2025
Artistic expressions Pre and Proto-Historic
Name: Artistic expressions Pre and Proto-Historic
Code: HIS12027L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Archeology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
In this course the students will discuss the origins of the first artistic and symbolic manifestations that characterized the different steps in the evolution of human behaviour. The different artifacts, and methods used in the past will be discussed and contextualized in the archaeological record.
Sustainable Development Goals
Learning Goals
To give the students the ability to observe, analyze and identify the artistic pre-and proto-historic, as well as to recognize the artistic manifestations as an important source of study and knowledge of communities in Pre- and Proto-historical times and to recognize the importance of trace materials in the artistic Portuguese territory for the "reconstruction" of such societies.
Contents
A
1. Methodological approach to aesthetical analysis: Art as graphic and communicative skill and the basis of visual construction; perception, representation and linear recreation.
2. Theoretical framework to artistic research: from cultural and sociological original contexts to the s spiritual and emotional expression; models, typologies and study-cases in prehistorical times.
B
1. Study methodologies in Pre- and Protohistorical Art: discoveries, researches and concepts;
geographical areas, chronology, archaeo-places and collections;
2. Paleolithic Art and the hunter-gatherer societies: mobile art and Rock art. Techniques, typologies and materials.
3. The Art of Neolithic and Chalcolithic Ages and the productive societies: Macro-schematic, Schematic, Linear and Geometrical Art; the Levantine Art and its discussion; Art and Megalithism.
4. Proto-historical Art and the development of metallurgic societies: materials and meaning in the ceramics; symbolism in funerary findings
1. Methodological approach to aesthetical analysis: Art as graphic and communicative skill and the basis of visual construction; perception, representation and linear recreation.
2. Theoretical framework to artistic research: from cultural and sociological original contexts to the s spiritual and emotional expression; models, typologies and study-cases in prehistorical times.
B
1. Study methodologies in Pre- and Protohistorical Art: discoveries, researches and concepts;
geographical areas, chronology, archaeo-places and collections;
2. Paleolithic Art and the hunter-gatherer societies: mobile art and Rock art. Techniques, typologies and materials.
3. The Art of Neolithic and Chalcolithic Ages and the productive societies: Macro-schematic, Schematic, Linear and Geometrical Art; the Levantine Art and its discussion; Art and Megalithism.
4. Proto-historical Art and the development of metallurgic societies: materials and meaning in the ceramics; symbolism in funerary findings
Teaching Methods
Presentation by the teacher of theoretical concepts, definitions, methodologies, and case studies, using analysis of texts, images, cartography, artifacts/ecofacts, and digital resources. Sessions are accompanied by student engagement through a dialogic approach to learning or the organisation of debate sessions involving students. In addition to the case studies presented by the professor, experts may be invited to enrich the content and program diversity, thus also adapting the program content to the main interests of students and contributing to a greater articulation between teaching and research.
Assessment
Continuous assessment, consisting of a written assignment and an in-class presentation (40%), a mid-term test (45%), and attendance/participation in classes or other training events (15%), or a Final Exam (100%).
Guiding principles for the use of AI: AI may be used to support learning, not to replace human reflection, creativity, or authorship. Any use of AI must comply with the principles of honesty, rigour, and intellectual responsibility, avoiding plagiarism, fabrication, or uncritical dependence on automated outputs. Any use of AI in the preparation of materials submitted for assessment must be explicitly declared, indicating the tool used and the nature of its contribution. Students must demonstrate the ability to evaluate, interpret, and critically engage with AI-generated results, acknowledging their limitations, biases, and ethical implications. It is prohibited to enter personal data, confidential materials, or sensitive information into generative AI systems, in accordance with the GDPR and the University of Évora?s regulations. AI cannot be considered an author; therefore, the student retains full responsibility for the production and accuracy of the work submitted. The use of AI is permitted as a tool to support research, as an instrument for critical reflection, and in active-learning contexts. The use of AI is not permitted to generate texts, answers, images, or other content presented as the student?s original work; to automatically produce assignments, essays, reports, or other assessment components without substantial intellectual input from the human author; or to manipulate, falsify, or omit information sources. Work in which AI use is identified without an explicit declaration will be considered in breach of academic integrity standards and may result in penalties equivalent to those applied in cases of plagiarism. The instructor may request additional explanations or preliminary versions of the work to confirm effective authorship. Originality, critical analysis, and interpretative ability remain key assessment criteria. The instructor may use any tools deemed necessary to verify students? use of AI, and may request oral clarifications or, if necessary, require an oral examination before the course jury.
Guiding principles for the use of AI: AI may be used to support learning, not to replace human reflection, creativity, or authorship. Any use of AI must comply with the principles of honesty, rigour, and intellectual responsibility, avoiding plagiarism, fabrication, or uncritical dependence on automated outputs. Any use of AI in the preparation of materials submitted for assessment must be explicitly declared, indicating the tool used and the nature of its contribution. Students must demonstrate the ability to evaluate, interpret, and critically engage with AI-generated results, acknowledging their limitations, biases, and ethical implications. It is prohibited to enter personal data, confidential materials, or sensitive information into generative AI systems, in accordance with the GDPR and the University of Évora?s regulations. AI cannot be considered an author; therefore, the student retains full responsibility for the production and accuracy of the work submitted. The use of AI is permitted as a tool to support research, as an instrument for critical reflection, and in active-learning contexts. The use of AI is not permitted to generate texts, answers, images, or other content presented as the student?s original work; to automatically produce assignments, essays, reports, or other assessment components without substantial intellectual input from the human author; or to manipulate, falsify, or omit information sources. Work in which AI use is identified without an explicit declaration will be considered in breach of academic integrity standards and may result in penalties equivalent to those applied in cases of plagiarism. The instructor may request additional explanations or preliminary versions of the work to confirm effective authorship. Originality, critical analysis, and interpretative ability remain key assessment criteria. The instructor may use any tools deemed necessary to verify students? use of AI, and may request oral clarifications or, if necessary, require an oral examination before the course jury.
Teaching Staff
Accreditations and Certifications
