Classroom - studio - gallery: The experience with painting in the teacher-artists formation
Experience is one determining factors in obtaining new knowledge. The use of the poetic process as a teaching strategy provides meaningful and transformative learning experiences, breaking with the dichotomy between theory and practice. This text presents the results of a study that used the curricu...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Recursos: | Universidade do Estado de Santa Catarina (UDESC) |
| Repositorio: | Revista Apotheke |
| Idioma: | portugués |
| OAI Identifier: | oai::article/18334 |
| Acesso em linha: | https://periodicos.udesc.br/index.php/apotheke/article/view/18334 |
| Access Level: | acceso abierto |
| Palavra-chave: | ateliê experiência ensino professor-artista pintura studio experience teaching teacher artist painting |
| Resumo: | Experience is one determining factors in obtaining new knowledge. The use of the poetic process as a teaching strategy provides meaningful and transformative learning experiences, breaking with the dichotomy between theory and practice. This text presents the results of a study that used the curricular component Painting as a research field, from the Visual Arts Degree course, which was held in the Unochapecó painting studio, during the first semester of 2019. The teaching dynamics used revealed a enlargement of the atelier’s functionalities, perceived as a space for teaching, production and exhibition, showing its relevance in the teacher-artists’s formation. The teaching methodology used was structured in four problem situations: Poetic production; Simulation and dialogue; Assembly of the portfolio; Exhibition. The studio was experienced and analyzed as a space for teaching experiences, being marked by the student’s role, based on the development of skills and not on the content transmission. |
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