboa, Faculdade de Belas Artes, 2012 The objective of this study was to evaluate an educational program constructed on the basis of Bruno Munari’s work and educational experiments as well as on Lev Vygotsky’s development theory. These two theorists, among others, addressed child development and concepts of learning, imagination and creativity. In this context we designed an action research type study which consisted in the application of a program entitled “Whilst playing with light I created a story” during six workshops. This program was applied to heterogeneous groups of children and youth in formal learning environments (one group from a private school) and in non-formal learning environments (three groups from a social solidarity institution), making up a total of 53 participants. Generally speaking the methodologies sought to deconstruct the use of materials and conventional art techniques as well as to promote a creative and investigative approach in the construction of visual products based on light projections. The program revealed diverse benefits which we choose to highlight as follows: a) the creation of visual products which the participants identified as artistic; b) the creation of building strategies on an individual and collective level; c) the development of capacity for dialog and sharing; d) increased competency in reading and image interpretation; e) the development of aesthetic and artistic expressive qualities, and f) increased capacity to resolve problems creatively. This same method also proved to be adequately versatile and adaptable since it was possible to apply it successfully to heterogeneous groups in both formal and informal contexts. The planning of each workshop was adjusted to the needs of the individuals in each of the groups who benefited from them. We conclude that an artistic educational program which includes various areas of human knowledge and respects individual and collective thinking leads to serious creative and enriching accomplishments in the process of educating children and youth