Class Illustration

  This curricular unit enables the acquisition and development of graphic and expressive vocabulary. It also allows to acquire and develop habits and practices of visual registration, namely through the creation and maintenance of a graphic diary as an object of project aid. Develop autonomy in the practice and investigation of illustration. Obtain knowledge in the context of the history of illustration and its contemporary practice. Recognize the fields and fields of action of the illustration.

Not applicable

  Books, periodic publications, posters and advertising artifacts support images that contribute to the interpretation of texts and concepts, which can both operate as autonomous visual signs in the construction of identities, as well as articulated with verbal elements. Thus, it is intended to understand and explore the various functions of illustration in the context of contemporary communication, making a conceptual and practical approach motivated by the exploration of themes that allow to approach the articulation between narrative elements and their positioning in the supports; the rhetoric of the image and the expression; and the creation of characters. According to this framework will be summoned examples from editorial projects for different audiences and narratives belonging to the historical body of the illustration. It is also intended to promote experimentation with drawing tools and techniques.

  Punctuality, simplification and summary of the technique, individualized teaching, tolerance for the student's difficulties, avoid pressuring the student, always be available, respond as soon as possible, see the work of all students once per class, always have constructive criticism, remembering processes, correcting problems, redefining strategies, discussing artistic approaches, valuing all effort and merit, encouraging students to like open discussion, intolerance for students who do not make an effort, negotiating with students: focus on classes chair 'in exchange from the absence of homework, little use of the projector and preference for students' individual computers, not seeing a student's failure as the student's responsibility but rather because the Professor was unable to stimulate him to become interested in the subject, understanding that the final semester grade serves as a guide to understand added value, problems and appreciation of all quality work for portfolio.

Arisman, Marshall; Heller, Steven, The Education of an Illustrator, Allworth Press, 2000 (1a edição) Chwast, Seymour; Heller, Steven, Illustration, a Visual History, HNA Books, 2008 Harthan, John, The history of the illustrated book, the western tradition, Thames & Hudson, 1981 Linden, Sophie Van Der Linden, Para ler o álbum ilustrado, Cosac Naify, 2011 Male, Alan; Illustration, A Theoretical and Contextual Perspective, AVA Publishing, 2007 Salisbury, Martin; Play Pen, New Children ¿s Book Illustration, Laurence King, 2007 Loomis, Andrew; Creative Ilustration, The Viking Press - New York, 1947 Zeegen, Lawrence; Rush, Carl; The Fundamentals of Illustration, AVA Publishing, 2005