Class Artistic Project I

This course consists of theoretical classes (based on examples that support the definition, presentation, and rationale of the artistic project) and practical classes (held in a studio and tutoring format, dedicated to the development of the project, practical experimentation, and artistic development of each student, under the supervision of professors and in dialogue/debate with peers).  At the end of the semester, students must exhibit their artistic project and present a portfolio.

Not applicable

Lectures: Based on examples that support the definition, presentation and rationale of the artistic project, with emphasis on: 1) how to proceed with the thematic definition and formulation of a central question in a project in the field of Painting; 2) what are the differences in the theoretical and practical approaches necessary for the elaboration of a project taking into account the specificities of the artistic process and the different media in which it can be configured (Painting is conceived in the expanded field). Practical classes: Held in a studio and tutored, they are dedicated to the development of the artistic project. They focus on practical experimentation and the artistic improvement of each student, under the supervision of teachers and in dialogue/debate with colleagues. At the end of the semester, students must exhibit their artistic project and present a portfolio.  

Teaching methodologies are based on two models: idea and portfolio presentation classes, led by students, concluded with collective critical discussions. Presentation classes are held at the beginning of the semester. Students share their portfolios and intentions for developing their artistic projects. The collective critical discussions at the end of these presentations develop discursive skills and curiosity about their peers' work in a spirit of reflection and dialogue, guided by respect. The SWAT analysis model should structure the discussion, allowing students to develop the ability to receive and provide feedback openly, opening up to cooperative learning and establishing the class as a learning community. These actions reinforce expected learning outcomes and pave the way for student autonomy. (See more detailed information in: Funcionamento da unidade curricular)

BOURGEOIS, L. (2015). Louise Bourgeois: The Spiders and the Tapestries. Ostfildern-Ruit: Hatje Cantz. DUNINGAM, E. C. (2013). A Celebration Of Light: The Art Of James Turrel. Ostfildern-Ruit: Hatje Cantz. ELGER, D. (2000). Donald Judd Colorist. Ostfildern-Ruit: Hatje Cantz. ELGER, D. (2000). Gerhard Richter: Catalogue Raisonné. Ostfildern-Ruit: Hatje Cantz. FICACCI, L. (2003). PIRANESI: Acqueforti/ Grabados/Águas-fortes. Cologne: Taschen. GOETZ, I., LENCSÉS, L., SCHOR, G., VINKEN, B. 82015). Cindy Sherman. Ostfildern-Ruit: Hatje Cantz. JOICE, P. (1999). Hockney on Art: conversations with Paul Joice. London: Little brown. KABAKOV, I., KABAKOV, E. (2005). An Alternative History of Art: Rosenthal, Kabakoc, Spivak. Bielfeld: Kerber KABAKOV, I., KABAKOV, E. (2003). Where is our place? Milano: charta. KUSTER, U. , SHFF, R. (2015), Peter Doig. Ostfildern-Ruit: Hatje Cantz. SLAGER, H. (2015). The Pleasure Of Research. Ostfildern-Ruit: Hatje Cantz.