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General information

Code:
16630
Main Scientific area:
  • Specific Didactics
Regime:
Half-yearly
ECTS:
10
Teaching type:
Presential
Language of instruction:
 
    Contact Hours
Autonomous work:
220  hours
Classes:
15  hours  -  Laboratory Practice
45  hours  -  Theory Practice

Objectives of education

Drawing is a central and essential activity in the Visual Arts, with different categories and levels of application, expression and meaning. These categories intersect to form a structure where it is necessary to understand the context in which drawing is used - artistic, projectual, communicational - and the means used by the designer: systems and regimes of representation, forms of expression and objectives.
The syllabus contents, deal with different applications and contexts of drawing, the most appropriate didactics for its development, and the resources available to the designer for developing and analyzing a graphic process, from perceptual aspects to the conditions of reception by the public, including the technical means of production. This reflection is directed towards the specificity of the teaching of drawing in order to provide a greater understanding of the creative, perceptive, cognitive and sensitive circumstances of learning drawing in a didactic context.

Key learning outcomes

- To relate different applications of drawing in Visual Arts;
- To understand the specificity of teaching Drawing in its different forms and applications in the teaching Visual Arts context;
- To articulate terminologies and concepts on drawing in its pedagogical framework;
- To stimulate drawing exercises and projects, considering its communicative, expressive, experimental and operative dimensions;
- To adapt graphic strategies to different situations and uses of drawing, particularly in problems of communication, expression, project and artistic activity;
- To evaluate graphic processes in the didactic scope, promoting the student's autonomy during the learning process;
- To differentiate drawing didactics in each teaching context, namely in Visual Arte or in Design Process.

Program summary

1. Drawing as expressive, communicative and projetual activity and different purposes of the use of drawing in Visual Arts, Design and Architecture and Visual Communication.
2. Main dimensions of Drawing: representation, creativity, project, expression, communication and their teaching methodologies.
3. Specificities and problems when learning to draw.
4. Theoretical and didactic content of Drawing.
5. Exercises, strategies and procedures most common in the teaching of drawing.
6. Evolution in the concept of Drawing and their critical perspectives.
7. The importance of continuous assessment in the learning and teaching of drawing in the context of "learning by doing".
8. The role of error and correction in the learning of Drawing.
9. Parameters of sensibility and subjectivity in the graphic appreciation in situations of evaluation and self-assessment.
10. The assessment and criticism as sharing objectivity and subjectivity, knowledge and sensitivity.

Essential bibliography

Edwards, B. (2012). Drawing with the right side of the brain (4th Ed.). Penguin Putnan.

Garner, S. (Ed.) (2013). Writing on drawing: Essays on drawing practice and research. Intelect.

Grennan, S. (2022) Thinking about drawing: An introduction to themes and concepts. Bloomsbury Publishing.

Lajer-Burcharth, E., & Rudy, M. (Eds.) (2017). Drawing: The invention of the modern medium. Harvard Art Museums.

Kantrowitz, A. (2022) Drawing thought: How drawing helps us observe, discover, and invent. MIT Press.

Teaching methods

The classes are based on the exposition of themes, followed by debate and practical work. Despite the theoretical foundations that conceptually structure learning, in this course unit there is a laboratorial component and, therefore, the knowledge acquired by the student also depends on his own experience and action.
Three types of exercises will be proposed:
- Reading, discussion, revision and realization of texts on drawing and the teaching of drawing;
- Analysis and discussion of drawings, graphic processes and practical drawing exercises, focusing on their development, results and evaluation methods;
- Experimentation with drawing exercises based on the practice of the Master's student.
Each typology corresponds to the completion of a synthesis work that can be translated respectively into a text/essay; an oral presentation subject to group discussion and a graphic dossier produced by the student. In the first case, centered on reading and writing, it is expected to consolidate research and theoretical deepening processes. Then, through the analysis and discussion of drawings, the aim is to exercise the ability to act on the realization of drawings through criticism and oral communication, in a context of debate and conversation. Finally, practical experimentation may provide an insight into the concrete possibilities and difficulties of exercises and processes proposed in class.
The aim of these three different approaches is to provide learning where a relationship between theory and practice is established, considering different aspects: the graphic activity, the construction of didactic student assessment mechanisms and the possibility of joint reflection on these processes.

Assessment methods

Considering the laboratorial nature of the curricular unit, the assessment is continuous, observing all the work carried out, with a greater focus on three exercises/projects of a theoretical-practical nature that correspond to three moments of classification, with a weight of 30%, 30% and 40%, respectively. The modalities and contexts of these three exercises were previously indicated (Reading, Analysis, and Experimentation). 
In the assessment, an attempt is made to understand the students’ progress in their critical and conceptual perspective on the teaching of drawing, through their discourse and relationship with the drawing, both in the perspective of its realization and its analysis. Thus, the main assessment criteria will be: appropriate application of theoretical concepts in contexts of lesson preparation, evaluation and reports; critical and analytical skills; participation in sessions of comparative criticism and discussion of themes; creative ability in problem solving; consistency and originality in carrying out practical work, particularly in the development of graphic processes; capacity for research and investigation in order to develop a discourse conceptually varied and deepened; sense of synthesis in the organization of different subjects and content.