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Abstract(s)
O presente relatório foi elaborado no âmbito do Mestrado em Ensino de
Artes Visuais no 3º ciclo do Ensino Básico e no Ensino Secundário e dá conta,
quer da experiência profissional vivida na Prática Pedagógica Supervisionada
iniciada em Setembro de 2012 na Escola Secundária Martins Sarmento, quer do
estudo sobre o uso da expressividade emocional no design multimédia.
Implementado na disciplina de Oficina de Multimédia B, do curso
científico-humanístico de Artes Visuais, o estudo propõe, na unidade de ‘design’
desta disciplina, estratégias pedagógicas que contemplam a emoção como um
dos seus atributos principais. Apresenta-se a emoção como desencadeadora da
ação e fundamental para compreender as reais necessidades dos destinatários
do design. Neste seguimento, propõe-se uma estratégia que, além de aproximar
os alunos ao conceito do designer mediador entre a indústria e as expectativas
do destinatário, contraria a visão que, não poucas vezes, apresenta o designer
como um “criador de necessidades”, um técnico, ou um criador de produtos
desprovidos de emoções. Pretende-se promover o design como a área criativa
que concilia a arte, ciência e técnica e onde as vertentes técnicas e funcionais
alternam-se com a profundidade do sentir artístico. O plano permite aos alunos
não só aprenderem os mecanismos pelos quais a emoção tem um papel crítico
na percepção das formas, como também permite o desenvolvimento de
estratégias de aplicação das emoções na criação de obras de design.
De forma a implementar esta estratégia pedagógica, foi proposto aos
alunos um mesmo projeto implementado e operacionalizado sobre duas
metodologias diferentes. A primeira, coerente com a metodologia normalmente
proposta pela escola, e uma segunda que inseriu metodologicamente as emoções
no processo criativo. No final, comparam-se e analisam-se os resultados e
apresentam-se as conclusões da sua aplicação.
This report refers to both, supervised internship and, study about emotional expressivity use in multimedia design, conducted in the discipline of workshop of Multimedia B, of the program in scientific and humanistic visual arts at the Highschool Martins Sarmento in 2012/2013 academic year, as part of the Master in Visual Arts Teaching 3rd Cycle of Basic and Secondary Education. The problem for this study lies within bringing up emotion-focused pedagogical strategies from which students can enhance their self-perceptions on emotion, as a trigger leading to action and emotion being essential to understand and deal with users needs. Students will be introduced to a new strategy focused on the role played by the designer as intermediary between industry and costumer by contrast to the ideas of “creating needs “ designer, or an emotionally neutral products creator. At the same time, it is our aim to open up for a definition of design as a creative process that can successfully bring together, art, science and skills, as well as balance between skills, functionalism and emotion. Students will be thought not only to develop the capacity to understand sense perception and emotional experience of products, but also, to develop tools and techniques that facilitate an emotion-focused design. To put in practice this strategy, students will be asked to develop the same design project from two different perspectives. The first one, according to the traditional approach methodology and the second one, which introduces a methodology close to emotional design approach. Finally, we will present conclusions of the study based on comparison and results achieved.
This report refers to both, supervised internship and, study about emotional expressivity use in multimedia design, conducted in the discipline of workshop of Multimedia B, of the program in scientific and humanistic visual arts at the Highschool Martins Sarmento in 2012/2013 academic year, as part of the Master in Visual Arts Teaching 3rd Cycle of Basic and Secondary Education. The problem for this study lies within bringing up emotion-focused pedagogical strategies from which students can enhance their self-perceptions on emotion, as a trigger leading to action and emotion being essential to understand and deal with users needs. Students will be introduced to a new strategy focused on the role played by the designer as intermediary between industry and costumer by contrast to the ideas of “creating needs “ designer, or an emotionally neutral products creator. At the same time, it is our aim to open up for a definition of design as a creative process that can successfully bring together, art, science and skills, as well as balance between skills, functionalism and emotion. Students will be thought not only to develop the capacity to understand sense perception and emotional experience of products, but also, to develop tools and techniques that facilitate an emotion-focused design. To put in practice this strategy, students will be asked to develop the same design project from two different perspectives. The first one, according to the traditional approach methodology and the second one, which introduces a methodology close to emotional design approach. Finally, we will present conclusions of the study based on comparison and results achieved.
Description
Keywords
Emoção Design Expressividade Estratégia pedagógica Emotion Expressivity Pedagogical strategy