2024
Introduction to the Project and Techniques of Representation II
Name: Introduction to the Project and Techniques of Representation II
Code: VIS12791L
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Artes Plásticas
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
Overall give students:
1. knowledge in the method of execution of artistic projects and in two-dimensional and three-dimensional
representation techniques, namely procedural design;
2. practical exercise that creates skills that allow you to conceive and execute;
3. ability to structure and implement the production of skilled works in artistic practices.
Specific objectives:
1. ability to visually represent the memories, the observed and the imagined, through various means of representation;
2. enable the operationality of the technical drawing;
3. promote the pleasure of drawing, giving to discover affective, rational procedures and their artistic incursions;
4. to sensitize students to the aesthetic dimension, implicit in their activity;
5. give students methods of thinking, expressing and materializing their ideas through the project, especially in
the face of orders and dimensions that exceed the natural size of the workshop;
6. notions of theoretical, technical and practical design;
7. to promote the pleasure of the exploration of forms in the metamorphosis of space, giving to discover the
conceptual, subjective and artistic processes.
1. knowledge in the method of execution of artistic projects and in two-dimensional and three-dimensional
representation techniques, namely procedural design;
2. practical exercise that creates skills that allow you to conceive and execute;
3. ability to structure and implement the production of skilled works in artistic practices.
Specific objectives:
1. ability to visually represent the memories, the observed and the imagined, through various means of representation;
2. enable the operationality of the technical drawing;
3. promote the pleasure of drawing, giving to discover affective, rational procedures and their artistic incursions;
4. to sensitize students to the aesthetic dimension, implicit in their activity;
5. give students methods of thinking, expressing and materializing their ideas through the project, especially in
the face of orders and dimensions that exceed the natural size of the workshop;
6. notions of theoretical, technical and practical design;
7. to promote the pleasure of the exploration of forms in the metamorphosis of space, giving to discover the
conceptual, subjective and artistic processes.
Contents
1. Space and form and its representation, abstract
2. The imagined and its representation
2.1. The design and its graphic potentialities.
3. Development of the project in artistic practices
3.1. Method of development:
3.1.1. Phases:
3.1.2. Project management.
3.2. Elements and phases of the project:
3.3. The project partners.
4. Representation
4.1. Learning the graphic representation languages of the project, acquiring the notion of performing and communicating
simulations in visual and plastic terms.
4.2. The design and its intelligence and graphical capabilities.
4.3. Notions of measure proportion and scale.
4.4. How to communicate two-dimensional and three-dimensional simulations.
5. Procedural design This type of drawing is a means for action
5.1. Intermediation of physical representation in the invention
5.2. Representation that carries within itself tension generating invention
5.3. Representation and conformation of "things" that induce aesthetic experience
5.4. Virtual and physical representation as procedural concepts:
5.4.1. Discursive
5.4.2. Formal:
5.5. Expression:
5.5.1. Two Dimensional
5.5.2. Three Dimensional
5.5.3. Digital
2. The imagined and its representation
2.1. The design and its graphic potentialities.
3. Development of the project in artistic practices
3.1. Method of development:
3.1.1. Phases:
3.1.2. Project management.
3.2. Elements and phases of the project:
3.3. The project partners.
4. Representation
4.1. Learning the graphic representation languages of the project, acquiring the notion of performing and communicating
simulations in visual and plastic terms.
4.2. The design and its intelligence and graphical capabilities.
4.3. Notions of measure proportion and scale.
4.4. How to communicate two-dimensional and three-dimensional simulations.
5. Procedural design This type of drawing is a means for action
5.1. Intermediation of physical representation in the invention
5.2. Representation that carries within itself tension generating invention
5.3. Representation and conformation of "things" that induce aesthetic experience
5.4. Virtual and physical representation as procedural concepts:
5.4.1. Discursive
5.4.2. Formal:
5.5. Expression:
5.5.1. Two Dimensional
5.5.2. Three Dimensional
5.5.3. Digital
Teaching Methods
The classes will be taught through theoretical exposition and practical exercises based on simulation models,
close to reality.
Representation and invention are developed through conceptual and compositional essays, implementing the
students' creative and expressive capacities.
A teaching-learning logic centered on the student's activity is practiced, using as a base the realization of practical
work in order to promote active learning, allowing students to build their method of work and study.
Anchoring is sought in fundamental contents motivating a course of the intuition to the conscience. This emphasis
on the personal development of the student and on the construction of his own synthesis, obliges the
teaching to refer to its times and rhythms of development.
The evaluation is continuous, through a critical analysis of the students' work and performance, closed in cycles
with exercises whose note contributes evolutionarily to the proposed grade.
The criteria are:
final quality of work - 40%; intermediate evaluation subdivided into two items evolution - 30%, and development
and communication - 20%; assiduity - 10%.
close to reality.
Representation and invention are developed through conceptual and compositional essays, implementing the
students' creative and expressive capacities.
A teaching-learning logic centered on the student's activity is practiced, using as a base the realization of practical
work in order to promote active learning, allowing students to build their method of work and study.
Anchoring is sought in fundamental contents motivating a course of the intuition to the conscience. This emphasis
on the personal development of the student and on the construction of his own synthesis, obliges the
teaching to refer to its times and rhythms of development.
The evaluation is continuous, through a critical analysis of the students' work and performance, closed in cycles
with exercises whose note contributes evolutionarily to the proposed grade.
The criteria are:
final quality of work - 40%; intermediate evaluation subdivided into two items evolution - 30%, and development
and communication - 20%; assiduity - 10%.
Teaching Staff
- Rui Jorge Valério Silva Neves Ferreira [responsible]
Certificações
